Currently browsing: Faculty of Wellbeing, Education and Language Studies (WELS)

Number of items at this level: 10607.
Generated on Thu Apr 24 12:22:19 2025 BST.

2026To Top

Lillis, Theresa (2026). The language of social work. In: Nesi, Hilary and Milin, Petar eds. Encyclopedia of Language and Linguistics, 3rd Edition. London, UK: Elsevier (In Press).

2025To Top

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

Jones, Kerry and Robb, Martin eds. (2025). Men and Loss: New Perspectives on Bereavement, Grief and Masculinity. Routledge Key Themes in Health and Society. Abingdon-on-Thames, UK: Routledge.

O'Hagan, Lauren Alex and Eriksson, Göran eds. (2025). Food Marketing and Selling Healthy Lifestyles with Science: Transhistorical Perspectives. Critical Food Studies. Abingdon, UK: Routledge.

Social Work History Network eds. (2025). Bulletin of the Social Work History Network, 10(1)

Woodthorpe, Kate; Frisby, Helen and Michael-Fox, Bethan eds. (2025). Death and Institutions: Processes, Places and the Past. Death and Culture. Bristol, UK: Bristol University Press.

Addae-Kyeremeh, Eric (2025). Teachers' access to and use of evidence. In: Fox, Alison ed. Professional Learning Communities and Teacher Enquiry. Abingdon, UK: Routledge, pp. 80–92.

Addae-Kyeremeh, Eric; Ebubedike, Margaret; Akyeampong, Albert; Doka, Jane; Boateng, Felicia and Dery, Portia (2025). Empowering parents and caregivers as literacy champions to support foundational learning in low-resourced contexts. The Open University / Centre for the Study of Global Development - CSGD.

Álvarez, Inma; Horáčková, Clare and Vseteckova, Jitka (2025). Early career mobility and health and wellbeing of female doctorate holders: A narrative review of the international literature. Gender, Work & Organization, 32(1) pp. 202–242.

Amuah, Ebo; Agormedah, Edmond Kwesi; Akyeampong, Albert Kwame and Ampiah, Joseph Ghartey (2025). Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis. Cogent Education, 12(1), article no. 2473248.

Antrobus, Mark; Desai, Terun; Young, David; Machado, Lee; Ribbans, William; El Khoury, Louis and Brazier, Jon (2025). Epigenetics of concussion: A systematic review. Gene, 935, article no. 149046.

Ascroft, Elizabeth (2025). Intra-acting with the self: diffracting reflexivity in action-based research. Educational Action Research, 33(1) pp. 41–51.

Askew, Heather and Rogers, Justin (2025). Opportunities of Care at What Cost: Findings from a Qualitative Study Exploring Care Leavers Experiences of Residential Care Homes for Children in Thailand. Institutionalised Children Explorations and Beyond, 12(1) pp. 30–47.

Balyasnikova, Natalia; Markowski, Marianne and Vseteckova, Jitka (2025). Learning in the UN Decade of Healthy Ageing: Insights from Canada and the UK. Journal of Global Ageing (Early Access).

Bárkányi, Z. and G. Kiss, Z. (2025). The Link Between Perception and Production in the Laryngeal Processes of Multilingual Speakers. Lanugages, 10(2), article no. 29.

Bloomfield, Sarah; Mooney, Evelyn; Salter, Abigail; Reid, Kristen; Marshall, Helen and Smith, Maria (2025). Employing a world-café for research purposes: warts and all. In: Ninth Annual Qualitative Research Symposium (QRS), 28 Jan 2025-29 Jan 2025, University of Bath, UK.

Boampong, Michael (2025). Transnational migration and childhood, social reproduction and economic crisis. In: Abebe, Tatek; Dar, Anandini and Wells, Karen eds. Routledge Handbook of Childhood Studies and Global Development. Abingdon: Routledge, pp. 235–252.

Boateng, Felicia; Ebubedike, Margaret; Addae-Kyeremeh, Eric; Akyeampong, Kwame; Doka, Jane and Dery, Portia (2025). Unlocking literacy: The power of parents and cultural heritage. UKFIET.

Boreham, Caroline (2025). A Case-study of Character Education in a National Multi-Academy Trust: An In-depth Bourdieusian Analysis. Doctor of Education (EdD) thesis The Open University.

Borgstrom, Erica; Cohn, Simon and Driessen, Annelieke (2025). Multidisciplinary team meetings: dynamic routines that (re)make palliative care. Health Sociology Review, 34(1) pp. 77–91.

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

Bury, Louise; Ingham, Roger; Bright, Suzanna and Hoggart, Lesley (2025). Experiences of stigma amongst healthcare professionals working in abortion care: a global survey. BMJ Sexual & Reproductive Health (Early access).

Carr, Jessica and Seale, Jane (2025). How can people with intellectual disabilities be supported to engage in citizen science? Lublin Pedagogical Journal (In press).

Carr, Jessica E; Holliman, Richard; Seale, Jane; Scanlon, Eileen and Shaw-Williams, Ruth (2025). Reimagining citizen science as inclusive praxis. Research for All, 9(1)

Carruthers, Helen; Derry, David and Astin, Felicity (2025). Pushing and guiding me towards home; patients’ perspectives of person-centred physiotherapy in Intensive Care. Disability and Rehabilitation (Early access).

Chappell, Kerry; Cremin, Teresa and Crickmay, Ursula (2025). Creative Pedagogies in school. In: Lucas, Bill ed. Handbook of Creativity in Schools. Cheltenham, UK: Edward Elgar Publishing Limited [In Press].

Cohn, Simon; Borgstrom, Erica and Driessen, Annelieke (2025). Not intervening as a form of care: Negotiating medical practices at the end‐of‐life. Medical Anthropology Quarterly, 39(1)

Coleman, Phil (2025). Explaining the impact of student relatedness experiences within practical placements. International Journal of Work Integrated Learning, 26(2) pp. 177–189.

Cook, Jane (2025). Changing the global narrative: raising awareness of implicit and explicit weight bias in healthcare professions. Evidence Based Journals (Early access).

Cooke, Carolyn (2025). (Re)hearing and (re)seeing what happens in music education: Re-storying music education with Posthumanism. In: Philpott, Chris and Spruce, Gary eds. Debates in Music Teaching (2nd Edition). Debates in Subject Teaching. New York and London: Routledge (In Press).

Cooke, Carolyn; Vackova, Petra; Dowdeswell, Emily; Caton, Lucy and Puntil, Donata (2025). ‘Storying otherwise’ towards care-full writing practices in higher education. Journal of Learning Development in Higher Education, 35 (Early access).

Cox, Sarah; Chick, Mike; Higham, Gwennan; Engman, Mel; Smith-Christmas, Cassie; Warnecke, Sylvia; Brash, Bärbel; Platzgummer, Verena; Cooke, Melanie and Simpson, James (2025). Wise in 5: Language Education for Refugees and Migrants in the UK and Ireland. PolicyWISE, The Open University, Milton Keynes, UK.

Cremin, Teresa and McGeown, Sarah (2025). Reading for pleasure: Exploring the Concept, the causes and consequences. In: Cremin, Teresa and McGeown, Sarah eds. Reading for pleasure: International Perspectives. Abingdon, UK: Routledge, xii-xxii.

Davis, Leon; Plumley, Daniel; Lusted, Jim and Wilson, Rob (2025). Assessing the proposed changes to fan engagement in the 2023 UK Government White Paper on English football. Sport in Society (early access).

de Carvalho, Thaís and Roelen, Keetie (2025). Social Protection for Economic Inclusion in Latin America: the potential of comprehensive programming. CSGD Policy Paper 1; Centre for the Study of Global Development, The Open University, Milton Keynes, UK.

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

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

Dery, Portia; Hedges, Claire and Okada, Alexandra (2025). Catch Up Learning Programmes: A Landscape Review in the NGO Space – Research Report. The Open University.

Docherty, Gillian; Bennett, Stephanie; Clements, Lucie; Pereira, Antonina and Mason, Mark (2025). Psychological Well-Being and Adult Ballet: From the Perspective of the Adult Ballet Teacher. Journal of Dance Education (Early access).

Docherty, Gillian and McMillan, Laura (2025). Understanding parents' expectations of infant sleep: Part 1. Journal of Family and Child Health, 2(2) pp. 93–97.

Doehler, Steph (2025). Giving Activism the Red Card? English Fan Reactions to the OneLove Armband at Qatar 2022. In: The International Association for Communication and Sport (IACS) Summit, 13-15 Mar 2025, Chicago, Illinois, USA.

Dooly, Melinda and Comas-Quinn, Anna (2025). Access to technology and social justice. In: Muñoz-Basols, Javier; Gutiérrez, Mara Fuertes and Cerezo, Luis eds. Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence. Bristol, UK: Multilingual Matters, pp. 21–42.

Dorrian, Jane (2025). Why getting active with children is good for parents too. OpenLearn.

Dunne, Justin (2025). Building aspiration when working with homeless young people in the UK: A case study. Journal of Social Work (Early access).

Durak, Gürhan and Çankaya, Serkan (2025). The Rise of Micro-Credentials: A New Certification System for Career Development. In: Durak, Gürhan and Çankaya, Serkan eds. Integrating Micro-Credentials With AI in Open Education. IGI Global, pp. 1–18.

Ebubedike, Margaret; Dawadi, Saraswati and Boateng, Felicia (2025). Preventing Trafficking of Girls Through Empowerment and Information Strategy: A Case study of Nepal and Nigeria. The Open University, Milton Keynes.

Eriksson, Göran and O'Hagan, Lauren Alex (2025). Introduction. In: O'Hagan, Lauren Alex and Eriksson, Göran eds. Food Marketing and Selling Healthy Lifestyles with Science: Transhistorical Perspectives. London, UK: Routledge, pp. 1–18.

Flynn, Ann (2025). Promoting social justice and democratisation: Preparing social work students for interprofessional practice. In: 14th European Conference for Social Work Research (ECSWR), 12-14 Mar 2025, Munich, Germany.

Flynn, Ann; Giddings, Lindsay; Ferguson, Gillian and Rai, Lucy (2025). Writing your life – reflections on working together to support social work writing. In: ECSWR25 - 14th European Conference for Social Work Research, 12-14 Mar 2025, Munich, Germany.

Ford, Belinda (2025). The lived experience of Relate supervisors of providing supervision. Doctor of Health and Social Care (DHSC) thesis The Open University.

Garcia, C.; Grant, E.; Treharne, G.J.; Arahanga-Doyle, H.; Lucassen, Mathijs; Scarf, D.; Taumoepeau, M.; Veale, J. and Rapsey, C. (2025). ‘Is it worth potentially dealing with someone who won't get it?’: LGBTQA+ university students’ perspectives on mental health care. Journal of the Royal Society of New Zealand, 55(1) pp. 32–46.

Garcia, Rebecca and Qureshi, Irtiza (2025). Growing the nursing workforce in the United Kingdom: Aspiration and reality. Evidence Based Nursing, BMJ.

Ger, Ebru; Ibbotson, Paul and Göksun, Tilbe (2025). The Relationship Between Cognitive and Morphological Skills: Evidence from Turkish Kindergarten Children. Journal of Cognition and Development (Early access).

Giaxoglou, Korina (2025). Narrative practices of death, dying and mourning. In: Frick, Karina; Gröbel, Lea and Siever, Christina Margrit eds. Tod und Trauer – analog:digital: Linguistische und theologische Perspektiven. Sprache und Wissen (SuW). De Gruyter, pp. 117–137.

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

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

Gibson, Poppy (2025). ‘FutureDiversity’: a purposeful programme for preparing neurodivergent learners for their future pathways, co-created with Key Stage 4 students. RECAP.

Gibson, Poppy (2025). How to support neurodivergent mothers during pregnancy and birth. OpenLearn, The Open University.

Gibson, Poppy (2025). Neurodivergence and birth trauma: What are the connections between brain-altering experiences and neurodivergent conditions? OpenLearn, The Open University.

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

Gibson, Poppy; Simandjuntak, Sarinova; Budiartha, Christianus I Wayan Eka; Hakim, Herdiana; Pustaka, Arkhadi; Redi, Anak Agung Ngurah Perwira; Murty, Ade Iva; Wall, Sarah; Chedana, Saskara B’tari; Budiarto, Gabriele Teresa and Binu, Elvina (2025). Understanding and supporting neurodivergence around the world: from England to Indonesia. Nexus Education.

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

Goswami, Chris L.; Shepherd, Alan J.; Langdown, Ben L.; Knight, Jamie M. and Maguire, Andrew J. (2025). Acute effects of different warm-up protocols on junior golfers’ drive performance. International Journal of Strength and Conditioning, 5(1)

Gould, Sam (2025). Supporting unpaid carers caring for friends and family with palliative and life limiting illnesses- reflections on starting a support group. BMJ Supportive & Palliative Care, 15 A15-A16.

Greenfield, Mari; Borgstrom, Erica; Hudson, Briony and MacArtney, John I. (2025). To Know Dying: Identifying research areas in palliative and end of life care for the social sciences and humanities. Health Open Research.

Haider, Sharif (2025). [Book Review] Trafficking Chains: Modern Slavery in Society by Sylvia Walby and Karen A. Shire, Bristol, Policy Press, 2024. The British Journal of Social Work (Early access).

Haider, Sharif (2025). Breaking the silence: Understanding the complexities of bereavement and grief among Syrian refugee fathers. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New Perspectives on Bereavement, Grief and Masculinity. London: Routledge, pp. 188–200.

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

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

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

Hampel, Regine (2025). Multilingualism and the Digital Media. In: Chapelle, Carol ed. Encyclopedia of Applied Linguistics. Wiley (In Press).

Hanley, Joe (2025). The social work public perception myth. British Journal of Social Work, 55(1) pp. 359–376.

Hanley, Joe (2025). Aspirational impact and independent social work podcasting in England. Practice: Social Work in Action, 37(1) pp. 59–75.

Hanley, Joe (2025). [Book Review] Angie Bartoli Becoming a Social Work Manager St Albans, Critical Publishing, 2024,. Practice (early access).

Harris, Emma; Fenton, Steven; Stephenson, John; Ewart, Fiona; Goharinezhad, Salime; Lee, Hyunkook and Astin, Felicity (2025). Do extended reality interventions benefit patients undergoing elective cardiac surgical and interventional procedures? A systematic review and meta-analysis. Journal of Clinical Nursing, 34(4) pp. 1465–1492.

Harris, Jennifer L.; Fleming-Milici, Frances; Gearhardt, Ashley N.; Grier, Sonya; Montgomery, Kathryn; Romo-Palafox, Maria and Tatlow-Golden, Mimi (2025). Digital Food Marketing and Children’s Health and Well-being. In: Christakis, Dimitri A. and Hale, Lauren eds. Handbook of Children and Screens: Digital Media, Development, and Well-Being from Birth Through Adolescence. Cham: Springer Nature Switzerland, pp. 81–90.

Harrison, Virginia; Jones, Katie and Hyde, Caroline (2025). Using eHealth to support quality of life and wellbeing in lung cancer patients; a systematic review. Lung Cancer, 200, article no. 108256.

Haugh, Michael and Márquez Reiter, Rosina (2025). (Un)intended offence: speaker meaning and discursive scales in the negotiation of offensive humour. Pragmatics & Cognition (In Press).

Haugh, Michael and Márquez-Reiter, Rosina eds. (2025). Morality in Discourse. Oxford Studies in Sociolinguistics. Oxford: Oxford University Press.

Henning, Lucy (2025). [Book Review] Teaching and learning about family literacy and family literacy programs by J. Lynch and E.S. Prins. Routledge, Abingdon, 2022. Journal of Early Childhood Literacy (early access).

Henry, Claire; Archer, Nikki and Bourner, Helen (2025). Men and grief: Reconceptualising UK bereavement support to be inclusive of men. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New Perspectives on Bereavement, Grief and Masculinity. London: Routledge, pp. 136–149.

Hernáiz, Rodrigo (2025). Exploring Variation and Change in the Distant Past. Cadernos de Linguística, 6(1), article no. e792.

Higgs, Alison (2025). [Book review]: Anti-Racist Educational Leadership and Policy: Addressing Racism in Public Education eds. Sarah Diem and Anjalé D. Welton, New York, Routledge, 2020. Management in Education, 39(2) pp. 103–104.

Horne, Jo; de Lappe, Joseph; Anand, Paul; Tse-Leon, Jenny; Wormald, Kathy; Carr, Chantel and Vseteckova, Jitka (2025). Ecotherapy and out-of-classroom learning for vulnerable and disadvantaged young people: an evaluation of a project in England. Environmental Education Research (Early access).

Horne, Joanna; Kentzer, Nichola; Smith, Lee; Trott, Mike and Vseteckova, Jitka (2025). A systematic review of international literature on the gender of unpaid carers attending group-based physical activity with people with dementia. International Journal of Care and Caring (Early access).

Howard, Neil; Roelen, Keetie; Ton, Giel; Espinoza Hermoza, Mauricio; Al Mamun, Saklain; Chowdhury, Kabita; Aktar, Taslima and Huq, Lopita (2025). A new approach to children’s work that prioritises resilience, well-being and agency: emerging findings from a ‘cash plus’ intervention in Bangladesh. BMJ Paediatrics Open, 9, article no. e002422.

Howard, Neil; Roelen, Keetie; Ton, Giel; Hermoza, Mauricio Espinoza; Al Mamun, Saklain; Chowdhury, Kabita; Aktar, Taslima and Huq, Lopita (2025). A new approach to children's work that prioritises resilience, well-being and agency: emerging findings from a 'cash plus' intervention in Bangladesh. BMJ paediatrics open, 9(1), article no. e002422.

Hubscher-Davidson, Séverine (2025). Coaching for wellbeing: A study of the benefits and drawbacks for translators in the workplace. In: 11th European Society for Translation Studies (EST) Congress, 30 Jun - 04 Jul 2025, Leeds, UK.

Hubscher-Davidson, Séverine and Panichelli-Batalla, Stephanie (2025). Global Sustainable Development and the Wellbeing of Language Professionals. In: Walker, Callum and Lambert, Joseph eds. The Routledge Handbook of the Translation Industry. Routledge Handbooks in Translation and Interpreting Studies. Taylor & Francis (In Press).

Hultgren, Anna Kristina (2025). Remaking the world with linguistics. In: Milak, Eldin and Tankosić, Ana eds. Becoming a Linguist: Advice from Key Thinkers in Language Studies. London: Routledge, pp. 117–128.

Ivan, Loredana; Marston, Hannah; Prabhu, Vishnunarayan; Großschädl, Franziska; Alexandra Silva, Paula; Buttigieg, Sandra; Ozturk, Halime; Bilir-Koca, Burcu; Arslan, Hasan; Kanozia, Rubal; Browning, Matthew; Freeman, Shannon and Earle, Sarah (2025). Successful Ageing across Middle vs High-Income Countries: An Analysis of the Role of E-Health Literacy Associated with Loneliness and Wellbeing. The Gerontologist, 65(1), article no. gnae170.

Ivan, Loredana; Marston, Hannah R; Prabhu, Vishnunarayan Girishan; Großschädl, Franziska; Alexandra Silva, Paula; Buttigieg, Sandra C; Öztürk Çalıkoğlu, Halime; Bilir Koca, Burcu; Arslan, Hasan; Kanozia, Rubal; Browning, Matthew H E M; Freeman, Shannon and Earle, Sarah (2025). Successful Aging Across Middle Versus High-Income Countries: An Analysis of the Role of eHealth Literacy Associated With Loneliness and Well-Being. The Gerontologist, 65(1), article no. gnae170.

Jabari, Zahra; Eslami, Mohammad; Jalali Nadoushan, Amir Hossein; Goharinezhad, Salime; Tavallaei, MohammadJavad; Khodadoust, Elaheh and Mahmoodi, Seyed Mohammad Hossein (2025). Psycheutopia: an innovative educational program to enhance mental health literacy among medical students. Frontiers in Psychiatry, 16, article no. 1538476.

Jones, Katie; Folliard, Kelda; Di Malta, Gina; Oates, John; Gilbert, Leah and Harrison, Virginia (2025). Risk factors associated with postpartum anxiety in Australia, Europe, and North America: A systematic review and narrative synthesis. Journal of Affective Disorders, 373 pp. 478–494.

Jones, Kerry and Robb, Martin (2025). Introduction. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New Perspectives on Bereavement, Grief and Masculinity. London: Routledge, pp. 1–3.

Jordan, J.; Larkin, M.; Tilley, E.; Vseteckova, J.; Ryan, S. and Wallace, L. (2025). Transitions‐Related Support for Ageing Family Carers of Older People With Intellectual Disabilities Who Convey Behaviours That Challenge Others: A Systematic Rapid Scoping Review. Journal of Applied Research in Intellectual Disabilities, 38(1), article no. e13322.

Kemp, Nicola; Josephidou, Jo and Bolshaw, Polly (2025). ‘Tiny humans’ outdoors: understanding the factors that mediate opportunities for babies and toddlers. Children's Geographies (early access).

King, Liz (2025). Dyscalculia, maths anxiety and numerophobia in nursing practice. The Open University, Open Learn.

King-Owen, Jackie and Ambrose, Claire (2025). Placements in challenging settings. In: Williams, Simon and Conroy, Diana eds. A Student's Guide to Placements in Health and Social Care Settings: From Theory to Practice. Abingdon, UK: Routledge, pp. 82–94.

Konaklı, Tuğba; Alkanat Akman, Tuba; Mert, Mahmut and Yuksel, Dogan (2025). The perceptions of study abroad coordinators about digitalisation and Erasmus + virtual mobility. Research in Comparative and International Education, 20(1) pp. 27–48.

Kucharczyk, Stefan; Pettersen, Kenneth and Rowsell, Jennifer (2025). Play and passion: framing children’s rich moments of responding and making meaning. Qualitative Research Journal, 25(1) pp. 44–51.

Kucirkova, Natalia and Ciesielska, Marta (2025). The Distance Between the Story Character and the Reader: Evidencing the Impact of Familiarity in Children’s Storybooks. Reading Psychology, 46(2) pp. 133–170.

Kucirkova, Natalia; Rodriguez Leon, Lucy and Chinula, Neema Mwenda (2025). Rethinking Agency in Literacies: Malawian children’s and teachers’ perspectives. International Journal of Early Years Education, 33(1) pp. 24–44.

Kucirkova, Natalia Ingebretsen (2025). [Book Review] David Howes, Sensorium: contextualizing the senses and cognition in history and across cultures.Cambridge, Cambridge University Press, 2024. The Senses and Society, 20(1) pp. 155–157.

Kucirkova, Natalia Ingebretsen (2025). Olfaction in Early Childhood Research and Practice: How the Study of Smell Charts New Frontiers in Early Education. London, UK: Routledge.

Langford, Andy (2025). Reflections on personal narratives of grief: An autoethnographic account. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New Perspectives on Bereavement, Grief and Masculinity. London: Routledge, pp. 78–89.

Lee, Clare and Morgan, John (2025). Remembering learning mathematics – we can run but we can’t hide. Teacher Development: An international journal of teachers' professional development, 29(1) pp. 167–186.

Levine, Diane Thembekile; O’Reilly, Michelle; Adams, Sarah and Batchelor, Rachel (2025). How might children’s online experiences be understood through a digital ethics of care framework? Technology, Pedagogy and Education (Early access).

Li, Hongqin; Pan, Lin; Seargeant, Philip and Block, David (2025). Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective. TESOL Quarterly, 59(1) pp. 103–135.

Lillis, Theresa and Tuck, Jackie (2025). Academic literacies: a critical lens for a global academy. In: Hyland, Ken and Thompson, Paul eds. The Routledge Handbook of English for Academic Purposes. Routledge [In press].

Lucassen, Mathijs F. G.; Samra, Rajvinder; Brown, Katherine; Rimes, Katharine; Núñez-García, Alicia and Wallace, Louise (2025). A web-based intervention to support the mental well-being of sexual and gender minoritised adolescents: Formative evaluation of Oneself. Digital Health, 11 pp. 1–13.

Lusted, Jim and Maguire, Claire (2025). Does co tutoring improve online teaching practice? The Scholarship Centre for innovation in online Legal and Business education (SCiLAB), The Open University.

Løkken, Ingrid Midteide; Campbell, Janine Anne; Dale, Philip S. and Kucirkova, Natalia Ingebretsen (2025). Exploring the sense of smell in shared digital book reading: An experiment. International Journal of Educational Research Open, 8, article no. 100430.

MacKian, Sara (2025). Using Stories to Explore the Everyday Place of Spirit Agency. In: Woodhead, Linda; Cadman, Louisa and Graham, Nicole eds. Messy Methods in Researching Religion. UK: Oxford University Press (In press).

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

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

Mallet, Rochelle (2025). The Re-Production of Gender in Early Childhood Education: A Feminist New Materialist Analysis. Doctor of Philosophy (PhD) thesis The Open University.

Mallon, Sharon; Borgstrom, Erica and Murphy, Sam (2025). The art of ‘sensitive’ supervision: supporting, sharing and strengthening. In: Liamputtong, Pranee ed. Handbook of Sensitive Research in the Social Sciences. Cheltenham, UK: Edward Elgar Publishing Limited, pp. 55–63.

Márquez Reiter, Rosina and Bou-Franch, Patricia (2025). Moralizing (un)civil behaviour. The case of interpellations on Facebook. In: Haugh, Michael and Márquez-Reiter, Rosina eds. Morality in Discourse. Oxford Studies in Sociolinguistics. Oxford, UK: Oxford University Press.

Marston, Hannah; Prabhu, Vishnunarayan Girishan and Ivan, Loredana (2025). Understanding technology use during the pandemic through the lens of age-friendly cities and communities: an international, multi-centre study. COVID, 5(7)

McGeown, Sarah and Cremin, Teresa (2025). Conclusion and Reflections for Research, Practice and Policy. In: Cremin, Teresa and McGeown, Sarah eds. Reading for Pleasure: International Perspectives. London: Routledge, pp. 201–206.

Mohamed Abdulazeem, Hebatullah; Borges do Nascimento, Israel Júnior; Weerasekara, Ishanka; Sharifan, Amin; Grandi Bianco, Victor; Cunningham, Ciara; Kularathne, Indunil; Sathian, Brijesh; Deeken, Genevieve; Østengaard, Lasse; Frederique-Djurdjevic, Rachel; van Hoof, Joost; Bank, Matthias; Lazeri, Ledia; Redlich, Cassie; Marston, Hannah; dos Santos, Ryan Alistar; Azzopardi-Muscat, Natasha; Yon, Yongjie and Novillo-Ortiz, David (2025). Use of Digital Health Technologies for Dementia Care: Bibliometric Analysis and Report. JMIR Mental Health, 12, article no. e64445.

Molesworth, Mark; Davis, Katie; Rickards-Hill, Deborah; Bossman, Irene and Mayne, Wendy (2025). Exploring the effects of financial stress on undergraduate nursing students in Scotland. Nursing Standard, 40(2) pp. 48–54.

Mooney, Evelyn and Bloomfield, Sarah (2025). Keynote: Maximising the Effectiveness of the Tripartite Relationship in Degree Apprenticeships. In: Social Work Apprenticeship Annual National Employer Network Event, 26 Mar 2025, The Open University, Milton Keynes, UK.

Moore, Lucy; Oakley, Ben and Twitchen, Alex (2025). It’s never simple! People, power and relationships in the United Kingdom Olympic sport policy system. A commentary. Journal of Sports Sciences, 43(1) pp. 92–98.

Mumtaz, Zahid and Roelen, Keetie (2025). Winners and losers: class dynamics and social protection in Pakistan. International Journal of Social Welfare, 34(2), article no. e12700.

Muñoz -Basols, Javier; Fuertes Gutiérrez, Mara and Cerezo, Luis eds. (2025). Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence. Bristol, UK: Multilingual Matters.

Murtaza, Amir and Rogers, Justin (2025). Forgotten Children: The Crisis of Child Welfare and Alternative Care in Afghanistan. Institutionalised Children Explorations and Beyond, 12(1) pp. 56–73.

Musgrave, Jackie (2025). Doing reflexivity in educational research: identifying perspectives to inform positionality. International Journal of Research & Method in Education, 48(2) pp. 183–193.

Nilsson, Karin; Elwér, Åsa; Messer, David and Danielsson, Henrik (2025). Cognitive and Language Abilities Associated With Reading in Intellectual Disability: A Systematic Review and Meta-Analysis. Remedial and Special Education (Early access).

O'Hagan, Lauren Alex and Eriksson, Göran (2025). Historicizing the marketing of plant-based meat substitutes: a multimodal analysis of Sanitas Nut Food Company advertisements, 1896-1901. Food and Foodways (early access).

O'Hagan, Lauren Alex and Eriksson, Göran (2025). From Foods to Nutrients: 150 Years of Modern Nutrition Science. In: O'Hagan, Lauren Alex and Eriksson, Göran eds. Food Marketing and Selling Healthy Lifestyles with Science: Transhistorical Perspectives. London, UK: Routledge, pp. 19–37.

Oakley, Ben (2025). Technology and Its Role in Making Dinghy Sailing More Accessible: Innovation Networks in the USA, United Kingdom and France. The International Journal of the History of Sport (early access).

Ogden, Richard and Cantarutti, Marina N. (2025). Coding categories relevant to interaction. In: Cieri, Christopher; Hall-Lew, Lauren; Drager, Katie and Yaeger-Dror, Malcah eds. Dimensions of Linguistic Variation. Oxford, UK: Oxford University Press.

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

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

Okada, Alexandra (2025). Catch Up Education: Research Evaluation Framework. The Open University.

Okada, Alexandra; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2025). Catch Up Education Research Report: Foundational Literacy, Numeracy, and Social Emotional Learning Skills in Vulnerable, Conflict, and Migrant Settings. The Open University.

Okada, Alexandra; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2025). Catch Up Education in Ethiopia: Addressing Foundational Literacy, Numeracy, and Social Emotional Learning Skills in Conflict Affected Areas – Research Report. . The Open University.

Okada, Alexandra; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2025). Catch Up Education in Zimbabwe: Addressing Foundational Literacy, Numeracy, and Social Emotional Learning Skills in Vulnerable Settings – Research Report. The Open University.

Okada, Alexandra; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2025). Catch Up Education in Chile: Addressing Foundational Literacy, Numeracy, and Social Emotional Learning Skills in Vulnerable Settings – Research Report. The Open University.

Okada, Alexandra; Sherborne, Tony; Panselinas, Giorgos and Kolionis, Georgios (2025). Fostering Transversal Skills Through Open Schooling Supported by the CARE-KNOW-DO Pedagogical Model and the UNESCO AI Competencies Framework. International Journal of Artificial Intelligence in Education (Early Access).

Okada, Alexandra; Sherborne, Tony; Panselinas, Giorgos and Kolionis, Georgios (2025). Promoção de habilidades transversais por meio da escolarização aberta apoiada pelo modelo pedagógico CARE-KNOW-DO e pelo Quadro de Competências de IA da UNESCO. International Journal of Artificial Intelligence in Education

Owton, Helen (2025). Trailblazers in 2024 launch women’s sport into an exciting new era. OpenLearn.

Owton, Helen (2025). Intense embodiment and women’s weather work in motorcycling. Cultural Studies - Critical Methodologies (Early access).

Owton, Helen (2025). Vitality Netball Nations Cup 2025: can the England Roses go all the way? OpenLearn.

Owton, Helen (2025). Netball Super League 2025: the Nottingham Forest rise to success! OpenLearn.

Owton, Helen (2025). Victory through resilience: how England Vitality Roses adapted to setbacks. OpenLearn.

Owton, Helen (2025). Pushing through the speed barrier: trailblazing women in motorsport. OpenLearn.

Owton, Helen (2025). Tackling abuse: the triumphs of women rugby players. OpenLearn.

Owton, Helen and Stevens, Lorna (2025). Women’s sport: insights from a researcher’s journey. OpenLearn.

Paterson, Laura L and van der Bom, Isabelle (2025). Introduction: Special issue on the discourses of poverty. Discourse & Society, 36(3) pp. 345–349.

Paterson, Laura L. (2025). Defining, labelling and evaluating poverty: A corpus-based discourse analysis of category construction in The Times newspaper 1900–2009. Discourse & Society, 36(3) pp. 381–399.

Payler, Jane; Cooper, Victoria and Bennett, Stephanie (2025). Optimal development for the children of prisoners? How children with a parent in prison are supported and why it matters. Children and Society, 39 pp. 512–531.

Pearson, Vic; Velasco, Maria and Moore, Linda (2025). Understanding passive withdrawal behaviour on an introductory science module. In: The 13th eSTEeM Annual Conference Proceedings: Sharing Best Practice - Implementing What Works. (Pawley, Susan and Chang, Daphne eds.), 10-11 Apr 2024, The Open University, UK, pp. 78–85.

Pinchbeck, Jess; Lingam-Willgoss, Candice and Rea, Simon (2025). Optimising Female Athletic Performance. New York: Routledge.

Pleines, Christine and Vialleton, Elodie (2025). 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).

Purcell, Carrie and Greenfield, Mari (2025). Experiences of pain in sexual & reproductive health procedures: The Gender Pain Gap in Sexual & Reproductive Health: Phase 1 Interim Report. The Open University.

Purcell, Carrie; Newton, Victoria Louise; Bloomer, Fiona and Hoggart, Lesley (2025). Foregrounding pain in self-managed early medication abortion: A qualitative study. BMJ Sexual & Reproductive Health, 51 pp. 3–8.

Rai, Lucy; Ferguson, Gillian and Giddings, Lindsay (2025). Writing as Social Work: Thematic Review of the Literature. British Journal of Social Work, 55(1) pp. 25–44.

Redhead, Caroline A. B.; Silverio, Sergio A.; Payne, Elana; Greenfield, Mari; Barnett, Sara M.; Chiumento, Anna; Holder, Beth; Skirrow, Helen; Torres, Ofelia; Power, Carmen; Weiss, Staci M.; Magee, Laura A.; Downe, Soo; Frith, Lucy and Cameron, Claire (2025). A consensus statement on child and family health during the COVID-19 pandemic and recommendations for post-pandemic recovery and re-build. Frontiers in Child and Adolescent Psychiatry, 4, article no. 1520291.

Redmore, Ned and Tilley, Elizabeth (2025). Documenting and responding to the views and experiences of autistic people with profound learning disabilities: community and professional perspectives on current day-service practices. Tizard Learning Disability Review (Early Access).

Rienties, Bart; Roelen, Keetie; Oakley, Ben; Duncan, Elaine and Pengel, Liset (2025). Multiple and Multi-dimensional Life Transitions of World Transplant Athletes. In: Jindal-Snape, Divya ed. The Palgrave Handbook of Multiple and Multi-Dimensional Educational and Life Transitions. London: Palgrave MacMillan (In Press).

Robb, Martin (2025). ‘The loss of my son defines me’: Masculinity, identity and bereavement. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New Perspectives on Bereavement, Grief and Masculinity. London: Routledge, pp. 4–17.

Robb, Martin (2025). Researching sensitive issues with men: some reflections. In: Liamputtong, Pranee ed. Handbook of Sensitive Research in the Social Sciences. Cheltenham, UK: Edward Elgar Publishing Ltd., pp. 447–456.

Rodriguez Leon, Lucy and Plowright-Pepper, Linda (2025). The emotional labour of online course discussion forums: some autoethnographic insights. Open Learning: The Journal of Open, Distance and e-learning (Early access).

Rodriguez-Leon, Lucy; Hulston, Samantha Jane; Hendry, Helen and Cremin, Teresa (2025). Informal Book Talk: how casual conversations support enjoyment of reading. In: Cremin, Teresa and McGeown, Sarah eds. Reading for pleasure: International Perspectives. Abingdon, UK: Routledge, pp. 111–124.

Roelen, Keetie (2025). Talking of poverty: From the analytical to the political. Discourse and Society, 36(3) pp. 416–421.

Roelen, Keetie and Rodriguez, Karol (2025). Comprehensive social protection programming: what is the potential for improving sanitation. Journal of Development Effectiveness (early access).

Rogers, Justin; Ali, Mariya and Naeem, Mohamed (2025). The development of child protection systems and practice in the Republic of Maldives. In: Brown, Louise; El-Hoss, Thomas and Gearon, Alinka eds. The Development of Child Protection Systems and Practice in Low- to Middle-Income Countries. Policy Press, pp. 77–97.

Rogers, Justin; Ladaphongphatthana, Kanthamanee; Lillicrap, Andy and Smirnoff, Ilya (2025). Exploring Thailand's child welfare and protection system. In: Brown, Louise; El-Hoss, Thomas and Gearon, Alinka eds. The Development of Child Protection Systems and Practice in Low- to Middle-Income Countries. Policy Press, pp. 38–57.

Sams, Lorna; Langdown, Ben L.; Simons, Joan and Vseteckova, Jitka (2025). The impact of protocol designs for using massage guns on lower body flexibility: A randomised cross-over design study. Journal of Bodywork and Movement Therapies, 41 pp. 85–93.

Saunders, Claire and Cooke, Carolyn (2025). The importance of imagining otherwise: exploring the antenarrative generation of change ideas through an appreciative approach to professional learning. Journal of Learning Development in Higher Education, 35 (Early access).

Scheuer, Nora and Cremin, Teresa (2025). [Editorial] Distilling playful stances to learning: Looking across cultures, contexts, roles and generations. Learning and Instruction, 97, article no. 102039.

Seale, Jane and Fisseler, Björn (2025). Supporting students with disabilities to transitions to or from postsecondary education: a review of technology-enriched transition programs. Technology and Disability (In press).

Shrestha, Prithvi (2025). Students’ academic reading in EMI and assessment for social justice: the case of a university in Nepal through the lens of Honneth’s mutual recognition. In: Pun, Jack; Curle, Samantha and Sah, Pramod K. eds. Assessment, testing and evaluation in English-medium education from a global perspective. New Perspectives on Language and Education, 131. Bristol, UK: Channel View Publications Ltd/Multilingual Matters (In Press), pp. 106–124.

Singh, Jaspal (2025). Word-Sound-Power. In: Lee, Jerry Won and Rüdiger, Sofia eds. Entangled Englishes. Abingdon: Routledge, pp. 52–69.

Singh, Jaspal and Cardozo, Elloit (2025). Narrating the Indian hip hop OG: Ethnography, epistemic-deontic stance, chronotype. In: Haugh, Michael and Márquez-Reiter, Rosina eds. Morality in Discourse. Oxford Studies in Sociolinguistics. Oxford, UK: Oxford University Press (In Press).

Snowden, Emma (2025). Teacher Education: An action research study exploring the creation of reflective school-based professional learning for teachers. Doctor of Education (EdD) thesis The Open University.

Soruc, Adem; Yuksel, Dogan; McKinley, Jim and Grimshaw, Trevor (2025). Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience. The Language Learning Journal, 53(1) pp. 98–113.

Stickler, Ursula and Hampel, Regine (2025). Technology Integration in Europe: An Experiential Approach. In: Russell, Victoria; Murphy Judy, Kathryn; Troyan, Francis John; Moeller, Aleidine J. and Hines-Gaither, Krishauna eds. The Handbook of Research in World Language Instruction. New York: Routledge (In press).

Stutchbury, Kris; Ebubedike, Margaret; Chamberlain, Liz and Amos, Sandra (2025). Professional development in the digital age: supporting improvements in teacher education through MOOCs. Open Learning: The Journal of Open, Distance and e-learning, 40(1) pp. 67–90.

Swift, Di (2025). Exploring the challenges of recontextualisation in the development of teachers' professional practice knowledge. In: McPhail, Graham; Pountney, Richard and Wheelahan, Leesa eds. Emerging Perspectives from Social Realism on Knowledge and Education: Curricula, Pedagogy, Identity, and Equity. London: Routledge, pp. 181–195.

Swift, Diane; Argyle, Ruth; Goulding, Jon and Howle, Kerry (2025). Exploring the significance of co‐analysis and forms of professional knowledge in initial teacher education. The Curriculum Journal (Early access).

Swift, Diane and Rawlings Smith, Emma (2025). Leading professional learning for sustainability in geography education through curriculum design. Journal of Professional Capital and Community, 10(1) pp. 35–47.

Tagg, Caroline (2025). Afterword: A Transhistorical Semiotics of Food Marketing. In: O'Hagan, Lauren Alex and Eriksson, Göran eds. Food Marketing and Selling Healthy Lifestyles with Science: Transhistorical Perspectives. London, UK: Routledge, pp. 298–303.

Taylor, Dan; Wainwright, Jodi and Vseteckova, Jitka (2025). Government spending impacts on unpaid carers in England since 2010: a systematic review. International Journal of Care and Caring (In Press).

Thomas, Ian and Rogers, Justin (2025). The self-inflicted death of care experienced men in custody, through a lens of loss. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New perspectives on bereavement, grief and masculinity. Routledge Key Themes in Health and Society. Oxon, UK and New York, USA: Routledge, pp. 124–135.

Thompson, Kathy (2025). A Bourdieusian study of white, working-class boys’ primary/secondary school transition within a deprived, semi-rural community in northern England. Doctor of Education (EdD) thesis The Open University.

Tobin, Joshua; Black, Michaela; Ng, James; Rankin, Debbie; Wallace, Jonathan; Hughes, Catherine; Hoey, Leane; Moore, Adrian; Wang, Jinling; Horigan, Geraldine; Carlin, Paul; McNulty, Helene; Molloy, Anne M. and Zhang, Mimi (2025). Co-Clustering Multi-View Data Using the Latent Block Model. Computational Statistics & Data Analysis (Early access).

Tobin, Joshua; Black, Michaela; Ng, James; Rankin, Debbie; Wallace, Jonathan; Hughes, Catherine; Hoey, Leane; Moore, Adrian; Wang, Jinling; Horigan, Geraldine; Carlin, Paul; McNulty, Helene; Molloy, Anne M. and Zhang, Mimi (2025). Identifying comorbidity patterns of mental health disorders in community-dwelling older adults: a cluster analysis. BMC Geriatrics, 25(1), article no. 235 (2025).

Tuck, Jackie (2025). ‘We can work on this’: exploring supervisor approaches to feedback in the context of writing for the professional doctorate. Studies in Graduate and Postdoctoral Education, 16(1) pp. 90–106.

Tuffrey-Wijne, Irene; Bruun, Andrea; Tilley, Elizabeth; Jordan, Leon; Giles, Jo; Gibson, Sarah; Creswell, Amanda; Keagan-Bull, Richard; Allen, Gemma; Swindells, Sarah; Payne, Nicola; Hughes, Rhidian and Anderson-Kittow, Rebecca (2025). Co-designing a toolkit of approaches and resources for end-of-life care planning with people with intellectual disabilities within adult social care settings: a multi-phase study. Journal of Applied Research in Intellectual Disabilities, 38(1), article no. e70019.

van Hoof, J; Soebarto, V; Ayalon, L; Marston, H. R.; Zander, K. K; Dikken, J and Kazak, J. K (2025). Ten questions concerning older people and a sustainable built environment. Building and Environment, 274, article no. 112742.

van Hoof, Joost and Marston, Hannah (2025). The need for measurable evidence-based design recommendations for age-friendly cities and communities. Journal of Urban Design, 30(2) pp. 170–174.

Van Hooren, Bas; Balamouti, Zoi and Zanini, Michele (2025). A case report of the female world record holder 1500m to marathon in the 75+ age category. Journal of Applied Physiology, 138(2) pp. 327–622.

Vaughan, Elena; Muc Da Encarnacao, Magdalena; Brown, Eimer; Nealon Lennox, Olivia; Kelly, Colette and Tatlow-Golden, Mimi (2025). A scoping review of children's and parents' attitudes to and awareness of digital food marketing. Health Promotion International, 40(2), article no. daae189.

Vicary, Sarah; Young, Alys; Rodriguez, Natalia; Tipton, rebecca; Napier, Jemina and Hulme, Celia (2025). The luxury of time: A reflexive thematic analysis of omnipresence, contradiction, and passivity in interpreter-mediated mental health act assessments. Qualitative Social Work, 24(1) pp. 111–126.

Vivaldi, Lieta Valeria and Denis-Ramirez, Elise (2025). Sexual and Reproductive Rights in Chile: Feminist Creativity, Strength, and Fight for Justice. In: Sliwinska, Basia ed. Transnational Visual Activism for Women’s Reproductive Rights: My Body, My Choice. New York, NY, USA: Routledge, pp. 102–113.

von Lindeiner-Stráský, Karina; Stickler, Ursula and Gargett, Andrew (2025). Introduction to CALICO Special Issue. CALICO Journal, 42(1) i-viii.

Wallace, Louise M. and Greenfield, Mari (2025). Engagement of health and social care employers in professional regulatory fitness to practise – missed regulatory and organisational opportunities? BMC Health Services Research, 25, article no. 255.

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

Waterhouse, Philippa and Samra, Rajvinder (2025). University Students' Coping Strategies to Manage Stress: A Scoping Review. Educational Review (Early access).

Wright, Ben; Antrobus, Mark; Jones, Peter and Baross, Anthony (2025). The effect of a novel 8-week multi-exercise, home-based isometric resistance training programme on resting and ambulatory blood pressure in pre- and hypertensive adults. In: European College of Sport Science 2025, 01-04 Jul 2025, Rimini, Italy, (In press).

Wright, Ben H.; Jones, Peter G. W.; Antrobus, Mark R. and Baross, Anthony W. (2025). Validation of a novel multi-exercise approach to isometric resistance training in normotensive adults. European Journal of Applied Physiology (early access).

Yuksel, Dogan; Dikilitas, Kenan; Webb, Rhian and Kaya, Sibel (2025). Exploring EMI students’ attitudes towards translanguaging and English language proficiency threshold across different disciplines. International Journal of Bilingual Education and Bilingualism, 28(4) pp. 507–523.

Zuaro, Beatrice (2025). Academics' legitimacy and self-worth: Exploring connections between English, professional identity, and neoliberal trends in Italian academia. In: Soler, Josep and Kaufhold, Kathrin eds. Language and the Knowledge Economy: Multilingual Scholarly Publishing in Europe. New York: Routledge, pp. 129–148.

2024To Top

Bárkányi, Zsuzsanna; Galindo Merino, M. Mar and Pérez-Bernabeu, Aarón eds. (2024). La integración de la pronunciación en el aula de ELE. IVITRA Research in Linguistics and Literature (42). Amsterdam, NL: John Benjamins Publishing Company.

Fayram, Jo; Austen, Samantha and Phillips, Helen eds. (2024). Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Developing Online Language Pedagogies. London: Castledown Publishers.

Hampel, Regine and Stickler, Ursula eds. (2024). The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury handbooks. London, New York: Bloomsbury Publishing.

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

Jones, Kerry and Horne, Joanna eds. (2024). Understanding the Grief and Loss Experiences of Carers: Research, Practitioner and Personal Perspectives. Routledge Key Themes in Health and Safety. Routledge.

Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. (2024). La enseñanza del español mediada por tecnología: de la justicia social a la inteligencia artificial (IA). Routledge Advances in Spanish Language Teaching. Routledge.

Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. (2024). Teknologiak bideratutako hizkuntzen irakaskuntza. Justizia sozialetik adimen artifizialera (AA). Gipuzkoa (Donostia), Spain: HABE.

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

Social Work Interpretative Phenomenological Analysis (SWIPA) eds. (2024). Network Information and News Bulletin, 1

Social Work Interpretative Phenomenological Analysis (SWIPA) eds. (2024). Network Information and News Bulletin, 2

Social Work Interpretative Phenomenological Analysis (SWIPA) eds. (2024). Network Information and News Bulletin, 3

Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. (2024). Multilingual and Translingual Practices in English-Medium Instruction: Perspectives from Global Higher Education Contexts. Bloomsbury Publishing.

Adamis, Dimitrios; Tatlow-Golden, Mimi; Hayden, John; Quigley, Etain; Gavin, Blanaid and McNicholas, Fiona (2024). Primary and Secondary Education teachers’ Knowledge and Attitudes Towards Attention Deficit Hyperactivity Disorder (ADHD). International Journal of Disability, Development and Education (Early access).

Addae-Kyeremeh, Eric and Boateng, Felicia (2024). New National Teacher Education Curriculum in Ghana: Successes and Challenges. In: Shohel, Muhammad and Mortby, Alex eds. Practitioner Research in College-Based Education. Hershey, PA, USA: IGI Global.

Addis, Mark (2024). Supporting College Strategy Through Social Partnership and Organisational Culture. In: Chrispin, Lucy; Terry, Rachel and Fletcher-Saxon, Jo eds. Staying with the Troublemakers: A Celebration of Research in FE. London, UK: Learning and Skills Research Network, pp. 13–15.

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

Adelana, Owolabi Paul; Ayanwale, Musa Adekunle; Adeoba, Mariam Iyabo; Oyeniran, Daniel Olutola; Matsie, Nthama and Olugbade, Damola (2024). Machine Learning Algorithm for Predicting Pre-Service Teachers' Readiness to Use Brain-Computer Interfaces in Inclusive Classrooms. In: 2024 IEEE 5th International Conference on Electro-Computing Technologies for Humanity (NIGERCON), IEEE, article no. 10927281.

Adelana, Owolabi Paul; Ayanwale, Musa Adekunle and Sanusi, Ismaila Temitayo (2024). Exploring pre-service biology teachers’ intention to teach genetics using an AI intelligent tutoring - based system. Cogent Education, 11(1), article no. 2310976.

Adinolfi, Lina and Tagg, Caroline (2024). Exploring learner translanguaging practices in online instructed language learning. In: Fayram, Jo; Austen, Samantha and Phillips, Helen eds. Online teaching and learning in a changing pedagogic and linguistic landscape. Developing Online Language Pedagogies. London, UK: Castledown.

Agbaire, Jennifer Jomafuvwe and Dunne, Máiréad (2024). Nigerian Higher Education Catchment Policy: Exclusions and the Absent Presence of Ethnicity. Higher Education Policy, 37 pp. 692–709.

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

Akanji, Tajudeen and Ebubedike, Margaret (2024). Voices of the Children of the Lake Chad. The Open University.

Akanji, Tajudeen; Ebubedike, Margaret; Kunock,, Afu Isaiah; Mala, Aziz; Hadiza, Kiari Fougou; Bourma, Malato Ouya and Nwoye, Adaobi (2024). A ‘Hidden’ Crisis-In-Crises: A Transformative Agenda ‘Boko-Haram and Education’ In the Countries of The Lake Chad Region Through Visual Narratives. In A ‘Hidden’ Crisis-In-Crises: A Transformative Agenda ‘Boko-Haram and Education’ In the Countries of The Lake Chad Region Through Visual Narratives. Open University, Milton Keynes, UK.

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

Alam, Fakhrul and Haider, Sharif (2024). The Role of First-Line Managers in a Pandemic in Reducing the Spread of Infections and Promoting the Health and Well-Being of Rohingya Refugees. Human Service Organizations: Management, Leadership & Governance, 48(3) pp. 323–339.

Alderson, Priscilla; Bellsham-Revell, Hannah; King, Liz; Vigneswaran, Trisha and Wray, Jo (2024). Children’s ages of consent to non-urgent heart surgery: The views of two paediatric cardiology teams. Children and Society, 38(2) pp. 487–504.

Alexis, Obrey; Mansbridge, Sarah and Garbrah, William (2024). Raising awareness of prostate cancer amongst black communities in the south of England. Ethnicity & Health, 29(3) pp. 328–342.

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

Altay, Mehmet and Yuksel, Dogan (2024). Over the Quality Aspects of EMI: The Influence of Lecturers’ Postgraduate Degree from an Inner-Circle University on Multilingual EMI Students’ Academic Success. In: Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing, pp. 141–162.

Álvarez, Inma; Fuertes Gutierrez, Mara and Gallardo Barbarroja, Matilde (2024). Team teaching in languages: a scoping review of approaches and practices in higher education. Innovation in Language Learning and Teaching, 18(1) pp. 59–77.

Amponsah, Mavis Ansu; Asamani, Lebbaeus; Addae-Kyeremeh, Eric and Assie, Rebecca Akosua Afrah (2024). Teacher Instructional Scaffolding Improves Psychological Capital of Learners and Boosts their Self-Regulated Learning Capacities. Canadian Journal of Education and Social Studies, 4(2) pp. 37–53.

Andújar Molina, Olvido and Tudela Isanta, Anna (2024). FD-U: Formación a docentes voluntarios de español como lengua de acogida a personas acogidas de Ucrania. Lengua y migración, 1(16) pp. 55–76.

Angermuller, Johannes (2024). [Book Review] Die Wissenssoziologie nach Foucault und ihre Forschungsprogramme. Soziologische Revue, 47(4) pp. 480–487.

Angermuller, Johannes (2024). Representing Discourse Studies: The unequal actors of an international and multidisciplinary field. In: Xu, Shi ed. The Routledge Handbook of Cultural Discourse Studies. Abingdon, UK: Routledge.

Antrobus, Mark; Brazier, Jon; Callus, Peter; Herbert, Adam; Stebbings, Georgina; Day, Stephen; Kilduff, Liam; Bennett, Mark; Erskine, Robert; Raleigh, Stuart; Collins, Malcolm; Pitsiladis, Yannis; Heffernan, Shane and Williams, Alun (2024). Concussion-associated gene variants and history of concussion in elite rugby athletes. In: 29th Annual ECSS Congress, 2-4 Jul 2024, Glasgow, UK.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton; Rees, Terri and Paci, Patrizia (2024). Online exams in higher education: Exploring distance learning students' acceptance and satisfaction. Journal of Computer Assisted Learning, 40(1) pp. 342–359.

Arvinen-Barrow, Monna; Walker, Natalie C. and Heaney, Caroline (2024). Biopsychosocial Understanding of Sport Injury. In: Arvinen-Barrow, Monna and Clement, Damien eds. The Psychology of Sport Injury and Rehabilitation. Routledge, pp. 27–45.

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

Astruc, Lluïsa and García, M. Paz Marín (2024). Current challenges for bilingual teacher education – the multilingual classroom. In: Ramírez-Verdugo, M. Dolores ed. Transnational Approaches to Bilingual and Second Language Teacher Education. New York: Routledge, pp. 137–158.

Ayanwale, Musa Adekunle; Adelana, Owolabi Paul; Molefi, Rethabile Rosemary; Adeeko, Olalekan and Ishola, Adebayo Monsur (2024). Examining artificial intelligence literacy among pre-service teachers for future classrooms. Computers and Education Open, 6, article no. 100179.

Ayanwale, Musa Adekunle; Adelana, Owolabi Paul and Odufuwa, Tolulope Timothy (2024). Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach. Discover Education, 3, article no. 44.

Ayanwale, Musa Adekunle; Adeoba, Mariam Iyabo; Adelana, Owolabi Paul; Lawal, Rasidat Omonike; Makhetha, Isaiah M. and Mochekele, Mapulane (2024). Cybersecurity for Educational Excellence: Bibliometric Insights from Higher Education. In: 2024 IEEE 5th International Conference on Electro-Computing Technologies for Humanity (NIGERCON), IEEE, article no. 10927315.

Ayanwale, Musa Adekunle; Ntshangase, Sibusiso D.; Adelana, Owolabi Paul; Afolabi, Kunle Waheed; Adam, Umar A. and Olatunbosun, Stella Oluwakemi (2024). Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools. Computers and Education: Artificial Intelligence, 7, article no. 100330.

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

Bárkányi, Zsuzsanna (2024). Pronunciation anxiety in Spanish online learning. In: Bárkányi, Zsuzsanna; Galindo Merino, M. Mar and Pérez-Bernabeu, Aarón eds. La integración de la pronunciación en el aula de ELE. IVITRA Research in Linguistics and Literature (42). Amsterdam, NL: John Benjamins Publishing Company, pp. 240–254.

Bárkányi, Zsuzsanna (2024). 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, pp. 160–185.

Bárkányi, Zsuzsanna (2024). Anxiety and virtual learning. In: Muñoz-Basols, Javier; Gutiérrez, Mara Fuertes and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge Advances in Spanish Language Teaching. London, UK: Routledge, pp. 160–185.

Bashir, Kirsten; Clare, Emma; Pestano, Catherine; Ramsay-Jones, Esther and Borgstrom, Erica (2024). Understanding end-of-life doula care provision: reporting on the design of a bereavement survey to evaluate doula support. Palliative Care and Social Practice, 18

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

Baxter, Jacqueline and Jewitt, Katharine (2024). The Scheme of delegation as a sensemaking framework in Multi Academy Trusts in England: Useful tool or constraint ? Educational Management Administration and Leadership, 52(1) pp. 253–273.

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

Blaylock, Rebecca; Lohr, Patricia A; Hoggart, Lesley and Lowe, Pam (2024). Patient experiences of undergoing abortion with and without an ultrasound scan in Britain. BMJ Sexual & Reproductive Health, 50 pp. 178–184.

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

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

Bloomfield, Sarah; Buray, Kulvinder; Myers, Fran and Shek, Mary (2024). Learning to work whilst working to learn: Is the degree apprenticeship a route for me? SCiLAB, The Open University, Milton Keynes, UK.

Bloomfield, Sarah and Mooney, Evelyn (2024). Maximising the opportunity provided by the ‘tripartite relationship’ in degree apprenticeships. In: Pan University project dissemination event, 25 Nov 2024, The Open University, Milton Keynes.

Bloomfield, Sarah; Mooney, Evelyn; Marshall, Helen; Salter, Abigail; Reid, Kristen; Smith, Maria and Abbott, Christine (2024). Employer supported learning in Higher Education: Maximising the opportunity provided by the ‘tripartite relationship’ in degree apprenticeships. In: NEON Summer Symposium, 13-14 Jun 2024, University of West London, UK.

Boateng, Felicia (2024). A Systematic Review of Mathematics Interventions for Primary School Students without Identified Disability. International Journal of Education and Research, 12(5) pp. 105–124.

Borgstrom, Erica (2024). Sociology and Palliative Care: Travelling Concepts and Possibilities for Sociology. In: Mallon, Sharon and Towers, Laura eds. Death, Dying and Bereavement: New Sociological Perspectives. London, UK: Routledge, pp. 67–76.

Borgstrom, Erica; Cohn, Simon; Driessen, Annelieke; Martin, Jonathan and Yardley, Sarah (2024). Multidisciplinary team meetings in palliative care: an ethnographic study. BMJ Supportive & Palliative Care, 14 e448-e451.

Borgstrom, Erica; Driessen, Annelieke; Krawczyk, Marian; Kirby, Emma; MacArtney, John and Almack, Kathryn (2024). Grieving Academic Grant Rejections: Examining Funding Failure and Experiences of Loss. Sociological Review, 72(5) pp. 998–1017.

Borgstrom, Erica; Henry, Claire; Jordan, Joanne and St Ledger, Una (2024). Small Steps, Big Vision - Grab and Go Children and Young Adult Services. The Open University, Milton Keynes.

Borgstrom, Erica; Jordan, Joanne and Henry, Claire (2024). Speaking to me made them feel that they had someone: Evaluation of Rainbow Trust’s out-of-area, online support service. The Open University.

Borgstrom, Erica; Jordan, Joanne; St Ledger, Una and Henry, Claire (2024). Small Steps, Big Vision: using multi-stage qualitative research to develop a grab-and-go guide to support utilisation of the Ambitions for Palliative and End of Life Care framework. BMC Palliative Care, 23, article no. 151.

Borgstrom, Erica; Schiff, Rebekah; Khan, Shaheen; Hindley, Esther; Thayabaran, Darmiga; Savage, Emily; Gough, Nicholas and Holti, Richard (2024). Practices, issues and possibilities at the interface between geriatrics and palliative care (InGaP): An exploratory study and knotworking. Health Open Research, 6(12)

Borgstrom, Erica; Sowden, Ryann and Selman, Lucy (2024). Reflecting Grief During a Pandemic: Online UK Newspapers’ Reportage and Researchers’ Experiences. In: Coleclough, Sharon; Michael-Fox, Bethan and Visser, Renske eds. Difficult Death, Dying and the Dead in Media and Culture. Cham: Palgrave Macmillan, pp. 249–264.

Borgstrom, Erica and Visser, Renske (2024). Critical Approaches to Death, Dying and Bereavement. Critical Approaches to Health. Abingdon: Routledge.

Bowes-Catton, Helen; O'Connor, Gráinne; O'Dell, Lindsay; Álvarez, Inma; Tipi, Nicoleta and Luck, Rachael (2024). ‘I’ve learned that I function as the sort of interface’: Supporting disabled PGRs to navigate the ‘faceless monster’ of university systems and processes. In: Psychological of Women and Equalities Section Annual Conference 2024, 10-12 Jul 2024, Birmingham, UK.

Boyland, Emma; Muc, Magdalena; Coates, Anna; Ells, Louisa; Halford, Jason C.G.; Hill, Zoe; Maden, Michelle; Matu, Jamie; Maynard, Maria J.; Rodgers, Jayne; Targett, Victoria; Tatlow-Golden, Mimi; Young, Michelle and Jones, Andrew (2024). Food marketing, eating and health outcomes in children and adults: a systematic review and meta-analysis. British Journal of Nutrition (In press).

Braun, Martin; Dawes, Anita; Jordan, Sally; Wood, Carlton; Andrianova, Olga; Nita, Maria; Gough, Georgina; Calder, Kathleen; Astles, Paul; Meade, Rosie; Cox, Teresa and Elliott, Anna (2024). Developing reflective assessment tasks to engage physics students with the key sustainability competencies. In: 13th eSTEeM Annual Conference, 10-11 Apr 2024, Milton Keynes, UK.

Braun, Martin; Dawes, Anita; Jordan, Sally; Wood, Carlton; Andrianova, Olga; Nita, Maria; Gough, Georgina; Calder, Kathleen; Astles, Paul; Meade, Rosie; Cox, Teresa and Elliott, Anna (2024). Developing reflective assessment tasks to engage physics students with the key sustainability competencies. In: Advance HE’s Teaching and Learning Conference 2024: Future-Focused Education: Innovation, Inclusion, and Impact, 2-4 Jul 2024, Nottingham Trent University, UK.

Brazier, Jon; Turner, Anthony and Antrobus, Mark (2024). Genetics of Performance and Injury: Considerations for the Strength and Conditioning Coach. Strength and Conditioning Journal, 46(3) pp. 287–294.

Brewis, Joanna; Newton, Victoria and Schnitzler, Katy (2024). Early pregnancy endings and the workplace knowledge exchange event. YouTube.

Bright, Suzanna; Parnham, Emma; Blaylock, Rebecca; Bury, Louise; Okonofua, Friday; Mukwambo, Sunhurai; Nyakanda, Munyaradzi; Sebazungu, Theodomir; Akaba, Godwin and Hoggart, Lesley (2024). ‘Making abortion safe’: abortion and post-abortion care providers’ experiences of stigma in Rwanda, Zimbabwe, Sierra Leone and Nigeria. BMJ Sexual & Reproductive Health (early access).

Brown, Katherine; Lucassen, Mathijs F G; Núñez-García, Alicia; Rimes, Katharine A; Wallace, Louise M and Samra, Rajvinder (2024). A Web-Based Intervention to Support the Mental Well-Being of Sexual and Gender Minority Young People: Mixed Methods Co-Design of Oneself. JMIR formative research, 8, article no. e54586.

Buckler, Alison and Mkwananzi, Faith (2024). “But here, we think in pictures first”: principles and practices for text-free storytelling workshops. The Ibali Knowledge Hub.

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

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

Butcher, John; Bhandari, Renu; Foley, Karen; Curry, George and McCormick, Michael (2024). Preparing for success: understanding the impact of Y032 on WELS students. In: Praxis Festival of scholarship 2024, 13 May 2024, The Open University [online].

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

Butcher, John and Curry, George (2024). Fast-track access - a future model for widening participation. In: Marr, Elizabeth; Gribble, Jill and Ubachs, George eds. Supporting Retention and Student Services in Online and Distance Education. The Netherlands: European Association of Distance Teaching Universities, pp. 82–86.

Byrne, Sakura Persephone Louise (2024). Balancing Act: An Exploration into the Wellbeing of Bisexual+ People in Monogamous Relationships. Doctor of Philosophy (PhD) thesis The Open University.

Carruthers, Helen; Derry, David and Astin, Felicity (2024). Becoming partners in rehabilitation with patients in Intensive Care; Physiotherapists’ perspectives. Disability and Rehabilitation, 46(18) pp. 4194–4204.

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

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

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

Chen, Zexuan; Cross, Simon and Rienties, Bart (2024). Empowering Assessors in Providing Quality Feedback with GenAI Assistance: A Preliminary Exploration. In: Technology in Education. Digital and Intelligent Education (Lee, Lap-Kei; Poulova, Petra; Chui, Kwok Tai; Černá, Miloslava; Wang, Fu Lee and Cheung, Simon K. S. eds.), Communications in Computer and Information Science (CCIS), Springer, Singapore, pp. 134–148.

Childs, Mark; Ferguson, Rebecca; Collins, Michael and Ellis, Elizabeth (2024). Pedagodzilla: Exploring the Realm of Pedagogy. ‎ [independently published].

Chinazzi, Anna and Fensham-Smith, Amber (2024). Uncovering home education in Italy: characteristics, motives, and pedagogic practices. Educational Review, 77(2) pp. 595–617.

Clare, Lee (2024). Mathematical resilience for lifelong learning. In: Sue, Johnston-Wilder and Lee, Clare eds. The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. Abingdon, UK: Routledge, pp. 180–189.

Clare, Lee (2024). Mathematical resilience - what needs to change? In: Sue, Johnston-Wilder and Lee, Clare eds. The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. Abingdon, UK: Routledge, pp. 249–260.

Clark, John Stewart and Terrett, Matthew Andrew (2024). Developing a second language listening and speaking assessment instrument for Use in student-led seminars in a chinese middle school english language acquisition class. International Journal of Chinese Education, 13(1)

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

Cobb, Jane and Tuck, Jackie (2024). Exploring feedback as dialogue in a distance learning context. In: Fayram, Jo; Austen, Samantha and Phillips, Helen eds. Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Developing Online Pedagogies Series. London, UK: Castledown, pp. 69–90.

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

Coleman, P.; Jimenez, Y.; Kumsa, M.J.; Punch, A.; Jeyandrabalan, M. and Akudjedu, T.N. (2024). Explaining the practicum experiences of diagnostic radiography undergraduates in Australia and Ethiopia using the theory of human relatedness. Radiography, 30(2) pp. 517–523.

Cooke, Carolyn (2024). Reverberations in music education: what does sound ‘do’ in our learning spaces. Music Education Research, 26(3) pp. 304–317.

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. New York, USA: Oxford University Press, pp. 449–470.

Cooke, Carolyn; Peterkin, Anton; Todd-Ellis, Ashleigh; Carden, Catherine; Scott, Chloe; Mogridge, Claire; Buck, Julie; Gallastegi, Lore and Wroe, Stuart (2024). Understanding study intensity change among education studies (primary) concurrent students. PRAXIS, Open University.

Copperman, Jeanette and Chaney, Sarah (2024). The politics of recovery: Women’s mental health activism in the UK, 1986–2002, with a focus on Bristol Crisis Service for Women. History of the Human Sciences (Early access).

Cornock, Marc (2024). Does my patient lack competence? Orthopaedic & Trauma Times(44) pp. 14–19.

Cornock, Marc (2024). Treating patients who lack competence. Orthopaedic & Trauma Times(44) pp. 21–25.

Cornock, Marc (2024). Records and record-keeping: a pocket guide for nursing and healthcare. Banbury, UK: Lantern Publishing Ltd.

Cornock, Marc and Nichols, Andy (2024). A Straightforward Guide to Negligence in Healthcare: A simple guide for Patients, Carers and Practitioners. London, UK: Straightforward Publishing.

Coughlan, Tim; Kubiak, Christopher; Haider, Sharif; Almond, Esther and Wild, Fridolin (2024). Embedding and Evaluating Virtual Reality Sepsis Simulations into Online and Distance Learning across Multiple Healthcare Professions. In: 10th International Conference of the Immersive Learning Research Network, 10-13 Jun 2024, Glasgow, Scotland, Immersive Learning Research Network (ILRN).

Cremin, Teresa (2024). The Open University literacy research. Doorstep Library.

Cremin, Teresa (2024). Writing poetry for pleasure. The Children's Poetry Summit.

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

Cremin, Teresa (2024). Let’s talk about it: Reading for Pleasure and book talk. Collins, The Book Squad blog.

Cremin, Teresa (2024). Reading attitudes matter: Do you know what your students think? SecEd.

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

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

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

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

Critten, Valerie; Messer, David and Sheehy, Kieron (2024). Reading Disabilities in Children with Cerebral Palsy: associations with Working Memory. Reading & Writing Quarterly, 40(4) pp. 396–411.

Curle, Samantha; Altay, Mehmet and Yuksel, Dogan (2024). Introduction: Bridging Linguistic Gaps and the Interplay of Multilingual Models and Translanguaging in English-Medium Instruction. In: Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing, pp. 1–8.

Curle, Samantha; Rose, Heath and Yuksel, Dogan (2024). English medium instruction in emerging contexts: An editorial introduction to the special issue. System, 122, article no. 103262.

Curle, Samantha; Xie, Wanying; Huang, Hongdu and Yuksel, Dogan (2024). The Functions of Codeswitching in English Medium Instruction in a Japanese Tertiary Context. In: Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing, pp. 113–137.

Curry, Mary Jane and Lillis, Theresa (2024). Multilingualism in academic writing for publication: Putting English in its place. Language Teaching, 57(1) pp. 87–100.

Daffu-O'Reilly, Amrit; Bharj, Kuldip; Horne, Maria; O'Connor, Daryl; Conner, Mark and Astin, Felicity (2024). Exploring the religious practice of langar as a route to health promotion in the Sikh community in Northern England: A qualitative study. Journal of Religion and Health (Early access).

de Lappe, Joseph; Brown, Gavin and Feliciantonio, Cesare Di (2024). “Must Be Clean, Safe and Discreet”: The Lexicon of Discretion in Men's Same-Sex Online Hook-Ups. Journal of Bodies, Sexualities, and Masculinities, 5(1) pp. 59–80.

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

Denham, A. M. J.; Haracz, K.; Bird, M. L.; Bonevski, B.; Spratt, N. J.; Turner, A.; Chow, W. Z.; Larkin, M.; Mabotuwana, N. and Janssen, H. (2024). Non-pharmacological interventions to improve mental health outcomes among female carers of people living with a neurological condition: a systematic review. Disability and Rehabilitation, 47(4) pp. 781–798.

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

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

Dery, Portia (2024). Re-imagining reading for pleasure: an ethnographic life history study of the reading lives of Ghanaian children. Postgraduate Research Poster Competition, The Open University.

Devaux, Jérôme; Cox, Sarah and Halil, Ahmed (2024). Interpreting for Syrian Refugees in Turkey: An Overview of the Interpreter's background and Training. In: Iacono, Katia; Heinisch, Barbara and Pöllabauer, Sonja eds. Zwischenstationen / Inbetween Kommunikation mit geflüchteten Menschen / Communicating with Refugees. Berlin, Germany: Frank and Timme, pp. 65–73.

Diallo, Ibrahima (2024). Exploring the impact of individual and collaborative reflection on novice EFL teachers’ professional development in Senegal. Doctor of Philosophy (PhD) thesis The Open University.

Doehler, Steph (2024). Tweeting triumphs and tribulations: the experiences of women football fans on social media. In: The International Association for Communication and Sport (IACS) Summit, 14-16 Mar 2024, Los Angeles, California, USA.

Doehler, Steph (2024). [Book Review] The United States of Sport: Media Framing and Influence of the Intersection of Sports and American Culture, by Brown, Dickhaus & Long-Anderson. In idrottsforum.org idrottsforum.org.

Doehler, Steph (2024). Euro 24: Innovation and Trends in Modern Football. In OpenLearn The Open University, Milton Keynes, UK.

Doehler, Steph (2024). ‘Your Analysis Is as Useless as Your Ovaries’: Women Football Fans’ Experiences on Social Media. Communication & Sport (Early access).

Doehler, Steph (2024). Sport, the media, and athlete activism. In: Lawrence, Stefan; Hill, Joanne and Mowatt, Rasul eds. Routledge Handbook of Sport, Leisure, and Social Justice. London: Routledge, pp. 446–458.

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

Dorrian, Jane (2024). What is a tutorial? Exposing the hidden curriculum of higher education. British Educational Research Association (BERA), London, UK.

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

Düking, Peter; Sperlich, Billy; Voigt, Laura; Van Hooren, Bas; Zanini, Michele and Zinner, Christoph (2024). ChatGPT Generated Training Plans for Runners are not Rated Optimal by Coaching Experts, but Increase in Quality with Additional Input Information: ChatGPT training plans for runners. Journal of Sports Science and Medicine, 23 pp. 56–72.

Earle, Sarah; Blackburn, Maddie; Chambers, Lizzie; Downing, Julia; Flemming, Kate; Hale, Jamie; Marston, Hannah; O'Dell, Lindsay and Sinason, Valerie (2024). It's bittersweet, it's uncomfortable, yes, but it's necessary. Methodological reflections on the experiences of young adults with life-shortening conditions on being involved in inclusive qualitative research. Progress in Palliative Care, 32(6) pp. 438–445.

Earle, Sarah; Blackburn, Maddie; Chambers, Lizzie; Downing, Julia; Flemming, Kate; Hale, Jamie; Marston, Hannah R.; O'Dell, Lindsay; Sinason, Valerie and Whitney, Sally (2024). 'I could cry all day, every day, about my losses': Caring for young adults with life-shortening conditions — families' experiences of disruption and loss. In: Jones, Kerry and Horne, Joanna eds. Understanding the Grief and Loss Experiences of Carers: Research, Practitioner and Personal Perspectives. Routledge Key Themes in Health and Safety. London: Routledge, pp. 27–40.

Earle, Sarah; Ledger, Susan; Newton, Victoria; Rouse, Lorna and Tilley, Elizabeth (2024). Menstruation and learning disability across the life course: Using a two‐part scoping exercise to co‐produce research priorities. British Journal of Learning Disabilities, 52(3) pp. 524–537.

Ebubedike, Margaret; Akyeampong, Albert; Addae-Kyeremeh, Eric; Dery, Portia; Boateng, Felicia and Doka, Jane (2024). Power of Parents: Exploring the potential role of parents and caregivers in strengthening language development and literacy acquisition for children aged 3-12 in Sub-Saharan Africa. Extended Literature Review. The Open University, Milton Keynes.

Ebubedike, Margaret; Akyeampong, Kwame; Addae-Kyeremeh, Eric; Doka, Jane; Boateng, Felicia and Dery, Portia (2024). Power of Parents: Exploring the potential role of parents and caregivers in strengthening language development and literacy acquisition for children ages 3-12 in Sub-Saharan Africa. Multisite case-study from Nigeria and Ghana. The Open University, Milton Keynes.

Ebubedike, Margaret; Dawadi, Saraswati; Alla-Mensah, Joyceline; Kwaibwe, Henry N.; Kamunvi, Eric-Robert; Cingtho, Diana; Mwesi Habagaya, Yosia; Kyaidhi, Lilian and Ngobi, Prossy (2024). Report on stakeholders' consultative engagement on trafficking in persons in Uganda. The Open University.

Eltaybani, Sameh; Igarashi, Ayumi; Cal, Ayse; Lai, Claudia; Carrasco, Cristina; Sari, Dianis; Cho, Eunhee; Haugan, Gorill; Bravo, Jorge; Abouzeid, Nesreen; Wachholz, Patrick; Isaramalai, Sang-Arun; Dawood, Shaimaa; Pappas, Yannis; Moneam, Abeer; Rodriguez, Ana; Alqahtani, Bader; Pereira, Catarina; Jenssen, Cathrine; Yu, Doris; Ahmed, Fatma; Mendes, Felismina; Randhawa, Gurch; Ahmed, Hanaa; Suzuki, Haruno; Prambudi, Hery; Avci, Ilknur; Waluyo, Imam; Nurbaeti, Irma; Vseteckova, Jitka; Horne, Jo; Liu, Justina; Ingstad, Kari; Kashiwabara, Kosuke; Grant, Louise; Moniem, Maha; Sakka, Mariko; Abdelgawad, Mohamed; Subu, Muhammad; Kentzer, Nichola; Almadani, Noura; Tomas-Carus, Pablo; Garcia, Renata; Indarwati, Retno; Maneerat, Sonthaya; Chien, Wai; Amamiya, Yuko; Cavalcanti, Yuri and Yamamoto-Mitani, Noriko (2024). Long-term care facilities' response to the COVID-19 pandemic: An international, cross-sectional survey. Journal of Advanced Nursing, 80(1) pp. 350–365.

Eltaybani, Sameh; Igarashi, Ayumi; Cal, Ayse; Lai, Claudia; Carrasco, Cristina; Wulan, Dianis; Cho, Eunhee; Haugan, Gorill; Bravo, Jorge; Abouzeid, Nasreen; Wachholz, Patrick; Isaramalai, Sang-arun; Dawood, Shaimaa; Pappas, Yannis; Abd-El-Moneam, Abeer; Rodriguez, Ana; Alqahtani, Bader; Pereira, Catarina; Jenssen, Cathrine; Yu, Doris; Mendes, Felismina; Randhawa, Gurch; Ahmed, Hanaa; Suzuki, Haruno; Aydin-Avci, Ilknur; Waluyo, Imam; Nurbaeti, Irma; Vseteckova, Jitka; Horne, Jo; Liu, Justina; Ingstad, Kari; Kashiwabara, Kosuke; Grant, Louise; Abd-El-Moniem, Maha; Sakka, Mariko; Abdelgawad, Mohamed; Subu, Muhammad; Kentzer, Nichola; Almadani, Noura; Tomas-Carus, Pablo; Rodrigues-Garcia, Renata; Indarwati, Retno; Maneerat, Sonthaya; Chien, Wai; Amamiya, Yuko; Cavalcanti, Yuri and Yamamoto-Mitani, Noriko (2024). Promoting workplace retention during global crises: An international survey of the preventive role of psychological support among victims of social discrimination in long-term care facilities. Geriatric Nursing, 59 pp. 94–102.

Emke, Martina and Kelly, Olivia (2024). Social network analysis for language education research. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, UK: Bloomsbury Publishing, pp. 397–412.

Erling, Elizabeth J.; Mukherjee, Sarah Jane; Safford, Kimberly and Tugli, Fritz Makafui (2024). Ideologies of English and language of instruction in Ghana: Educator perceptions and pressures. 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. Abingdon, Oxon: Routledge, pp. 99–122.

Fayram, Jo; Austen, Samantha and Phillips, Helen (2024). Introduction. In: Fayram, Jo; Austen, Samantha and Phillips, Helen eds. Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Developing Online Language Pedagogies Series. Melbourne, Aus.: Castledown, pp. 1–6.

Fayram, Joanna and Canet, Rafa (2024). Fostering learner engagement through teaching presence and teacher social presence. In: Fayram, Jo; Austen, Samantha and Phillips, Helen eds. Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Developing Online Language Pedagogies Series. Melbourne, Aus.: Castledown, pp. 9–30.

Ferguson, Gillian (2024). Learning in an extraordinary job – professional development matters in social work. In: Newly Qualified Social Worker Conference 2024, 12 Sep 2024, University of Dundee, Scotland.

Ferguson, Gillian (2024). Ziggy Stardust, a complex web, and extraordinary work: reconceptualising professional learning for social workers. In: BERA Conference 2024 and WERA Focal Meeting, 8-12 Sep 2024, University of Manchester, Manchester, UK.

Ferguson, Gillian (2024). The power of IPA: Ziggy Stardust, extraordinary jobs and a professional learning ecosystem. In: Social Work IPA Research Network (SWIPA Inaugural Symposium), 11 Oct 2024, The Open University, Online.

Ferguson, Gillian and Giddings, Lindsay (2024). Social work education, regulation and the climate emergency – responsibility and action. In: BASW Conference 2024: A Sustainable Future for Social Work, 18-19 Jun 2024, Dynamic Earth, Edinburgh.

Ferguson, Gillian and Sicat, Sherwyn (2024). Practice education in social work. In: Wareing, Mark Philip ed. Practice Supervision and Assessment in Nursing, Health and Social Care. Abingdon: Routledge, pp. 116–126.

Ferguson, Gillian and Vicary, Sarah (2024). Introducing a holistic model for Interpretative Phenomenological Analysis in social work practice and research. In: Authentic Care in Health and Social Care, and Education Conference, 28 Jun 2024, University of Greenwich: Institute of Life Course Development, London, UK.

Ferguson, Gillian and Vicary, Sarah (2024). Interpretative Phenomenological Analysis (IPA), social work education, continuing professional learning and development (CPLD). Social Work and IPA (SWIPA) Research Network, The Open University.

Flynn, Ann (2024). The legacy of Covid-19: A case example of changing research practices as a representation for wider research method changes following the pandemic. In: 13th European Conference for Social Work Research, 17-19 Apr 2024, Vilnius, Lithuania.

Footman, Katy; Bury, Louise; Hoggart, Lesley and Parnham, Emma (2024). Exploring provider preference and provision of abortion methods and stigma: Secondary analysis of a United Kingdom provider survey. Perspectives on Sexual and Reproductive Health, 56(1) pp. 50–59.

França, Alex Bacadini; Samra, Rajvinder; Vitorino, Luciano Magalhães and Schelini, Patrícia (2024). The Relationship Between Mental health, Metacognition, and Emotion Regulation in Older People. Clinical Gerontologist, 47(2) pp. 298–306.

Frost, Friederike and Singh, Jaspal (2024). Breaking in Morocco: Opportunities and challenges for professionalization and gender equality in the run-up to the 2024 Olympic Games. Global Hip Hop Studies, 4(2) pp. 91–107.

Garcia, C.; Grant, E.; Treharne, G.; Arahanga-Doyle, H.; Lucassen, Mathijs; Scarf, D.; Taumoepeau, M.; Veale, J. and Rapsey, C. (2024). ‘We’ll be okay together’: navigating challenges as queer university students in Aotearoa New Zealand. Kōtuitui: New Zealand Journal of Social Sciences Online, 19(2) pp. 190–206.

Garcia, Rebecca and Qureshi, Irtiza (2024). Nurse identity: the misrepresentation of nursing in the media. Evidence Based Nursing, 27(1) pp. 4–5.

Gavine, Anna; Farre, Albert; Lynn, Fiona; Shinwell, Shona; Buchanan, Shona; Buchanan, Phyllis; Marshall, Joyce; Cumming, Sara; Wallace, Louise; Wade, Angie; Ahern, Elayne; Hay, Laura; Cranwell, Marianne and McFadden, Alison (2024). Lessons for the UK on implementation and evaluation of breastfeeding support: evidence syntheses and stakeholder engagement. Health and Social Care Delivery Research, 12(20) pp. 1–206.

Germain-Rutherford, Aline; Karamifar, Banafsheh; Bañados, Emerita; Ernest, Pauline; Heiser, Sarah; Hopkins, Joe; Klinka, Tomáš; Rahimi, Mohamad; Robbins, Jackie and Uličná, Klára (2024). Impact of the pandemic on language education: Voices from across the world. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, UK: Bloomsbury Publishing, 48 -65.

Giaxoglou, Korina and Spilioti, Tereza (2024). “The EU gave us a new beginning”: Liquid racism and affect in a curated migrant story. In: Archakis, Argyris and Tsakona, Villy eds. xploring the Ambivalence of Liquid Racism: In between antiracist and racist discourse. Amsterdam: John Benjamins, pp. 181–201.

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

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

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

Gibson, Poppy (2024). Girls Online: An Exploration into the Relationships between Social Media Use and Wellbeing for 8–11-Year-Old Girls. In SSRN SSRN.

Gibson, Poppy (2024). Navigating the Journey from Primary Teacher to Teacher Educator: Shifting Pedagogy, Practice and Professional Identity. In: McGregor, Debra; Frodsham, Sarah and Erdurhan, Sibel eds. Celebrating Diversity in Becoming an Educational Researcher. Newcastle upon Tyne, UK: Cambridge Scholars, pp. 98–118.

Gibson, Poppy and Carter, Jayne (2024). Early Years Essentials: Linking theory to provision in the Early Years. In: TACTYC Voices in the Early Years Conference 2024, 2 Nov 2024, Aston University, Birmingham, UK.

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

Giddings, Lindsay (2024). Revolutions and revolutionaries: Social work in the UK from the industrial revolution to industry 4.0. In: 13th European Conference for Social Work Research, 17-19 Apr 2024, Vilnius, Lithuania.

Giddings, Lindsay (2024). Understanding how people stay in child and family social work roles - a work in progress. In: Social Work Interpretative Phenomenological Analysis (SWIPA) research network symposium 2024, 11 Oct 2024, Online.

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

Glover, Alison and Lee, Clare (2024). Supporting learners to become agents for sustainability. In: Education Conference: Evolutions in Education, 24-25 Apr 2024, Online.

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

Glover, Alison and Stewart, Sarah (2024). Addressing teacher education recruitment in Wales – two new paths to teaching. British Educational Research Association (BERA), London, UK.

Gondek, Tomasz M; Kiejna, Andrzej; Cichoń, Ewelina; Kokoszka, Andrezej; Bobrov, Alexey; de Girolamo, Giovanni; Lecic-Tosevski, Dusica; Mankovsky, Boris; Müssig, Karsten; Wölwer, Wolfgang; Lloyd, Cathy; Sartorius, Norman and Nouwen, Arie (2024). Anxiety disorders as predictors of suicidality in people with type 2 diabetes mellitus: Findings of a study in six European countries. Psychiatria Polska, 58(1) pp. 7–24.

Goosen, Tanya and Twitchen, Alex (2024). Class matters—Children's perceptions of sports coaching. Children & Society, 38(4) pp. 1166–1189.

Gould, Samantha (2024). What do unpaid carers find helps or hinders their resilience when providing end of life care at home in the United Kingdom- findings of a scoping review. In: BMJ Supportive & Palliative Care, BMJ, 14, article no. A13.

Gould, Samantha Joan; Borgstrom, Erica; Garcia, Rebecca; Wee, Bee and McCallum, Kay (2024). British unpaid carers’ perspectives on what impacts their resilience when providing end-of-life care at home: a scoping review. International Journal of Care and Caring (Early access).

Govaerts, Fadoua and Fensham-Smith, Amber (2024). Negotiating power, participation and dissent with young-researchers in community dissemination. In Chong, Sin Wang and Fox, Alison eds. Research Ethics Case Studies British Educational Research Association (BERA), London, UK.

Gozdzielewska, L.; Deepti, K. C.; Butcher, J.; Molesworth, M.; Davis, K.; Barr, L.; DiBari, C.; Mortgat, L.; Deeves, M.; Kothari, K. U.; Storr, J.; Allegranzi, B.; Reilly, J. and Price, L. (2024). Interventions for preventing or controlling health care–associated infection among health care workers or patients within primary care facilities: A scoping review. American Journal of Infection Control, 52(4) pp. 479–487.

Grandbastien, Monique; Pulker, Hélène and Vialleton, Elodie (2024). Utiliser la vidéo en formation à distance et observer collaboration, interaction et relations interpersonnelles. Distances et médiations des savoirs(46)

Grandbastien, Monique; Pulker, Hélène and Vialleton, Elodie (2024). Using video in distance learning and observing collaboration, interaction and interpersonal relationships. Distances et médiations des savoirs [Online](46)

Greenfield, Mari and Darwin, Zoe (2024). LGBTQ + new and expectant parents' experiences of perinatal services during the UK's first COVID‐19 lockdown. Birth, 51(1) pp. 134–143.

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

Grove, Nicola; Richards, Simon; Rice, Ssimon; Magwood, Claudia; Collis, Bryan; Martick, Steffan; Schuppener, Saskia; Kremsner, Gertraud; Tilley, Elizabeth and Walmsley, Jan (2024). Big ideas that changed the world of disability: Exploring theory with self-advocates. British Journal of Learning Disabilities, 52(4) pp. 687–699.

Haider, Sharif (2024). Promoting Diversity in Social Work Education in England through Work-Based Route. In: Baikady, Rajendra; Przeperski, Jaroslaw; Sajid, S.M. and Islam, Rezaul eds. The Oxford Handbook of Power, Politics, and Social Work. Oxford University Press, pp. 318–334.

Haider, Sharif (2024). Teaching risk assessment and management skills to social care students using virtual reality simulations. In: Baikady, Rajendra and Przeperski, Jarosław eds. The Routledge International Handbook of Social Work Teaching. Routledge International Handbooks. Abingdon, Oxon: Routledge, pp. 152–172.

Haider, Sharif (2024). Exploring opportunities and challenges of artificial intelligence in social work education. In: Baikady, Rajendra and Przeperski, Jarosław eds. The Routledge International Handbook of Social Work Teaching. Routledge International Handbooks. Abingdon, Oxon: Routledge, pp. 46–62.

Haider, Sharif; Flynn, Ann and Simpson, J. E. (2024). Attitude and readiness of utilizing virtual reality simulations in interprofessional education to facilitate prompt and safe hospital discharges in England. Social Work Education (Early access).

Haider, Sharif and Wallace, Louise M. (2024). How Readable Is the Information the United Kingdom's Statutory Health and Social Care Professional Regulators Provide for the Public to Engage With Fitness to Practise Processes? Health Expectations, 27(5), article no. e70067.

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

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

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

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

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

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

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

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

Hampel, Regine (2024). Ecological perspectives on CALL. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. Bloomsbury Publishing, pp. 131–143.

Hampel, Regine and Lee, Helen (2024). Current and emerging theories in CALL. In: Stockwell, Glenn and Wang, Yijen eds. The Cambridge Handbook of Technology in Language Teaching and Learning. Cambridge Handbooks in Language and Linguistics. Cambridge: Cambridge University Press (In Press).

Hanley, Joe (2024). Look Who’s Talking: Social work podcasts as continuing professional development in England. Doctor of Education (EdD) thesis Brunel University.

Hanley, Joe (2024). [Book Review] Paul Michael Garrett, Social Work and Common Sense: A Critical Examination Social Work and Common Sense: A Critical Examination. London: Routledge, 2024. Practice: Social Work in Action, 36(4) pp. 311–313.

Hanley, Joe (2024). Who asked for this? The curious case of Readiness for Professional Practice in England. The British Journal of Social Work (Early access).

Hanley, Joe and Rowe, Jan (2024). Failing to learn from teachers: the Social Work Early Career Framework in England. Critical and Radical Social Work (early access).

Hardie, Liz; Lowe, Jonquil; Pride, Mychelle; Waugh, Kevin; Hauck, Mirjam; Ryan, Francine; Gooch, Daniel; Patent, Volker; McCartney, Kieran; Maguire, Claire; Richards, Mike and Richardson, Heather (2024). Developing robust assessment in the light of Generative AI developments. NCFE; The Open University, Milton Keynes, UK.

Harris, Emma; Benham, Alex; Stephenson, John; Conway, Dwayne; Chong, Aun-Yeong; Curtis, Helen and Astin, Felicity (2024). Patient Decision Aids for Aortic Stenosis and Chronic Coronary Artery Disease: A Systematic Review and Meta-Analysis. European Journal of Cardiovascular Nursing, 23(6) pp. 561–581.

Harris, Emma; Goharinezhad, Salime and Astin, Felicity (2024). Shared decision-making in minority ethnic groups: an umbrella review. BMJ Evidence-Based Medicine, 29(Suppl 1) A45.

Harris, Jennifer L.; Boyland, Emma; Muc, Magdalena; Ells, Louisa; Rodgers, Jayne; Hill, Zoe; Targett, Victoria; Young, Michelle and Tatlow-Golden, Mimi (2024). A “major breakthrough”, yet potentially “entirely ineffective”? Experts’ opinions about the ‘total ban’ on unhealthy food marketing online in the United Kingdom’s Health and Care Act (2022). British Journal of Nutrition (In press).

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

Harrison, Trixie (2024). Immerse your neurodivergent self in nature. Postgraduate Research Poster Competition, The Open University.

Harrison, Virginia; Jones, Katie; Hyde, Caroline; Doshi, Deepa; Terry, Angela and Montague, Debra (2024). Supporting the wellbeing of oncodriven lung cancer patients online: a qualitative study. Lung Cancer, 190(1), article no. 107697.

Harvey-Lloyd, Jane M.; Strudwick, Ruth M. and Preston, Scott J. (2024). Fundamentals of Radiographic Positioning and Anatomy. Oxford, UK: Wiley Blackwell.

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

Hayer, Demelza (2024). Use of breakout rooms in synchronous online nurse education: A review of the literature to identify implications for simulated practice learning. Journal of Perspectives in Applied Academic Practice, 12(03) pp. 46–62.

Heaney, Caroline and Walker, Natalie C. (2024). Relaxation Techniques in Sport Injury and Rehabilitation. In: Arvinen-Barrow, Monna and Clement, Damien eds. The Psychology of Sport Injury and Rehabilitation (2nd ed.). London, UK: Routledge, pp. 229–242.

Hedges, Claire; Rahman, Hafiz; Power, Tom and Stevenson, Jacqueline (2024). Maximising the impact of online teacher development courses to improve teaching and learning: lessons for national directors and education officers. CSGD Policy Brief #2. The Open University.

Hedges, Claire; Rahman, Hafiz; Power, Tom and Stevenson, Jacqueline (2024). Realising the potential of online teacher development courses to improve student learning: lessons for Local Education Officers. CSGD Policy Brief #3. The Open University.

Heiser, Sarah and Hobbs, Alex (2024). The final hurdle: a case study of an intervention to encourage and support students in their resit or resubmission. Open Learning: The Journal of Open, Distance and e-Learning (Early access).

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

Henry, Lucy A.; Messer, David J.; Poloczek, Sebastian; Dennan, Rachel; Mattiauda, Elisa and Danielsson, Henrik (2024). The reliability of Hebb repetition learning and its association with language and reading in adolescents with intellectual disabilities. Cortex; a journal devoted to the study of the nervous system and behavior, 177 pp. 253–267.

Hernaiz, Rodrigo (2024). The grammaticalization of manner expressions into complementizers: insights from Semitic languages. Linguistics: An Interdisciplinary Journal of the Language Sciences, 62(3) pp. 617–651.

Hernaiz Gomez, Rodrigo (2024). Causal clauses as source of sentential complementation: cross-linguistic evidence and methodological issues. Linguistics Vanguard (Early access).

Horne, Joanna; Donald, Louisa; Gracia, Rosaria; Kentzer, Nichola; Pappas, Yannis; Trott, Mike and Vseteckova, Jitka (2024). Supporting adult unpaid carers via an online dancing intervention: A feasibility/acceptability study. PLOS Global Public Health, 4(1), article no. e0002798.

Horsley, Karen (2024). Waitangi Day- learning in collaboration with kaiako (educators), tamariki (children) and places in two Early Childhood Education (ECE) centres in New Zealand. Early Childhood Blog, EC@OU; The Open University.

Horsley, Karen (2024). A new theoretical and pedagogic framework, PhotoSoundscapes, for deep listening with young children from migrant backgrounds. In: Children’s Research Centre 20th Anniversary Conference: Sharing research methods and processes for empowering children and young people, 23 Oct 2024, The Open University, UK.

Hubscher-Davidson, Séverine (2024). Psychological sustainability in the translation professions: findings from two intervention studies. MikaEL - Finnish Journal of Translation and Interpreting Studies, 17(1) pp. 3–25.

Hubscher-Davidson, Séverine (2024). Studying psychological translation processes: towards an application in practice. In: Workshop for Network on Translators’ Job Satisfaction and Sustainability in the Translation Professions, 5-6 Dec 2024, Sigtuna, Sweden.

Hughes, Ben and Jones, Kerry (2024). Young People’s Experiences of Death Anxiety and Responses to the Covid-19 Pandemic. OMEGA Journal of Death and Dying, 90(2) pp. 656–673.

Hughes, Ben and Jones, Kerry (2024). Covid-19: the impact of the pandemic and resulting support needs of children and young people. Bereavement: Journal of Grief and Responses to Death, 3 pp. 1–15.

Hultgren, Anna Kristina (2024). English-medium instruction in higher education throughout Europe. In: Bolton, Kingsley; Botha, Werner and Lin, Benedict eds. The Routledge Handbook of English-Medium Instruction in Higher Education. London: Routledge, pp. 81–95.

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.

Hultgren, Anna Kristina; Upadhaya, Anu; O'Hagan, Lauren Alex; Wingrove, Peter; Adamu, Amina; Greenfield, Mari; Lombardozzi, Lorena; Sah, Pramod K.; Tsiga, Ismaila A.; Umar, Aishat and Wolfenden, Freda (2024). English-medium education and the perpetuation of girls’ disadvantage: Parental investment and gendered aspirations in Nepal. English Today, 40(3) pp. 219–225.

Hunt, Sally (2024). Investigating social actions (transitivity) with corpora. In: Heritage, Frazer and Taylor, Charlotte eds. Analysing Representation A Corpus and Discourse Textbook. Oxon, UK and New York, USA: Routledge, pp. 115–133.

Ibbotson, Paul and Browne, William J. (2024). The effects of family, culture and sex on linguistic development across 20 languages. Developmental Science, 27(6), article no. e13547.

Ibbotson, Paul; Hartmann, Stefan; Koch, Nikolas and Endesfelder Quick, Antje (2024). Frequency, redundancy, and context in bilingual acquisition. Journal of child language (Early access).

Ingham, Nigel; Walmsley, Jan and Tilley, Elizabeth (2024). "You just want to do what's right": Staff collusion in institutional abuse of people with learning disabilities. In: Punzi, Elisabeth and Steele, Linda eds. Sites of Conscience: Place, Memory, and the Project of Deinstitutionalization. Disability, Culture and Politics. Vancouver: UBC Press, pp. 231–250.

Jackson, Lace M. (2024). Global Majority Leadership: The Experience and Practice. Palgrave Macmillan.

Jackson, Leanne; Greenfield, Mari; Payne, Elana; Burgess, Karen; Oza, Munira; Storey, Claire; Davies, Siân M.; De Backer, Kaat; Kent-Nye, Flora E.; Pilav, Sabrina; Worrall, Semra; Bridle, Laura; Khazaezadeh, Nina; Rajasingam, Daghni; Carson, Lauren E.; De Pascalis, Leonardo; Fallon, Victoria; Hartley, Julie M.; Montgomery, Elsa; Newburn, Mary; Wilson, Claire A.; Harrold, Joanne A.; Howard, Louise M.; Sandall, Jane; Magee, Laura A.; Sheen, Kayleigh S. and Silverio, Sergio A. (2024). A consensus statement on perinatal mental health during the COVID-19 pandemic and recommendations for post-pandemic recovery and re-build. Frontiers in Global Women's Health, 5, article no. 1347388.

Jones, Andrew B. (2024). Rethinking Evidence-Based Practice in Education: A Critical Literature Review of the ‘What Works’ Approach. International Journal of Educational Researchers, 15(2) pp. 37–51.

Jones, Katie; Folliard, Kelda; Di Malta, Gina; Oates, John; Gilbert, Leah and Harrison, Virginia (2024). Risk factors associated with Postpartum Anxiety in Australia, Europe, and North America: A Systematic Review and Narrative Synthesis [Conference Poster]. In: ESRC Grand Union Doctoral Training Partnership Annual Conference 2024, 4-5 Jun 2024, University of Oxford, Oxford, UK.

Jones, Katie; Harrison, Virginia and Hyde, Caroline (2024). Using eHealth to support the wellbeing of lung cancer patients; a systematic review. In PROSPERO 2024 CRD42024509607 Centre for Reviews and Dissemination (CRD), York, UK.

Jones, Kerry (2024). The loss of a same sex partner: gay and masculine identity in men’s experience of bereavement. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New Perspectives on Bereavement, Grief and Masculinity. London: Routledge.

Jones, Kerry; Murphy, Sam and Robb, Martin (2024). We can’t play with them, but we can play for them’: fathers uniting in grief through football. In: Jones, Kerry and Robb, Martin eds. Men and Loss. New Perspectives on Bereavement, Grief and Masculinity. London: Routledge.

Jones, Lowri; Hathaway, Tanya; Glover, Alison; Ayres, Julian; Williams, Gwawr and Jones, Mathew (2024). An evaluation of the emergency online teaching provision in Wales’ Initial Teacher Education courses. Welsh Government, Cardiff, Wales.

Jones, Megan and Worrall, Leigh (2024). Using artefacts as a research method to explore effective mentoring in teacher education. PRACTICE (Early access).

Jones, Rebecca L. (2024). Aging and Bisexuality. In: Goldberg, Abbie E. ed. The Sage Encyclopedia of LGBTQ Studies, 2nd Edition. California, USA: SAGE Publications, Inc..

Jordan, Joanne and Gould, Sam (2024). Should communities be expected to help in death, dying and bereavement? OpenLearn, The Open University.

Josephidou, Joanne and Kemp, Nicola (2024). Developing nature engaging/nature enhancing pedagogies for babies and toddlers. New Zealand Journal of Infant and Toddler Education, 26(1) pp. 23–28.

Josephidou, Joanne and Rodriguez-Leon, Lucy (2024). Body systems, senses and physical development. In: Musgrave, Jackie; Dorrian, Jane; Josephidou, Joanne; Langdown, Ben and Rodriguez-Leon, Lucy eds. Promoting Physical Development and Activity in Early Childhood: Practical Ideas for Early Years Settings. Little Minds Matter. Abingdon, UK: Routledge, pp. 26–47.

Josephidou, Joanne; Teszenyi, Eleonora; Buck, Julie; Dorrian, Jane; Plowright-Pepper, Linda and Rodriguez-Leon, Lucy (2024). The Early Childhood Student Journey (Phase 1). The Open University.

Katz, Silvina (2024). A Sensory Study for the Translation of Atmosphere in Silvina Ocampo’s Short Stories. Doctor of Philosophy (PhD) thesis The Open University.

Kaya, Sibel; Eryılmaz, Nurullah and Yuksel, Dogan (2024). A Cross-Cultural Comparison of Self-Efficacy as a Resilience Measure: Evidence From PISA 2018. Youth & Society, 56(3) pp. 597–621.

Kaya, Sibel; Eryilmaz, Nurullah and Yuksel, Dogan (2024). The Effects of Growth Mindset and Resilience on Immigrant Students’ PISA Science Achievement: The Mediating Role of Attitudes Toward School. SAGE Open, 14(1)

Kelly, Bridget; Boyland, Emma; Tatlow-Golden, Mimi and Christiansen, Paul (2024). Testing a conceptual Hierarchy of Effects model of food marketing exposure and associations with children and adolescents' diet-related outcomes. Public Health Nutrition, 27(1), article no. e10.

Kelly, Olivia (2024). Distance learners’ use of Twitter: networks and communities, social presence, and learner voices. Doctor of Education (EdD) thesis The Open University.

Kentzer, Nichola and Kenttä, Göran (2024). Nichola Kentzer in Conversation With Göran Kenttä: Recipient of the 2022 Association for Applied Sport Psychology Distinguished Professional Practice Award. Case Studies in Sport and Exercise Psychology, 8(1) pp. 31–36.

Kentzer, Nichola and Pagel, Katie (2024). Nichola Kentzer in Conversation With Katie Pagel, Recipient of the 2023 Association for Applied Sport Psychology Early Career Applied Practitioner Award. Case Studies in Sport and Exercise Psychology, 9(1) pp. 9–12.

Kentzer, Nichola; Penson, Martin and Spencer, Melinda (2024). From physically active to physically inactive: Understanding the experiences of a familial carer's loss of self. In: Jones, Kerry and Horne, Joanna eds. Understanding the Grief and Loss Experiences of Carers: Research, Practitioner and Personal Perspectives. Routledge Key Themes in Health and Safety. London: Routledge, pp. 41–53.

Khaled, Fatima (2024). Implementing a Project-based approach on Arabic Heritage Language Learners: Creativity, Motivation, Learner agency and Identity. Doctor of Education (EdD) thesis The Open University.

Khanolainen, Daria; Cooper, Victoria; Messer, David and Revyakina, Elena (2024). The Complexity of Student-led Research: from Terminology to Practice in a Case Study of Three Countries. Oxford Review of Education, 50(1) pp. 78–94.

King, Elizabeth; Goldstein, Emily and McKeever, Stephen (2024). Exploring the implementation of child life services with facility dogs [Podcast]. In Journal of Child Health Care Journal of Child Health Care, Journal of Child Health Care.

King, Liz (2024). Practice tutors’ readiness to support nursing students who require reasonable adjustments for clinical placement. British Journal of Nursing, 33(4) pp. 200–204.

King, Liz (2024). Practice Tutors’ views on their readiness for supporting OU pre-registration nursing students who require reasonable adjustments for clinical placement. In: Advance HE EDI conference, 06-07 Mar 2024, Hilton Liverpool City Centre, Liverpool, UK.

King, Liz (2024). 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. Science Talks, 11, article no. 100369,.

King, Liz (2024). Improving recruitment, retention and support for nurses requiring reasonable adjustments for learning in clinical practice. In Open Societal Challenges The Open University.

King, Liz (2024). Communication with children and young people. In: Watson, Naomi Anna ed. Effective Communication for Nursing Practice. Transforming Nursing Practice, 1. London, UK: Learning Matters, pp. 81–96.

King, Liz; McKeever, Stephen; Devery, Kim and Winsall, Megan (2024). "Holding back my own emotions": Evaluation of an online education module in pediatric end-of-life care [Podcast]. In Journal of Child Health Care SAGE, London, UK.

King, Liz; Pettersson, Miriam; Eriksson, Mats and McKeever, Stephen (2024). Parental experiences of home phototherapy for neonatal hyperbilirubinemia [Podcast]. Journal of Child Health Care, SAGE.

Kinuthia, Heather (2024). The recontextualisation and cultural compatibility of student-centred education: the case of the United Arab Emirates. Higher Education, 87(4) pp. 1009–1026.

Kossewska, Joanna; Khofidotur, Rofiah; Sheehy, Kieron; Machał, Katarzyna and Sajdak, Katarzyna (2024). Teachers’ Attitudes Towards Inclusive Education in a Cultural Context [Postawy nauczycieli wobec inkluzji edukacyjnej w kontekście różnic kulturowych]. Horyzonty Wychowania, 23(68) pp. 33–44.

Kremer, Klaus and van Manen, Saskia M. (2024). Design guidelines to improve user experience (UX) in an emergency. In: van Manen, Saskia M.; Jaenichen, Claudine; Lin, Tingyi S.; Kremer, Klaus and Ramírez, Rodrigo eds. Design for Emergency Management. Design Research for Change. Routledge, pp. 49–68.

Kroese, Ingeborg C. (2024). Sex/gender inequity in management learning equals violence towards women. Management Learning (Early Access).

Kroese, Ingeborg C. (2024). Een leven lang leren is niet genderneutraal. Tijdschrift voor HRM, 27(2) pp. 33–54.

Kucirkova, Natalia (2024). The explanatory power of sensory reading for early childhood research: The role of hidden senses. Contemporary Issues in Early Childhood (Early access).

Kucirkova, Natalia and Bubikova-Moan, Jarmila (2024). Parent-Child Mealtime Conversations Stimulated with Decorated Tableware. Early Childhood Education Journal (Early Access).

Kucirkova, Natalia and Cremin, Teresa (2024). Funds of courage: advancing social justice in children’s reading for pleasure. Cambridge Journal of Education, 54(4) pp. 437–454.

Kucirkova, Natalia and Hiniker, Alexis (2024). Parents’ ontological beliefs regarding the use of conversational agents at home: resisting the neoliberal discourse. Learning, Media and Technology, 49(2) pp. 290–305.

Kucirkova, Natalia; Livingstone, Sonia and Radesky, Jenny (2024). Advancing the understanding of children’s digital engagement: responsive methodologies and ethical considerations in psychological research. Frontiers in Psychology, 15, article no. 1285302.

Kukulska-Hulme, Agnes; Power, Tom; Dawadi, Saraswati; Rahman, S. M. Hafizur and Parvin, Tauhida (2024). Factors in mathematics teachers’ access to digital technologies and their professional development through praxis in marginalised communities in Bangladesh. Journal of Technology and Teacher Education, 32(3) pp. 263–286.

Lampropoulou, Sofia; Giaxoglou, Korina and Johnson, Paige (2024). ‘Hosting refugees is the most rewarding experience’: migrant identity and affective positioning in curated NGO stories. Critical Discourse Studies (Early access).

Langdridge, Darren; Virhia, Jennika; McMullan, Rachel; Banks, Duncan; Biard, Olivier; Charitonos, Koula; Alunyo, Jimmy Patrick; Kagoya, Enid Kawala and Olupot-Olupot, Peter (2024). Effectiveness of work-based educational interventions for antimicrobial stewardship: a systematic review. JAC-antimicrobial resistance, 6(6), article no. dlae192.

Larkin, Mary and Milne, Alisoun (2024). Former carers: Grief, loss and other stories. In: Jones, Kerry and Horne, Joanna eds. Understanding the Grief and Loss Experiences of Carers: Research, Practitioner and Personal Perspectives. Routledge Key Themes in Health and Safety. London: Routledge, pp. 123–134.

Lee, Clare (2024). How can the learning relationships that work to develop Mathematical Resilience in mathematics classroom be characterised? In: 4th International Conference On Opportunities And Challenges Of Building Mathematical Resilience, 6 Jul 2024, Warwick University, Warwickshire, UK.

Lee, Clare (2024). Mathematical resilience global developments. In: Johnston-Wilder, Sue and Lee, Clare eds. The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. London, UK: Routledge, pp. 220–246.

Lee, Clare and Sue, Johnston-Wilder (2024). Mathematical resilience. In: Sue, Johnston-Wilder and Lee, Clare eds. The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. Abingdon, UK: Routledge, pp. 9–24.

Lee, Clare and Sue, Johnston-Wilder (2024). Introduction. In: Sue, Johnston-Wilder and Lee, Clare eds. The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. Abingdon, UK: Routledge, pp. 1–9.

Lee, Helen (2024). Reconceptualizing negotiation as multimodal in desktop and mobile videoconferencing. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, UK: Bloomsbury Publishing, 364 -379.

Leedham, Maria (2024). Depictions of social workers and other caring professionals on television. Journal of Social Work, 24(5) pp. 664–684.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2024). Direct quotations in social work writing: multi-functionality and double voicing. British Journal of Social Work (Early access).

Leedham, Maria; Shrestha, Prithvi; Therova, Dana; Tuck, Jackie and Ullmann, Thomas (2024). Disciplines, demographics and attainment: Creating corpora of student writing and lecturer feedback. In: 7th Corpora & Discourse International Conference #CADS2024, 17-19 Jul 2024, Innsbruck University, Austria.

Lillis, Theresa (2024). Cerrando la brecha entre texto y contexto en la investigación sobre la escritura académica: revisitando la etnografía como método, metodología y teorización profunda / Closing the gap between text and context in researching academic writing: revisiting ethnography as method, methodology and deep theorising. Cuadernos del Sur, 54 pp. 17–53.

Lillis, Theresa and Leedham, Maria (2024). Who Is The ‘I’? An Exploration Of Social Work Professional Written Discourse And Implications For Social Work Education. Social Work Education (Early Access).

Lillis, Theresa; Twiner, Alison; Balkow, Michael; Lucas, Gillian; Smith, Miriam and Leedham, Maria (2024). Reflections on the procedural and practical ethics in researching professional social work writing. Journal of Applied Linguistics and Professional Practice, 18(3) pp. 315–342.

Lister, Kate; Riva, Elena; Hartley, Alison; Waterhouse, Philippa; Moller, Naomi; Downes, Leigh; Coughlan, Tim; Kukulska-Hulme, Agnes; McPherson, Elaine; Macdonald, Ian; Jones-Tinsley, Sophie; Brown, Cath and Tudor, Ruth (2024). Positive Digital Practices: supporting positive learner identities and student mental wellbeing in technology-enhanced higher education. Journal of Interactive Media in Education, 2024(1), article no. 5.

Loh, Chin Ee; Cremin, Teresa and Scholes, Laura (2024). Editorial: What is the future of young people’s volitional reading? Exploring diverse perspectives. Language and Education, 38(4) pp. 531–536.

Lusted, Jim (2024). Contrasting approaches to social justice in sport. In: Lawrence, Stefan; Hill, Joanne and Mowatt, Rasul eds. Routledge Handbook of Sport, Leisure, and Social Justice. London: Routledge, pp. 18–32.

Lyons, Agnieszka and Tagg, Caroline (2024). Post-Digital Connectivities: Framing Offline Encounters in a Digital Prospection Space. Applied Linguistics, 45(5) pp. 829–848.

MacArtney, John I.; Greenfield, Mari; Hudson, Briony and Borgstrom, Erica (2024). Identifying research themes for social sciences and humanities research into dying and palliative care: Secondary analysis of James Lind Alliance refresh - Protocol. Health Open Research.

MacGilleEathain, Rebecah; Smith, Tamsin and Steele, Isabel (2024). Sexual well-being among young people in remote rural island communities in Scotland: a mixed methods study. BMJ Sexual & Reproductive Health, 50(1) pp. 7–12.

Maci, Stefania M.; Demata, Massimiliano; Seargeant, Philip and McGlashan, Mark (2024). The Various Dimensions of Disinformation: An introduction. In: Maci, Stefania M.; Demata, Massimiliano; McGlashan, Mark and Seargeant, Philip eds. The Routledge Handbook of Discourse and Disinformation. Routledge Handbooks in Applied Linguistics. Abingdon, Oxon: Routledge, pp. 1–13.

MacKenzie, Alison; Owaineh, Mohammed and Bower, Christine (2024). The Power of Participatory Action Research to Hearing the Voices of Children With Disabilities in Conflict Situations. A Case Study From Palestine. In: Rose, Richard and Shevlin, Michael eds. Including Voices (International Perspectives on Inclusive Education, Vol. 23. Leeds, UK: Emerald Publishing Limited, pp. 115–126.

MacKian, Sara (2024). Reframing death: life-affirming messages from the dead through the lens of Spiritualism and tarot. Mortality (Early access).

Madeley, Anna-Marie (2024). Experiences of Women and Other Birthing People Who Make Non-Normative Choices in Childbearing: A Constructivist Grounded Theory. Doctor of Philosophy (PhD) thesis The Open University.

Mamrath, Simran; Greenfield, Mari; Fernandez Turienzo, Cristina; Fallon, Victoria and Silverio, Sergio A. (2024). Experiences of postpartum anxiety during the COVID-19 pandemic: A mixed methods study and demographic analysis. PLOS ONE, 19(3), article no. e0297454.

Mander, Sarah; Fensham-Smith, Amber; Connolly, Nichola and Reeve, Yasmin (2024). A view through the looking glass: co-creation and innovation for student voice and wellbeing in distance education. Widening Participation and Lifelong Learning, 26(1) pp. 113–128.

Márquez Reiter, Rosina (2024). Leveraging Relations in Diaspora. Elements in Pragmatics. Cambridge, UK: Cambridge University Press.

Márquez Reiter, Rosina and Iveson, Mandie (2024). The establishment and breakdown of trust in human-bot marketing calls. Discourse & Communication (Early access).

Márquez Reiter, Rosina and Manrique, Elizabeth (2024). Keeping the pitch on track: spatiotemporal challenges in ambulant vending on a Buenos Aires trainline. Multilingua, 43(5) pp. 601–636.

Marston, Hannah; Morgan, Deborah Jane; Wilson-Menzfeld, Gemma; Gates, Jessica; Maddock, Carol Ann; Philips, Jenny; J., Elisabeth; Bailey, Gavin and Nicholson, Julie (2024). Employing citizen science to understand the contemporary needs of older adults accessing and using technology in a pandemic. In: Urbaniak, Anna and Wanka, Anna eds. Routledge International Handbook of Participatory Approaches in Ageing Research. Routledge, pp. 390–401.

Marston, Hannah; van Hoof, Joost; Dikken, Jeroen and Pavlovski, Daniel (2024). Written evidence (TGB0036). Built Environment Committee.

Martin, Daniel; Stebbings, Georgina; Erskine, Robert; Heffernan, Shane; Callus, Peter; Brazier, Jon; Antrobus, Mark and Williams, Alun (2024). The association of the ACE gene I/D polymorphism and in-game performance in elite Rugby Union players. Graduate Journal of Sports Science, Coaching, Management, & Rehabilitation, 1(3) p. 55.

Martín-Rojo, Luisa; Prego, Gabriela and Tudela, Anna (2024). Sociolinguistics in Spain: From the polycentrism of the field to activist practices in super diverse contexts 1. In: Ball, Martin J.; Mesthrie, Rajend and Meluzzi, Chiara eds. The Routledge Handbook of Sociolinguistics Around the World (2nd Edition). Abingdon, Oxon: Routledge, pp. 550–559.

Masaryk, Radomír and Stainton Rogers, Wendy (2024). The time has come for psychology to stop treating qualitative data as an embarrassing secret. Social and Personality Psychology Compass, 18(2), article no. e12938.

Mcallister, Katie (2024). HEI-SME alliances: Internal considerations and a conceptual matrix for HEIs. Doctor of Education (EdD) thesis The Open University.

McCormick, Mick (2024). [Peer Review] Michelle Gander, Building Your Career: A Guide for Students. Pressbooks.

McCormick, Mick and Strang, Jo (2024). Teaching Social Work Knowledge, Skills and Values online. In: Leading the Future of Learning: Proceedings of the Innovating Higher Education Conference 2024., 23-25 Oct 2024, Limassol, Cyprus, European Association of Distance Teaching Universities (EADTU), pp. 220–230.

McCulloch, Trish; Grant, Scott; Daly, Maura; Sen, Robin and Ferguson, Gillian (2024). Embedding Learning as a Practice of Value: Learning from the Experiences of Early Career Social Workers in Scotland. The British Journal of Social Work, 54(7) pp. 2977–2995.

McInally, Wendy; Taylor, Vanessa; de Los Rios de la Serna, Celia Diez; Sulosaari, Virpi; Trigoso, Eugenia; Gomes, Sara Margarida Rodrigues; Dias, Ana Rita Cesario; Piskorjanac, Silvija; Tanay, Mary Anne; Hálfdánardóttir, Halldóra and Dowling, Maura (2024). An Innovation in Cancer Nursing Education Across Europe: A Pilot Evaluation. Journal of cancer education : the official journal of the American Association for Cancer Education, 39 pp. 426–436.

McKeever, Stephen; King, Liz and Reeder, Jim (2024). Are we at risk of commodifying lived experience in childhood disability research? [Podcast]. In Journal of Child Health Care Sage Journals, London, UK.

Mert, Mahmut; Alkanat Akman, Tuba and Yuksel, Dogan (2024). The Impact of Englishization of Higher Education on Exchange Students' Attitudes Toward Local Languages. In: Mammadova, Tamilla ed. Academic Mobility through the Lens of Language and Identity, Global Pandemics, and Distance Internationalization: Multidisciplinary Perspectives. Routledge Research in International and Comparative Education. Oxon, UK and New York, USA: Routledge.

Messenger, Julie (2024). Impact on identity for those working as healthcare professionals when taking on the role of carer. In: jones, Kerry and Horne, Joanna eds. Understanding the Grief and Loss Experiences of Carers. Routledge Key Themes in Health and Safety. London: Routledge, pp. 15–26.

Mialon, Mélissa; Larkin, James; Patton, Clare; Tatlow-Golden, Mimi; Reilly, Kathryn; Leonard, Paula; Walsh, Malvina and Campbell, Norah (2024). The commercial determinants of health in Ireland: fueling an industrial epidemic at home and abroad. BJGP open, article no. BJGPO.2024.0029.

Middlemiss, Aimee; Boncori, Ilaria; Brewis, Joanna; Davies, Julie and Newton, Victoria (2024). Employment leave for early pregnancy endings: a biopolitical reproductive governance analysis in England and Wales. Gender, Work and Organization, 31(1) pp. 75–91.

Mikulak, Magdalena; Ryan, Sara; Tilley, Elizabeth and Ledger, Susan (2024). Sticky Categories and Their Negative Consequences: People with Learning Disabilities and ‘Behaviours that Challenge Others'. Scandinavian Journal of Disability Research, 26(1) pp. 110–123.

Minnick, Alyssa M.; Cachelin, Fary M. and Gil-Rivas, Virginia (2024). Examining predictors of binge eating behaviors among racially and ethnically diverse college men. Journal of American College Health, 72(7) pp. 2204–2210.

Mitchell, Helena A.; Waights, Verina and Hart, Tani (2024). Digital storytelling within a community-based mental health improvement programme (ARCLIGHT) in Guyana. Action Research (Early access).

Monaghan, Frank (2024). [Book Review] Raciolinguistics in the classroom—their words and our ears: Ian Cushing. Applied Linguistics (Early access).

Montgomery, Heather (2024). Familiar Violence: A History of Child Abuse. Cambridge: Polity Press.

Moore, Rhiannon (2024). Examining teacher absence from the classroom in Indian secondary schools: Power, context and inequality. International Journal of Educational Development, 110, article no. 103113.

Morgan, Pauline; de Lappe, Joseph and Summers, Neil (2024). A mixed-methods exploration of the nursing associate role, programme experiences and future career pathways. British Journal of Nursing, 33(11) pp. 488–495.

Morris, Andrea Easley and Evans, Ben (2024). Experiences of African American Spanish Learners in the US: mitigating racialization and fostering belonging through an inclusive curriculum. Journal of Spanish Language Teaching, 10(2) pp. 138–154.

Muilerman-Rodrigo, Coomerene (2024). Knowing Myself: Socio-Cultural Representation in Critical Thinking Education in Transnational Higher Education in Ghana. Journal of International Students, 14(2) pp. 1–16.

Mukherjee, Sarah Jane (2024). Using genre to explain how children linguistically co-construct make-believe social scenarios in classroom role-play. Text & Talk, 44(5) pp. 649–669.

Mukherjee, Sarah Jane; Hunt, Sally and Leedham, Maria (2024). Gendered characters and gendered worlds in best-selling, contemporary Young Adult fiction. In: 7th Corpora & Discourse International Conference #CADS2024, 17-19 Jul 2024, Innsbruck University, Austria.

Mukherjee, Sarah Jane; Hunt, Sally and Leedham, Maria (2024). Uncovering Discourses of Representation in Young Adult Fiction. In: New developments in school libraries: The latest research, 9 Oct 2024, Online.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2024). Oportunidades de la Inteligencia Artificial (IA) en el aprendizaje y la enseñanza de lenguas
Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge, pp. 343–365.

Muñoz-Basols, Javier and Fuertes Gutiérrez, Mara (2024). Interacción en entornos virtuales de aprendizaje / Interaction in Virtual Learning Environments. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge, pp. 186–217.

Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara and Cerezo, Luis (2024). Planificar, Personalizar, Implementar (PPI): La enseñanza de lenguas mediada por tecnología [Planning, Personalization, Implementation (PPI): Technology-mediated language teaching]. In: Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). London: Routledge, pp. 1–19.

Murphy, Sam (2024). Fathering a dead baby: men and perinatal loss. In: Jones, Kerry and Robb, Martin eds. Men and Loss. New Perspectives on Bereavement, Grief and Masculinity. Routledge Key Themes in Health and Society. Routledge.

Murphy, Suzanne; Bell, Kerry; Cook, Erica Jane; Crafter, Sarah; Davidson, Rosemary; Fairhurst, Caroline; Hicks, Kate; Joffe, Victoria; Messer, David; Robinson-Smith, Lyn; Strachan, Luke; Torgerson, David and Welch, Charlie (2024). Enhancing Pragmatic Language skills for Young children with Social communication difficulties (E-PLAYS-2) trial: study protocol for a cluster-randomised controlled trial evaluating a computerised intervention to promote communicative development and collaborative skills in young children. BMC Psychology, 12, article no. 266.

Musgrave, Jackie (2024). Early Childhood Health Promotion: A Toolkit for Early Childhood Education and Care Practitioners. The Open University.

Naderer, Brigitte; Wakolbinger, Maria; Haider, Sandra; Tatlow-Golden, Mimi; Muc, Magdalena; Boyland, Emma and Winzer, Eva (2024). Influencing children: food cues in YouTube content from child and youth influencers. BMC Public Health, 24(1), article no. 3340.

Ndetei, David M.; Mutiso, Victoria; Musyimi, Christine; Nyamai, Pascalyne; Lloyd, Cathy and Sartorius, Norman (2024). Association of type 2 diabetes with family history of diabetes, diabetes biomarkers, mental and physical disorders in a Kenyan setting. Scientific Reports, 14, article no. 11037 (2024).

Neshastesaz Kashi, Hanieh; Goharinezhad, Salime; Soleimanpour, Samira and Mohammadi, Ali Haji (2024). Mapping student engagement in health professions education policy and decision-making: a scoping review. BMC Medical Education, 24, article no. 325.

Newton, Victoria Louise (2024). ‘It can actually make you infertile’: Reproductive bodylore and vernacular knowledge about contraception. In: Contemporary Legend, 2(4).

Newton, Victoria Louise (2024). Vernacular Knowledge about Contraception: an interdisciplinary perspective on myths, misperceptions and lived-experience. BMJ Sexual & Reproductive Health, 50 pp. 310–311.

Nguyen, An (2024). A longitudinal study on content learning of EMI students in Vietnam from Bourdieusian perspectives. Journal of English-Medium Instruction, 3(1) pp. 115–138.

Nguyen, Thi Mai An (2024). Effectiveness and equity in English-medium instruction: A comparative longitudinal study in a Vietnamese university. Doctor of Philosophy (PhD) thesis The Open University.

Nilsson, Karin; Elwér, Åsa; Messer, David; Henry, Lucy and Danielsson, Henrik (2024). Developmental Trajectories of Reading Ability in Adolescents with Intellectual Disabilities. International Journal of Disability, Development and Education (Early access).

Nodin, Nuno; Pestano, Catherine; Peel, Elizabeth; Rivers, Ian and Tyler, Allan (2024). Risk and resilience: exploring the potential of LGBTQ third sector and academic partnership. Community Development Journal, 59(3) pp. 420–437.

O'Connor, Grainne; O'Dell, Lindsay; Álvarez, Inma; Tipi, Nicoleta; Bowes-Catton, Helen and Luck, Rachael (2024). “I just filled out a form” Experiences of Doctoral Students with Disabilities, Long-term Health Conditions and/or Additional Study Needs. Scandinavian Journal of Disability Research, 26(1) pp. 211–226.

O'Hagan, Lauren Alex (2024). In search of the social in social semiotics: a historical perspective. Social Semiotics, 34(4) pp. 634–655.

O'Hagan, Lauren Alex (2024). “The golden path to health”: marketing Postum as a cure for coffee abuse in early twentieth-century Sweden. Food, Culture and Society, 27(3) pp. 866–888.

O'Hagan, Lauren Alex (2024). Walkin’ Blues: Exploring the Semiotic Musicscape of Rory Gallagher’s Cork City. Ethnomusicology Forum, 33(1) pp. 30–59.

O'Hagan, Lauren Alex (2024). Going bananas! The scientific marketing of a ‘new’ fruit in early 20th-Century Sweden. Food, Culture and Society (Early access).

O'Hagan, Lauren Alex (2024). A breakfast revolution for mothers?: introducing Kellogg’s Corn Flakes to the Swedish Market, 1929-1939. History of Retailing and Consumption, 10(2) pp. 133–167.

O'Hagan, Lauren Alex (2024). A taste of Nordic freedom: The problematic marketing of nicotine pouches in the United Kingdom. Nordic Studies on Alcohol and Drugs, 41(6) pp. 574–598.

O'Hagan, Lauren Alex (2024). “We’re With You, Dear Ireland”: Negotiations of Irishness and Transnational Support for Irish Home Rule and Independence on US Sheet Music Covers, 1858-1921. New Hibernia Review, 28(2) pp. 81–115.

O'Hagan, Lauren Alex (2024). The Glamorisation of Nicotine Pouches: A Threat to Young People’s Health. PopNAD.

O'Hagan, Lauren Alex (2024). Hardboiled Blues: Exploring Ian Rankin’s ‘Novel’ Approach to the Music of Rory Gallagher. Crime Fiction Studies (In press).

O'Hagan, Lauren Alex (2024). Reconciling with the Past: Place Attachment and Grief in the Lyrics of Tom Petty. Americana, 23(2)

O'Hagan, Lauren Alex (2024). [Book Review] Exhibiting Irishness: Empire, Race, and Nation, c. 1850-1970, by Shahmima Akhtar. Manchester, Manchester University Press, 2024. Review of Irish Studies in Europe (RISE), 7(2) pp. 149–52.

O'Hagan, Lauren Alex and Eriksson, Göran (2024). Blurring the Boundaries Between Medicine and Food: The Canny Marketing of Läkerol in Early Twentieth-Century Sweden. Social History of Medicine (Early access).

O'Hagan, Lauren Alex and Lydon, Michael (2024). Connections, Community, Creativity: Online Music Fandoms and Mental Health. Journal of Popular Music Studies, 36(3) pp. 30–38.

O'Hagan, Lauren Alex and Morales, Rayne (2024). Rory Gallagher: The Later Years. Wymer Publishing.

O'Hagan, Lauren Alex and Runefelt, Leif (2024). “Nerves Need Nourishment”: Advertising Phospho-Energon Pills in Early Twentieth-Century Sweden. Journal of the History of Medicine and Allied Sciences (Early access).

O'Hagan, Lauren Alex and Serafinelli, Elisa (2024). Rethinking Verticality Through Top-Down Views in Drone Hobbyist Photography. Visual Studies, 39(4) pp. 535–548.

Oakley, Ben (2024). Windsurfing’s Rapid Global Diffusion: The Evolution of a 1970s Technology-First Sport. The International Journal of the History of Sport, 40(14) pp. 1253–1271.

Okada, Ale; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2024). Catch Up Programme: Addressing Foundational Literacy, Numeracy, and Social Emotional Skills in Conflict Affected Areas of Ethiopia – Research Report. The Open University, Milton Keynes, UK.

Okada, Alexandra (2024). A self-reported instrument to measure and foster students’ science connection to life with the CARE-KNOW-DO model and open schooling for sustainability. Journal of Research in Science Teaching, 61(10) pp. 2362–2404.

Okada, Alexandra (2024). Um instrumento autorrelatado para medir e promover a conexão científica para a vida dos estudantes com o modelo CARE-KNOW-DO e a escolarização aberta para a sustentabilidade. Journal of Research in Science Teaching

Okada, Alexandra (2024). A self‐reported instrument to measure and foster students' science connection to life with the CARE ‐ KNOW ‐ DO model and open schooling for sustainability. Journal of Research in Science Teaching, 61(10) pp. 2362–2404.

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

Okada, Alexandra; Hedges, Claire; Zwier, Janelle; Mukandakanda, Blessing and Chokera, Richard (2024). Research Brief: Co-Evaluation of the World Vision Catch-Up Programme in Zimbabwe. The Open University.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Προάγοντας τις Εγκάρσιες Δεξιότητες (Transversal Skills) μέσω της Ανοιχτής Σχολικής Εκπαίδευσης (Οpen Schooling) με το Πλαίσιο “ΝΟΙΑΖΟΜΑΙ-ΜΑΘΑΙΝΩ-ΔΡΩ” (CARE-KNOW-DO) για τη Βιώσιμη Εκπαίδευση: μια μεγάλης κλίμακας διακρατική μελέτη. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Promovarea abilităților transversale prin școlarizarea deschisă cu ajutorul cadrului CARE-KNOW-DO pentru educație durabilă: un studiu transnațional pe scară largă. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Fomentando habilidades transversais através da Escolarização Aberta com o modelo CARE-KNOW-DO para Educação sustentável: um estudo transnacional em larga escala. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Fomentando Habilidades Transversales a través de la Escolarización Abierta con el Marco CARE-KNOW-DO para la Educación Sostenible: un estudio transnacional a gran escala. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgos; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia Lupion (2024). Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education. Sustainability, 16(7), article no. 2794.

Okasha, Tarek; Mostafa, Bassem Murad; Ibrahim, Islam; Abdelgawad, Ahmed Adel; Lloyd, Cathy E.; Sartorius, Norman and Elkholy, Hussien (2024). Comorbidity of depression and type 2 diabetes in Egypt results from the International Prevalence and Treatment of Diabetes and Depression (INTERPRET-DD) study. International Journal of Social Psychiatry, 70(4) pp. 730–738.

Okonofua, Friday; Ntoimo, Lorretta; Bury, Louise; Bright, Suzanna and Hoggart, Lesley (2024). "When you provide abortion services, you are looked upon as a bad guy": experiences of abortion stigma by health providers in Nigeria. Global health action, 17(1), article no. 2401849.

Oluseye, Ayomide; Waterhouse, Philippa and Hoggart, Lesley (2024). ‘I have to pretend that I don’t care’: Stigma management among unmarried young mothers in South-Western Nigeria. Global Public Health, 19(1), article no. 2291699.

Oluseye, Ayomide; Waterhouse, Philippa and Hoggart, Lesley (2024). “It is not the end of my life”: positive identity (re)constructions among young mothers in rural South-Western Nigeria. International Journal of Adolescence and Youth, 29(1), article no. 2301579.

Orton, Helen; Deaves, Amanda; Barnes-Brown, Vikki; Edge, Christopher; Rees, Anna and Prescott, Denise (2024). Experiences of Physiotherapy and Occupational Therapy Undergraduates and Placement Educators of Blended Practice-Based Learning. International Journal of Practice-based Learning in Health and Social Care, 12(2) pp. 49–71.

Owton, Helen (2024). Field of dreams? How some professional cricketers continue to pay the price for sporting excellence. The Conversation Trust (UK) Limited.

Owton, Helen (2024). ‘Olympic comedown’ is a common ailment after the games – here’s what it is and how athletes cope. In The Conversation The Conversation Trust (UK) Limited.

Owton, Helen (2024). Discovering autoethnography. In: Methodology Chat Research Group, 08 Oct 2024, Open University, UK.

Özturan, Tuba and Shrestha, Prithvi (2024). Learners’ dialogic interaction with ChatGPT: Could it be an indicator for their proximal development? In: 2024 Technology for Second Language Learning (TSLL) Conference: Researching the Language and Use of Generative AI, 24-26 Oct 2024, Iowa State University, Iowa, USA.

O’Hagan, Lauren Alex (2024). The semiotic remediation of hardtack biscuits during World War One. Visual Studies (Early access).

O’Reilly, Michelle; Levine, Diane; Batchelor, Rachel and Adams, Sarah (2024). Digital ethics of care and digital citizenship in UK primary schools: Children as interviewers. Journal of Children and Media, 18(4) pp. 585–604.

O’Shaughnessy, Aideen and Purcell, Carrie (2024). Shifting discourses, changing interests? How the language of sexual and reproductive health has evolved in the past 50 years. BMJ Sexual Reproductive Health (Early access).

Pacini, Adele; Broker, Hayley and Shrestha, Prithvi (2024). Lost in translation? Cultural adaptation of child mental health interventions in Nepal: A systematic review. Journal of Child and Family Studies, 33(9) pp. 2705–2716.

Pacini, Adele and Shrestha, Prithvi (2024). Editorial Perspective: Adapting western psychological interventions for children and adolescents in LMICs: lessons from Nepal. Journal of Child Psychology and Psychiatry, 65(1) pp. 116–119.

Page, Sarah; Ferguson, Gillian; Shanley, Kirsty and Horton Ifekoya, Ayana (2024). Learning in non-assessed, virtual and alternate environments. In: Wareing, Mark Philip ed. Practice Supervision and Assessment in Nursing, Health and Social Care. Abingdon: Routledge, pp. 194–203.

Pan, Lin and Seargeant, Philip (2024). English as a global language in China: Teachers' and students' views in Chinese schools. English Today, 40(3) pp. 212–218.

Panchenko, Yuri; García Folgado, María José and Fuertes Gutiérrez, Mara (2024). Enseñanza del español en la Rusia estalinista (1947-1955): análisis de los manuales para la escuela general. Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, 21 pp. 93–119.

Parmaxi, Antigoni; Berns, Anke; Adinolfi, Lina; Gruber, Alice; Fominykh, Mikhail; Voreopoulou, Angeliki; Wild, Fridolin; Vassiliou, Paraskevi; Christou, Eirini; Valero‐Franco, Concepción; Aagaard, Tormod and Hadjistassou, Stella (2024). Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners. In: Zaphiris, Panayiotis and Ioannou, Andri eds. Learning and Collaboration Technologies (HCII 2024). Lecture Notes in Computer Science - LNCS, 14724. Cham, Switzerland: Springer, pp. 138–154.

Paterson, Laura L and Turner, Georgina (2024). Power, protests, and politics: the discursive construction of marriage. In: Paterson, Laura L and Turner, Georgina eds. Approaches to Discourses of Marriage. New York: Routledge.

Paterson, Laura L ed. (2024). The Routledge Handbook of Pronouns. Routledge Handbooks in Linguistics. New York, USA and Oxon, UK: Routledge.

Paterson, Laura L. (2024). The little words that mean a lot. In: Paterson, Laura L. ed. The Routledge Handbook of Pronouns. Routledge, pp. 1–4.

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) pp. 129–153.

Pearson, Emma; Rao, Nirmala; Siraj, Iram; Aboud, Frances; Horton, Caroline and Hendry, Helen (2024). Workforce preparation for delivery of nurturing care in low‐ and middle‐income countries: Expert consensus on critical multisectoral training needs. Child: Care, Health and Development, 50(1), article no. e13180.

Penn, Simon (2024). A Comparative Analysis of the Comprehension of Text and Screencast Feedback by Distance Learning Students. Doctor of Education (EdD) thesis The Open University.

Pérez Cavana, Maria Luisa (2024). My foreign body: exploring lived experiences of speaking a foreign language. Language and Intercultural Communication, 24(1) pp. 52–64.

Phyak, Prem and Sah, Pramod K. (2024). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review, 15(4) pp. 1321–1343.

Pinchbeck, Jessica (2024). Hormonal Contraception and Athletic Performance. In: Pinchbeck, Jessica; Lingam-Willgoss, Candice and Rea, Simon eds. Optimising Female Athletic Performance. Routeledge.

Pinchbeck, Jessica (2024). Breast Health and Effective Breast Support. In: Pinchbeck, Jessica; Lingam-Willgoss, Candice and Rea, Simon eds. Optimising Female Athletic Performance. Routeledge.

Pinchbeck, Jessica (2024). The Role of The Family in Supporting Female Athletic Performance. In: Pinchbeck, Jessica; Lingam-Willgoss, Candice and Rea, Simon eds. Optimising Female Athletic Performance. Routeledge.

Pinchbeck, Jessica and Lingam-Willgoss, Candice (2024). The Adolescent Female: Supporting the Transition from Girl to Woman. In: Pinchbeck, Jessica; Rea, Simon and Lingam-Willgoss, Candice eds. Optimising Female Athletic Performance. Routeledge.

Pinchbeck, Jessica; Lingam-Willgoss, Candice and Rea, Simon (2024). Introduction to Optimising Female Athletic Performance. In: Pinchbeck, Jessica; Rea, Simon and Lingam-Willgoss, Candice eds. Optimising Female Athletic Performance. Routeledge.

Pleines, Christine (2024). "The motivation is my strength": Focus on the older learner. In: Fayram, Jo; Austen, Samantha and Philips, Helen eds. Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Melbourne: Castledown. Developing Online Language Pedagogies. Melbourne: Castledown, pp. 31–38.

Pountney, Richard and Swift, Diane (2024). Teacher education and the curriculum. In: Rata, Elizabeth ed. Research Handbook on Curriculum and Education. Edward Elgar, pp. 280–291.

Power, Tom; Rahman, Hafiz and Stevenson, Jacqueline (2024). Realising the potential of online teacher development courses to improve student learning — a brief for eLearning providers. CSGD Policy Brief #4. The Open University.

Preston, Scott; Strudwick, Ruth M and Cox, William A S (2024). Medical Image sharing: What do the public see when reviewing radiographs? A pilot study. Journal of Medical Imaging and Radiation Sciences, 55(3), article no. 101423.

Pulker, Hélène and Vialleton, Elodie (2024). Distance, Flexibility and New Teaching Modes: From the COVID Emergency to Sustainable Transformations. Distances et médiations des savoirs(47 | 2024)

Pulker, Hélène and Vialleton, Elodie (2024). Distance, flexibilité et nouveaux modes d’enseignement : de la crise du COVID à des transformations durables. Distances et médiations des savoirs(47 | 2024)

Puntil, Donata; Vackova, Petra; Cooke, Carolyn; Caton, Lucy and Dowdeswell, Emily (2024). What Is Care?: Bio-digital collaborative writing towards conferencing otherwise. In: 7th European Congress of Qualitative Inquiry, 10-12 Jan 2024, Helsinki, Finland.

Purcell, Carrie; Young, Ingrid; Boydell, Nicola; Riddell, Julie; Lewis, Ruth and Basra, Santini (2024). Developing a sexual and reproductive justice agenda for research and policy in Scotland: A report of the first phase of the SRJ Scotland project. IReSH Network; The Open University in Scotland; Centre for Biomedicine, Self and Society, The University of Edinburgh.

Qureshi, Irtiza; Pappas, Yannis; Jones, Kerry; Mills, Roma; Napper, Tim and Vseteckova, Jitka (2024). Enabling better carer involvement: A qualitative evaluation of the involvement service belonging to a carers organisation in the United Kingdom. Journal of Infrastructure, Policy and Development, 8(10), article no. 4889.

Rainford, Jon (2024). A Democratic View of Professional Development in HE. In: Hopkins, Neil and Thompson, Carol eds. Reflections on Identity: Narratives from Educators. Cham, Switzerland: Springer Cham, pp. 69–82.

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.

Readman, Megan Rose; Polden, Megan; Brighton, Lisa; Oluseye, Ayomide; Fairman, Ian; Parkinson, Ian; Parkinson, Caroline and Giebel, Clarissa (2024). Prescription charge policy acceptance among UK adults with and without long-term health conditions: a mixed-method survey. BMJ Open, 14(9), article no. e085345.

Redmore, Ned (2024). Day service cultures from the perspectives of autistic people with profound learning disabilities. British Journal of Learning Disabilities, 52(1) pp. 54–65.

Redmore, Ned (2024). A Phenomenological Methodology for Inclusively Researching the Views and Experiences of Autistic People with Profound Learning Disabilities. In: Bertilsdotter-Rosqvist, Hanna and Jackson-Perry, David eds. The Palgrave Handbook of Research Methods and Ethics in Neurodiversity Studies. Palgrave Macmillan Cham, pp. 257–278.

Rienties, Bart; Duncan, Elaine; Judd, Perry; Oakley, Ben; Pengel, Liset H. M.; Roelen, Keetie and Topley, Nicholas (2024). Barriers and facilitators to physical activity: a comparative analysis of transplant athletes competing in high intensity sporting events with other transplant recipients. PLoS ONE, 19(8), article no. e0307095.

Robb, Martin (2024). Hidden from Family History: The Ethics of Remembering. Genealogy, 8(2), article no. 51.

Rodrigo, Coomerene; Buckler, Alison and Agbaire, Jennifer (2024). Beyond binaries: navigating inclusion/exclusion at the intersection of our personal and professional lives. The Ibali Knowledge Hub.

Rodriguez Leon, Lucy (2024). Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies. Journal of Early Childhood Research, 22(1) pp. 60–74.

Rodriguez Leon, Lucy (2024). Play and physical development in early childhood. In: Musgrave, Jackie; Dorrian, Jane; Josephidou, Joanne; Langdown, Ben and Rodriguez Leon, Lucy eds. Promoting Physical Development and Activity in Early Childhood: Practical Ideas for Early Years Settings. Little Minds Matter. Abingdon, UK: Routledge, 94 -115.

Rodriguez-Vicente, Natalia; Young, Alys; Vicary, Sarah; Napier, Jemina; Tipton, Rebecca and Hulme, Celia (2024). Interpreter mediation in statutory mental health assessments: a scoping review. Interpreting and Society: an Interdisciplinary Journal, 4(2) pp. 159–195.

Roelen, Keetie; Ahmed, Shakil Md.; Chowdury, Kabita; Diwakar, Vidya; Huq, Lopita; Al Mamun, Saklain; Rabbi, Abu Sayem; Rahman, Nuzaba Tahreen; Rownak, Raisa; Sultan, Maheen and Sumanthiran, Shilohni (2024). Social Protection Experiences of and Attitudes Towards New Urban Poor After Covid-19 in Bangladesh. Institute of Development Studies, Brighton.

Rogers, Justin; Copperman, Jeanette and Mackay, Kirsteen (2024). Teaching asylum and immigration law in a hostile environment: online education’s role in navigating social work challenges. Social Work Education (Early access).

Rogers, Justin; Thomas, Ian and Mendes, Philip (2024). Way beyond the care cliff: exploring a housing and support service for care experienced people over 25. Journal of Children's Services, 20(1) pp. 27–42.

Roulston, A.; Ross, J.; McFadden, P.; Boyle, S.; Mackle, D.; MacDermott, D.; Montgomery, L. and Hayes, D. (2024). A baseline survey of levels of motivation, well-being, and employment preferences of newly qualified social workers in the UK. Social Work Education (Early access).

Roy, James and Griffin, Lynda (2024). Engaging the fearful student in forums: Why and how? In: Fayram, Jo; Austen, Samantha and Phillips, Helen eds. Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Developing Online Language Pedagogies. London: Castledown Publishers, pp. 93–107.

Runefelt, Leif and O'Hagan, Lauren Alex (2024). Hemp for health: a historical perspective on the marketing of cannabis-based foods in Sweden. Journal of Historical Research in Marketing (Early access).

Ryan, Sara; Wallace, Louise; Tilley, Elizabeth; Tuffrey-Wijne, Irene; Mikulak, Magdalena; Anderson, Rebecca; Vaid, Angeli; Bebbington, Pam; Keagan-Bull, Richard; Morrissey, Emmie and Martin, Angela (2024). Improving support and planning ahead for older people with learning disabilities and family carers: a mixed-methods study. Health and Social Care Delivery Research, 12(16)

Ryan-Blackwell, Gemma and Genders, Nicola (2024). Identifying and addressing the challenges experienced by nursing associates. Nursing Management, 31(5), article no. e2140.

Ryan-Blackwell, Gemma and Jessica, Jackson (2024). Developing Education for E-Professionalism–Mixed methods evaluation of the impact of an evidence based educational tool for nurses. Journal of Nursing Education & Practice, 14(4) pp. 1–10.

Ryan-Blackwell, Gemma; Jessica, Jackson and Haider, Sharif (2024). When and in what circumstances is Patient-Targeted Googling acceptable for health and social care professionals? A narrative review and thematic analysis. Health Informatics Journal, 30(3) pp. 1–14.

Ryan-Blackwell, Gemma; Wallace, Louise M. and Ribenfors, Francesca (2024). A novel content and usability analysis of UK professional regulator information about raising a concern by members of the public. Health Expectations, 27(5), article no. e70027.

Ryan-Blackwell, Gemma S and Wallace, Louise (2024). Witness to harm; holding to account: What is the importance of information for members of the public who give evidence and may be witness in a regulatory hearing of a health or care professional? Health Expectations, 27(4), article no. e14168.

Sabates-Wheeler, Rachel; Roelen, Keetie; Lind, Jeremy and Devereux, Stephen (2024). Introduction: Social Protection in a Time of Global Uncertainty. IDS Bulletin, 55(2) pp. 1–14.

Samra, Rajvinder; Lucassen, Mathijs F. G.; Núñez-Garcia, Alicia; Brown, Katherine E.; Rimes, Katharine A. and Wallace, Louise M. (2024). Adult stakeholders’ perspectives on supporting or undermining the mental health of sexual and gender minoritised adolescents. Psychology and Psychotherapy: Theory, Research and Practice (Early access).

Sánchez-Díaz, Maria de las Nieves; Beatriz, Morgado and Seale, Jane (2024). Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers. Australasian Journal of Educational Technology, 40(1) pp. 94–109.

Schmitt, C. J. (2024). The Interactional Construction of Leadership: The Case of a German Start-up. Doctor of Philosophy (PhD) thesis The Open University.

Seale, Jane (2024). The potential contribution of ethical frameworks in guiding the development of digitally inclusive support practices for adults with learning disabilities. In: Bianchi, Andria and Vogt, Janet A. eds. Intellectual Disabilities and Autism: Ethics and Practice. The International Library of Bioethics, 108. Cham, Switzerland: Springer, pp. 195–207.

Seale, Jane (2024). Addressing the main challenges of future assistive technology research by building a community of practice. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 227–242.

Seale, Jane (2024). Scoping a future research agenda for disability and technology: issues to consider. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 19–60.

Seale, Jane ed. (2024). A Research Agenda for Disability and Technology. Edward Elgar Publishing.

Seale, Jane (2024). Constructions of disability and technology and the shaping of future research. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 1–18.

Seale, Jane (2024). Methods for achieving greater involvement of people with disabilities in the design of technologies. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 195–226.

Seargeant, Philip (2024). Politics and applied linguistics. In: Wei, Li; Zhu, Hua and Simpson, James eds. The Routledge Handbook of Applied Linguistics, Second Edition. Routledge Handbooks in Applied Linguistics, 2. Abingdon, Oxon: Routledge.

Seargeant, Philip and Giaxoglou, Korina (2024). Political influencers as flashpoints for manufactured online aggression. In: Blitvitch Garces-Conejos, Pilar and Georgakopoulou, Alexandra eds. Affect, hate and relationality in the discourse of, with and about influencers. Pragmatics and Beyond. Amsterdam, NL: John Benjamins Publishing Company, pp. 128–147.

Seargeant, Philip; Smith, Donna and Moore, Dylan (2024). Citizens’ perspectives on the news media and democracy: a citizens’ panel case study from Wales. In: Maci, Stefania M.; Demata, Massimiliano; McGlashan, Mark and Seargeant, Philip eds. The Routledge Handbook of Discourse and Disinformation. Routledge Handbooks in Applied Linguistics. Abingdon, Oxon: Routledge, pp. 258–274.

Shaw, Jill; Awan, Rehana; Gillen, Jim; Jewitt, Katharine and Slaymaker, Mark (2024). Academic conduct referrals and students from underrepresented groups. In: 13th eSTEeM Annual Conference 2024, 10-11 Apr 2024, The Open University, Milton Keynes.

Sheehy, Kieron; Budiyanto; Widayati, Sri and Rofiah, Khofidotor (2024). Towards inclusive practice in Indonesian kindergartens. Evaluating the impact of Sign Supported Big Books. Journal of Early Childhood Research, 22(1) pp. 47–59.

Sheehy, Kieron; Vackova, Petra; Van Manen, Saskia; Turnip, Sherly Saragih; Rofiah, Khofidotor and Twiner, Alison (2024). Inclusive disaster risk reduction education for Indonesian children. International Journal of Inclusive Education, 28(11) pp. 2529–2545.

Shrestha, Prithvi (2024). CALL, social justice and a capability approach: potentials and implications for research and praxis. In: 20th ChinaCALL Conference (ChinaCALL 2024) & International Congress on English Language Education and Applied Linguistics (ICELEAL 2024), 23-25 Aug 2024, Beijing Foreign Studies University, Beijing, China, ChinaCALL.

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.

Singay (2024). From Dzongkha to English: A linguistic landscape analysis of shop names in Bhutan. English Today, 40(4) pp. 274–282.

Singh, Jaspal Naveel (2024). [Book Review] Tong King Lee Choreographies of Multilingualism: Writing and Language Ideology in Singapore Oxford, Oxford University Press. 2022. Sociolinguistic Studies, 18(3-4) pp. 571–575.

Slimani-Rolls, Assia; Crane, Cori; Hanks, Judith and de Miller, Ines Kayon (2024). Introduction to the special issue: Challenges and practices to advance sustainable and inclusive practitioner research. Language Teaching Research (Early Access).

Slimani-Rolls, Assia and Miller, Inés Kayon de (2024). The influence of Exploratory Practice (EP): How a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation. Language Teaching Research (Early Access).

Smirnova, Natalia (2024). The publication practices of scholars in one research intensive institution in Russia. Doctor of Philosophy (PhD) thesis The Open University.

Smith, Lee; López Sánchez, Guillermo Felipe; Soysal, Pinar; Veronese, Nicola; Jacob, Louis; Kostev, Karel; Rahmati, Masoud; Barnett, Yvonne; Keyes, Helen; Gibson, Poppy; Butler, Laurie; Shin, Jae Il and Koyanagi, Ai (2024). Mild Cognitive Impairment and Suicidal Ideation Among Adults Aged 65 Years or Older From Low- and Middle-Income Countries. The Journals of Gerontology, Series B: Psychological Sciences and Social Sciences, 79(9), article no. gbae129.

Soruç, Adem; Yuksel, Dogan; Horzum, Barış; McKinley, Jim and Rose, Heath (2024). Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education, 88 pp. 1947–1968.

Spilioti, Tereza and Giaxoglou, Korina (2024). Taking a break from social media: Media ideologies of (not) sharing in celebrity culture. Journal of Pragmatics, 231 pp. 35–46.

Stewart, Sarah (2024). An exploration of the conceptualisation and enactment of children's rights in the Curriculum for Wales. In: ArDdysg Teacher Education Research Group Seminar, 19 Feb 2024.

Stewart, Sarah; MacDonald, Natalie and Waters-Davies, Jane (2024). Addysg Plentyndod Cynnar yng Nghymru: Polisi, Addewidion a Realiti Ymarfer. Addewidion a Realiti Ymarfer, 26(2) pp. 128–144.

Stewart, Sarah; MacDonald, Natalie and Waters-Davies, Jane (2024). Early Childhood Education in Wales: Policy, Promises and Practice Realities. Wales Journal of Education, 26(2) pp. 124–139.

Stickler, Ursula (2024). Online language teaching in times of change: A CALL to action for language teachers and educators. Journal of China Computer-Assisted Language Learning (Early access).

Stickler, Ursula and Hampel, Regine (2024). Conclusion. In: Hampel, Regine and Stickler, Ursula eds. Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, New York: Bloomsbury Publishing, pp. 475–477.

Stickler, Ursula; Kotschi, Susan and St John, Elke (2024). JenaCALLing: using residential school activities to develop an immersive online experience. In: Fayram, Jo; Austen, Samantha and Phillips, Helen eds. Online Teaching and Learning in a changing, pedagogic and linguistic landscape. Online Language Pedagogies (2). London: Castledown.

Stickler, Ursula and Shi, Lijing (2024). Participant-Focused Eyetracking in a Sociocultural Framework. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury handbooks. London, New York: Bloomsbury Publishing, pp. 413–427.

Storkey, Annie (2024). It’s okay to be not okay: a study of how proactive motivational support can facilitate online undergraduate students with mental health challenges to become independent learners. Doctor of Education (EdD) thesis The Open University.

Strang, Jo (2024). [Book Review] Participant experience in an inquiry-based Massive Open Online Course by Nathaniel Ostashewski and Martha Cleveland-Innes. Open Learning: The Journal of Open, Distance and e-Learning, 39(3) pp. 297–299.

Stutchbury, Kris and Agbaire, Jennifer (2024). Holistic thinking to support Teacher Professional Development @ Scale. In: British Association for International & Comparative Education Conference 2024, 3-5 Sep 2024, University of Sussex.

Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare; Biard, Olivier and Phiri, John (2024). Teacher professional development @scale: Achieving quality and sustainability in Zambia. Journal of Learning for Development, 11(2) pp. 237–252.

Stutchbury, Kris; Woodward, Clare; Biard, Olivier and Gallastegi, Lore (2024). Implementation research for sustainability: encouraging holistic thinking. UKFIET - the Education and Development Forum, UK.

Sue, Johnston-Wilder and Clare, Lee (2024). Tools for building mathematical resilience. In: Sue, Johnston-Wilder and Lee, Clare eds. The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. Abingdon, UK: Routledge, pp. 40–57.

Sue, Johnston-Wilder and Clare, Lee (2024). Continuing to work for mathematical resilience. In: Sue, Johnston-Wilder and Lee, Clare eds. The Mathematical Resilience Book: How Everyone Can Progress in Mathematics. Abingdon, UK: Routledge, pp. 278–290.

Sulosaari, Virpi; Dodlek, Nikolina; Brandl, Andreas; De Munter, Johan; Eriksen, Jesper Grau; McInally, Wendy; O’Higgins, Niall; Benstead, Kim and Díez de los Ríos de la Serna, Celia (2024). Interprofessional education in cancer care – a scoping review. BMC Medical Education, 24(1), article no. 767.

Swift, Diane; Clowes, Gemma; Gilbert, Sarah and Lambert, Alex (2024). Sustaining professionalism: Teachers as co‐enquirers in curriculum design. The Curriculum Journal, 35(4) pp. 622–636.

Szczepek Reed, Beatrice and Cantarutti, Marina (2024). Turn continuation in yeah/no responding turns: Glottalization and vowel linking as contrastive sound patterns. In: Selting, Margret and Barth-Weingarten, Dagmar eds. New Perspectives in Interactional Linguistic Research. Studies in Language and Social Interaction (36). John Benjamins, pp. 73–102.

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(3), article no. e020623217607.

Tagg, Caroline (2024). Digital language and communication. In: Wei, Li; Hua, Zhu and Simpson, James eds. The Routledge Handbook of Applied Linguistics, Second Edition, Volume 2. Abingdon, Oxon: Routledge, pp. 68–80.

Tagg, Caroline and Lyons, Agnieszka (2024). Conversational rhythm as a disconnective practice among middle-aged adults in situated mobile-messaging interactions. Journal of Pragmatics, 229 pp. 56–70.

Teager, Alistair and Methley, Abigail (2024). Managing behaviours that challenge in acute care settings. In: Alderman, Nick and Worthington, Andrew eds. Managing Challenging Behaviour Following Acquired Brain Injury: Assessment, Intervention and Measuring Outcomes. Neuropsychological Rehabilitation: A Modular Handbook. Abingdon, Oxon, UK: Routledge, pp. 161–175.

Teszenyi, Eleonora (2024). Supporting Children’s Sense of Belonging and Feelings of Mattering Through Relationship-Rich Pedagogies. In: Tarry, Estelle ed. Principles and Practice to Help Young Children Belong: Therapeutic Approaches to Support Pupils in the Margins. Routledge.

Thomas, Angela; Bleasdale, Catharine; Clifton, Grace and Glover, Alison (2024). Professional conversations: Improving practice through collaborative reflection. The Open University, Wales-PGCE, Cardiff: UK.

Thomas, Nathan; Hultgren, Anna Kristina; Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Beach, Derek (2024). Process Tracing for applied linguistics. Research Methods in Applied Linguistics, 3(2), article no. 100118.

Thompson, Neil (2024). Authentic Leadership Revisited: An Existentialist Approach (Second Edition). Edward Elgar Publishing.

Thompson, Neil and Cox, Gerry R. eds. (2024). Age and Dignity: Anti-Ageist Theory and Practice. Edward Elgar Publishing.

Tilley, Elizabeth; Rouse, Lorna; Tuffrey-Wijne, Irene and Anderson-Kittow, Rebecca (2024). Reflections on an Evidence Review Process to Inform the Co-Design of a Toolkit for Supporting End-of-Life Care Planning With People With Intellectual Disabilities. Health Expectations, 27, article no. e70062.

Tong, Ki; Attenborough, Keith; Sharp, David; Taherzadeh, Shahram; Deepak Gopinath, Manik and Vseteckova, Jitka (2024). Acceptability of Remote Monitoring in Assisted Living/Smart Homes in the United Kingdom and Associated Use of Sounds and Vibrations—A Systematic Review. Applied Sciences, 14(2), article no. 843.

Traianou, Anna and Hammersley, Martyn (2024). Interrogating the concept of vulnerability in social research ethics. Diametros, 21(80) pp. 7–22.

Trimarco, Paola (2024). The Extremities of Literature: Traumatic Memory in Two Novels by Kazuo Ishiguro. Text Matters: A Journal of Literature, Theory and Culture, 13 pp. 195–209.

Trimarco, Paola (2024). Books on capacity building in open and distance learning. Open Learning: The Journal of Open, Distance and e-learning, 39(2) pp. 188–189.

Trott, Mike; Kentzer, Nichola; Horne, Jo; Langdown, Ben and Smith, Lee (2024). Associations between total physical activity levels and academic performance in adults: a systematic review and meta-analysis. Journal of Education and Health Promotion, 13(1), article no. 273.

Tuck, Jackie (2024). Defamiliarizing assessment and feedback: exploring the potential of ‘moments of engagement’ to throw light on the marking of undergraduate assignments. Assessment & Evaluation in Higher Education, 49(1) pp. 72–85.

Tudor, Ruth (2024). Care Leavers and their Support Needs Through Higher Education. Doctor of Education (EdD) thesis The Open University.

Turner, Wendy; Gracia, Rosaria and Rainford, Jon (2024). Understanding the lived experience of digital poverty as a distance learner: student and tutor perspectives. The Open University, Milton Keynes, UK.

Uth, Melanie; Blestel, Élodie and Sánchez Moreano, Santiago (2024). Labialización de las nasales finales: estudio comparativo en tres regiones de español americano. Forma y Función, 37(I)

van Manen, Saskia; Kremer, Klaus; Jaenichen, Claudine; Lin, Tingyi S. and Ramírez, Rodrigo (2024). Conclusions and recommendations. In: van Manen, Saskia; Jaenichen, Claudine; Kremer, Klaus; Lin, Tingyi S. and Ramírez, Rodrigo eds. Design for Emergency Management. Design Research for Change. Routledge, pp. 223–235.

van Manen, Saskia M.; Jaenichen, Claudine; Kremer, Klaus; Lin, Tingyi S. and Ramírez, Rodrigo (2024). Introduction. In: van Manen, Saskia M.; Jaenichen, Claudine; Kremer, Klaus; Lin, Tingyi S. and Ramírez, Rodrigo eds. Design for Emergency Management. Design Research for Change. Routledge, pp. 1–12.

van Manen, Saskia M.; Jaenichen, Claudine; Kremer, Klaus; Lin, Tingyi S. and Ramírez, Rodrigo eds. (2024). Design for Emergency Management. Design Research for Change. Routledge.

Vicary, Sarah (2024). [Book Review]: How Social Workers Assess and Manage Risk and Uncertainty. Qualitative Social Work, 23(1) pp. 213–215.

Vicary, Sarah (2024). Tick box or relationship-based? How will history judge our work with older people? Professional Social Work, May-Jun 24

Vicary, Sarah and Ferguson, Gillian (2024). Social Work Using Interpretative Phenomenological Analysis: A Methodological Approach for Practice and Research. Maidenhead: McGraw-Hill Education.

von Lindeiner-Stráský, Karina and Gargett, Andrew (2024). Machine translation in language learning, teaching and assessment. In: Stickler, Ursula and Hampel, Regine eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, UK: Bloomsbury Publishing, pp. 198–211.

Vseteckova, Jitka and Grimes, Corrina (2024). Six ways to look after your brain health in your 20s and 30s. In The Conversation The Conversation Trust, London, UK.

Wallace, Louise M and Greenfield, Mari (2024). Employer support for health and social care registered professionals, their patients and service users involved in regulatory fitness to practise regulatory proceedings. BMC Health Services Research, 24(1), article no. 1268.

Wallis, Rachel (2024). Exploring the learning and teaching of multiplicative reasoning through measures: a design-based research project. Doctor of Philosophy (PhD) thesis University of Wales Trinity Saint David.

Wang, Jinling; Black, Michaela; Rankin, Debbie; Wallace, Jonathan; Hughes, Catherine F; Hoey, Leane; Moore, Adrian; Tobin, Joshua; Zhang, Mimi; Ng, James; Horigan, Geraldine; Carlin, Paul; McCarroll, Kevin; Cunningham, Conal; McNulty, Helene and Molloy, Anne M (2024). Analysis of Risk Factors and Diagnosis for Anxiety Disorder in Older People with the Aid of Artificial Intelligence: Observational Study. In: 2023 31st Irish Conference on Artificial Intelligence and Cognitive Science (AICS), IEEE pp. 1–8.

Wareing, Mark Philip and Ferguson, Gillian (2024). Learning environments. In: Wareing, Mark Philip ed. Practice Supervision and Assessment in Nursing, Health and Social Care. Abingdon: Routledge, pp. 27–39.

Waterhouse, Philippa and Bennett, Rachel (2024). The self-rated health of grandmothers caring for grandchildren: Evidence from South Africa. Journal of Population Ageing, 17 pp. 129–146.

Waterhouse, Philippa and Moller, Naomi (2024). Creating an online educational resource to support learners navigate their studies alongside work and/or family. The International Review of Research in Open and Distributed Learning, 25(1) pp. 226–239.

Waterhouse, Philippa and Moller, Naomi (2024). Creating an Open Online Educational Resource to Support Learners as They Navigate Their Studies Alongside Work and/or Family. The International Review of Research in Open and Distributed Learning, 25(1) pp. 226–239.

Wheeler, Joanna and Buckler, Alison (2024). Transformative Storywork: An online guide to storytelling for researchers, educators and practitioners. Ibali / TransformativeStory.

Wiles, Fran (2024). Revisiting social work professional identity in the light of the impact of COVID-19. Social Work Education, 43(3) pp. 820–834.

Wilson, Susannah (2024). [Book Review]: Inclusive Leadership: Equity and Belonging in Our Communities by Joanne Barnes, Michael J. Stevens, Bjørn Zakarias Ekelund and Karen Perham-Lippman. Management in Education (Early access).

Wilson, Susannah (2024). Factors which have an impact on professional learning within the Scottish FE context: using assessment as a lens through which to view practice. Doctor of Education (EdD) thesis The Open University.

Wilson-Lowe, Rachel; Purcell, Carrie; Lewis, Ruth and McDaid, Lisa (2024). Seeking support for abortion online: A qualitative study of women’s experiences. BMJ Sexual & Reproductive Health, 50 pp. 172–177.

Wilton-Godberfforde, Emilia (2024). Mithridate and the Temporal Contradictions of Heroism. In: Hammond, Nicholas and Hammond, Paul eds. Racine's Tragedies of Tyranny: Essays on Bajazet and Mithridate. Faux Titre. Leiden: Brill, pp. 168–185.

Wingrove, Peter; Zuaro, Beatrice; Nao, Marion; Yuksel, Dogan; Littvay, Levente and Hultgren, Anna Kristina (2024). University autonomy is a predictor of English medium instruction in European higher education. Higher Education (Early Access).

Witney, Tom; Gabb, Jacqui; Aicken, Catherine; DiMartino, Salvo and Lucassen, Mathijs (2024). Configuring the digital relationship landscape: a feminist new materialist analysis of a couple relationship app. Families, Relationships, Societies, 13(2) pp. 181–197.

Wixey, D.; Kingston, K.; Shearer, D. and Cropley, B. (2024). Coaching strategies to develop desired psychological attributes within academy soccer players. Journal of Applied Sport Psychology, 36(4) pp. 580–605.

Wolfenden, Freda; Buckler, Alison; Gnawali, Laxman; Cotter Otieno, Jennifer; Prasad Subedi, Basu and Seluget, Chebet (2024). Learning Teams to support children's learning and wellbeing. Learning Generation Initiative / EDC, Walton, MA, USA.

Wolfenden, Freda; Castillo Canales, Dante; Roque Gutierrez, Ernesto; Conde Gafaro, Barbara; Fletcher, Jonathan; Moncada, Rosa Maria; Namazov, Bakhityor; Smith, Wendy; Khamidova, Dilfuza; Alas Solis, Mario and Ping Lim, Cher (2024). A Framework for Strengthening Teacher Professional Development Systems with ICT. Foundation for Information Technology Education and Development Inc (FIT-ED), Manila, Philippines.

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati and Noacco, Elena (2024). School Leaders as agents of change towards equity and inclusion. Foundation for Information Technology Education and Development Inc (FIT-ED), Manila, Philippines.

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati and Noacco, Elena (2024). How can Networked Improvement Communities help School Leaders address inclusion challenges in their schools? Foundation for Information Technology Education and Development Inc (FIT-ED), Manila, Philippines.

Worthington, Andrew; Methley, Abigail and Teager, Alistair (2024). Managing behaviour in functional neurological disorders. In: Alderman, Nick and Worthington, Andrew eds. Managing Challenging Behaviour Following Acquired Brain Injury: Assessment, Intervention and Measuring Outcomes. Abingdon, Oxon, UK: Routledge, pp. 189–203.

Wylie, Michelle (2024). An Investigation into how Relational Work is Managed in an Online Intercultural Exchange. Doctor of Education (EdD) thesis The Open University.

Yeboah, Sampson Addo; Abbey, Eunice and Boampong, Michael (2024). Beyond educational workshops: How child‐focused NGOs can draw African rural parents out for sustainable intervention in childhoods. Children & Society, 34(1) pp. 63–78.

Young, Alys; Vicary, Sarah; Tipton, Rebecca; Rodríguez Vicente, Natalia; Napier, Jemina; Hulme, Celia and Espinoza, Francisco (2024). Mental health professionals' (AMHPs) perspectives on interpreter-mediated mental health act assessments. Journal of Social Work, 24(2) pp. 219–239.

Yuksel, Dogan and Altay, Mehmet (2024). Content instructors’ views on English and collaboration in EMI: A discipline-based analysis. In: Kayi-Aydar, Hayriye and Mahalingappa, Laura eds. Contemporary Perspectives on English as a Medium of Instruction. Contemporary Perspectives on Learning Environments. Information Age Publishing, pp. 1–20.

Yuksel, Dogan; Nao, Marion; Wingrove, Peter; Zuaro, Beatrice and Hultgren, Anna Kristina (2024). Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education: a Process Tracing perspective. Current Issues in Language Planning (Early access).

Zanini, Michele; Folland, Jonathan P and Blagrove, Richard C (2024). Durability of Running Economy: Differences between Quantification Methods and Performance Status in Male Runners. Medicine & Science in Sports & Exercise, 56(11) pp. 2230–2240.

Zhang, Xinying (2024). Chinese University Learners’ Informal Learning with Mobile-Assisted Language Learning (MALL). Doctor of Education (EdD) thesis The Open University.

Zuaro, Beatrice (2024). [Book Reviews] David Lasagabaster, English-Medium Instruction in Higher Education, Cambridge University Press, 2022 ; Alessandra Molino, Slobodanka Dimova, Joyce Kling and Sanne Larsen, The Evolution of EMI Research in European Higher Education, Routledge, 2022. Applied Linguistics (Early access).

Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Hultgren, Anna K. (2024). The (in)justice of EMI: a critical discourse analysis of two key stakeholders’ views on the Polytechnic University of Milan court case. Journal of English as a Lingua Franca, 13(1) pp. 29–49.

Zuza, Emmanuel Junior; Lambert, Kestrel; Macmillan, Tom; Chiyemura, Frangton; Araya, Yoseph; Bowskill, Vicky; Oluseye, Ayomide; Ng’endo Kanui, Mary; Keding, Gudrun; Butler, Gillian; Breman, Elinor; King, Israel Oliver; Matumba, Limbikani; Heddenhausen, Jessica; Nordin, Stacia and Bhagwat, Shonil (2024). Crop species diversity: A key strategy for sustainable food system transformation and climate resilience. Food and Energy Security, 13(3), article no. e558.

2023To Top

Cooke, Carolyn and Philpott, Chris eds. (2023). A Practical Guide to Teaching Music in the Secondary School. 2nd Edition. Routledge Teaching Guides. Abingdon, Oxon: Routledge.

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.

Holliman, Andrew and Sheehy, Kieron eds. (2023). Overcoming Adversity in Education. Abingdon: Routledge.

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.

Paterson, Laura L and Turner, Georgina eds. (2023). Approaches to Discourses of Marriage. Oxon, UK and New York, USA: Routledge.

Social Work History Network eds. (2023). Bulletin of the Social Work History Network, 9(1)

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.

Adinolfi, Lina; Wolfenden, Freda and Dawadi, Saraswati (2023). Assessment: The forgotten component in large scale teacher professional development? The Education and Development Forum (UKFIET).

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

Agbaire, Jennifer (2023). De/Centring Gender in Higher Education Access Policy: Lived Experiences of Admission Practices in Nigeria. In: Cohen Miller, Anna; Hinton-Smith, Tamsin; Mazanderani, Haeri Fawzia and Nupur, Samuel eds. Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream. Oxon, UK and New York, USA: Routledge, pp. 7–28.

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

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

Aghajanian, Lina; Cooper, Deborah; Ebubedike, Margaret and Griffiths, Malcolm (2023). Making a difference to teaching quality: a study of teaching quality, values and professional identity of newly qualified female teachers in Sierra Leone. The Open University.

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. Doctor of Philosophy (PhD) thesis The Open University.

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.

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). Culture et capitalisme: le renouveau marxiste de Fredric Jameson [The Marxist revival of Fredric Jameson]. La pensée, 416(4) pp. 108–119.

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 (2023). Der Brexit und seine Subjektpositionen. Soziale und sprachliche Prozesse der Subjektivierung im Diskurs. In: Dang-Anh, Mark ed. Politisches Postionieren. Sprachliche und soziale Praktiken. Akademiekonferenzen, 33. Heidelberg, DE: Winter Verlag, pp. 67–98.

Angermuller, Johannes (2023). Structuralism. In: Grasso, Maria and Giugni, Marco eds. Elgar Encyclopedia of Political Sociology. Cheltenham and Camberley: Edward Elgar, pp. 580–582.

Angermuller, Johannes (2023). Interpelando os sujeitos do Brexit. Processos linguísticos e sociais da subjetividade discursiva. In: Oliveira, Teresa; Teixeira, Carla; Marques, Isabelle Simões; Rosa, Rute; Gonçalvez, Matilde and Valentim, Helena Topa eds. Gramática e Texto: Contextos, usos e propostas didáticas. Lisboa, PT: Colibri | CLUNL, pp. 47–82.

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.

Antrobus, Mark; Brazier, Jon; Callus, Peter; Herbert, Adam; Stebbings, Georgina; Day, Stephen; Kilduff, Liam; Bennett, Mark; Erskine, Robert; Raleigh, Stuart; Collins, Malcolm; Pitsiladis, Yannis; Heffernan, Shane and Williams, Alun (2023). Concussion-Associated Gene Variant COMT rs4680 Is Associated With Elite Rugby Athlete Status. Clinical Journal of Sports Medicine, 33(5) e145-e151.

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.

Ashley, Kelly (2023). What on Earth! Magazine. RfP Engagement Study – Phase 1 report. Reading for Pleasure, The Open University.

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

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.

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

Baldisserotto, Márcia Leonardi; Griep, Rosane Harter; Oates, John and Theme-Filha, Mariza Miranda (2023). Cross-cultural adaptation of the Postpartum Bonding Questionnaire (PBQ) to Brazil: assessment of the measurement properties of construct validity and reliability. Current Psychology, 42 pp. 26275–26285.

Bárkányi, Zsuzsanna and G. Kiss, Zoltán (2023). Learning and unlearning voicing assimilation. Frontiers in Language Sciences, 2, article no. 1304666.

Bárkányi, 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.

Bárkányi, Zsuzsanna (2023). La ansiedad de hablar en las tutorías en línea. In: De Beni, Matteo; Hourani Martín, Dunia and Sartor, Elisa eds. Comunicación, traducción pedagógica y humanidades digitales en la enseñanza del español como LE/L2/LH, Volume 5. Verona: QuiEdit, pp. 43–51.

Barton, Dionne (2023). An Investigation into Personal Tutoring: Staff Perceptions. Doctor of Education (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, 18(3) pp. 323–338.

Baxter, Jacqueline; Floyd, Alan and Jewitt, Katharine (2023). Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid. British Educational Research Journal, 49(2) pp. 329–351.

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 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, 19(4) pp. 1469–1478.

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, 18(5) pp. 1605–1614.

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. An Interdisciplinary Journal, 16(2) pp. 109–132.

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; 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; Henry, Claire; St Ledger, Una and Jordan, Joanne (2023). What is community? Understanding notions of community in relation to English palliative and end of life care and the Ambitions Framework. In: Palliative Care Congress, 16-17 Mar 2023, Edinburgh.

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. In Carden, Catherine ed. 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—Transitioning to adulthood or to adult caring? Children & Society, 37(4) pp. 1119–1135.

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.

Boyle, Shirley; Montgomery, Lorna and Davidson, Gavin (2023). Implementation of the Mental Capacity Act (Northern Ireland) 2016: Social workers’ experiences. International Journal of Mental Health and Capacity Law(29) pp. 24–47.

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.

Brazier, Jon; Antrobus, Mark; Herbert, Adam; Callus, Peter; Khanal, Praval; Stebbings, Georgina; Day, Stephen; Heffernan, Shane; Kilduff, Liam; Bennett, Mark; Erskine, Robert; Raleigh, Stuart; Collins, Malcolm; Pitsiladis, Yannis and Williams, Alun (2023). Gene Variants Previously Associated with Reduced Soft-tissue Injury Risk: Part 2 - Polygenic Associations with Elite Status in Rugby. European Journal of Sport Science, 23(8) pp. 1779–1788.

Brazier, Jon; Antrobus, Mark; Herbert, Adam; Callus, Peter; Stebbings, Georgina; Day, Stephen; Heffernan, Shane; Kilduff, Liam; Bennett, Mark; Erskine, Robert; Raleigh, Stuart; Collins, Malcolm and Williams, Alun (2023). Gene variants previously associated with reduced soft tissue injury risk: Part 1 - independent associations with elite status in rugby. European Journal of Sport Science, 23(5) pp. 726–735.

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.

Buckler, Alison and Mkwanazi, Faith (2023). ‘Out-of-school girls’: do we need to re-think the terminology? UKFIET Knowledge Hub.

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, J. and Curry, G. (2023). Fast-track access – a future model for widening participation. In: Raven, N ed. One Voice: Fusing Diverse Perspectives for Collective Action. Forum for Access and Continuing Education, pp. 129–148.

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). The impact of Access on mature learners. Widening Participation and Lifelong Learning, 25(2) pp. 195–207.

Butcher, John (2023). Openness matters. The Open Qualifications, The Open University.

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, 46(18) pp. 4194–4204.

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; 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, 51(8) pp. 1214–1228.

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; Gillespie, Marie; Graffin, Neil; Wilding, Colin; O'Malley, Olwyn; Al-Rashid, Ahmad; Martin, Shannon; Mutwarasibo, Fidèle; Babjak, Mahlea and Dancu, Lidia (2023). Researching transitions to distance higher education with students from refugee backgrounds: A case from the Sanctuary programme at the Open University. The Open University.

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. Doctor of Philosophy (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 (2023). An Examination of Block and Integrated Practice Learning Models within Employer Sponsored Pre-Registration Nursing Programmes. Doctor of Education (EdD) thesis Newcastle University.

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. Doctor of Education (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 (2023). Exploring Responding. In: Cooke, Carolyn and Philpott, Chris eds. A Practical Guide to Teaching Music in the Secondary School. Routledge Teaching Guides, 2nd Ed. Abingdon, Oxon: Routledge, pp. 16–25.

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, 14(5) pp. 24–43.

Cooke, Carolyn and Philpott, Chris (2023). Exploring Singing and the Voice. In: Cooke, Carolyn and Philpott, Chris eds. A Practical Guide to Teaching Music in the Secondary School. Routledge Teaching Guides, 2nd Ed. Abingdon, Oxon: Routledge, pp. 52–64.

Cooke, Carolyn and Philpott, Chris (2023). Exploring Pedagogy. In: Cooke, Carolyn and Philpott, Chris eds. A Practical Guide to Teaching Music in the Secondary School. Routledge Teaching Guides, 2nd Ed. Abingdon, Oxon: Routledge, pp. 5–15.

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, Deborah; Wolfenden, Freda and Dawadi, Saraswati (2023). Thinking Again About Agency For Inclusion: Analysing Leadership Data Through Local And Global Perspectives. UKFIET.

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). Child focused research: Disconnected and disembodied voices. Childhood, 30(1) pp. 71–85.

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 (2023). Law and policy for children and young people’s nursing. In: Price, J; McAlinden, O and Veal, Z eds. Essentials of Nursing Children and Young People 2nd edition. London: Sage, pp. 121–134.

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.

Cox, Sarah (2023). Meeting the Needs of Reunited Refugee Families: An Ecological, Multilingual Approach to Language Learning. Researching Multilingually, 8. Bristol, UK: Multilingual Matters.

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

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

Cremin, Teresa (2023). Reading for pleasure and its impact on student outcomes. In SecEd SecED.

Cremin, Teresa (2023). Reading Teachers and reading aloud. In: Batini,, Federico; Guisti, S and Mattiacci, G eds. Shared Reading Aloud: A method in the direction of equity. Perugia: Il Mulin (In press).

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

Cremin, Teresa; Harris, Ben and Courtney, Matthew (2023). 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; Hendry, Helen and Chamberlain, Liz (2023). Reading and Writing for Pleasure: A Framework for Practice. The Mercers' Company, London.

Cremin, Teresa; Hendry, Helen; Chamberlain, Liz and Hulston, Samantha (2023). Approaches to Reading and Writing for Pleasure: An Executive Summary of the Research. The Mercers' Company, London.

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

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia (2023). Conclusion : Reading Teachers of tomorrow. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers. Abingdon: Routledge, pp. 193–197.

Critten, Sarah; Connelly, Vincent; Dockrell, Julie E.; Mundy, Ian R. and O’Rourke, Lynsey (2023). Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder. Frontiers in Psychology, 14, article no. 1112462.

Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew (2023). The impact of online exams on the quality of distance learners' exam and exam revision experience: Perspectives from The Open University UK. Online Learning, 27(2) pp. 27–45.

Crowley, Margaret; McInally, Wendy; Goodall, Nicola and Webb, Janet (2023). Evidencing Enquiry Based Learning: An Innovative Approach to Educating Children and Young People’s Nursing Students. Comprehensive Child and Adolescent Nursing, 46(2) pp. 142–157.

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

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

Curle, Samantha; Yuksel, Dogan; Aizawa, Ikuya; Thompson, Gene and Rakhshandehroo, Mahboubeh (2023). Academic success in English Medium Instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency. International Journal of Educational Research, 123, article no. 102288.

Daďová, Klára; Tláskalová, Marie; Szabóová, Veronika; Křivánková, Markéta; Vařeková, Jitka; Šteffl, Michal; Pappas, Yannis and Všetečková, Jitka (2023). Postural stability of adults with down syndrome – differences between women and men. International Journal of Developmental Disabilities (Early access).

Darley, Danica; Davies, Bill; Earle, Rod; Honeywell, David and Schreeche-Powell, Ed (2023). Creating convict criminology in the UK: a response to Aresti, Darke and Ross from members of the British Convict Criminology group. Justice, Power and Resistance, 6(3) pp. 328–338.

Darwin, Zoe and Greenfield, Mari (2023). Diversity of Family Formation: LGBTQ+ Parents. In: Borg Xuereb, Rita and Jomeen, Julie eds. Perspectives on Midwifery and Parenthood. Springer, Cham, pp. 163–179.

Davidson, Sharon (2023). OU Prison Tuition: Is it a harbinger of excellence? Postgraduate Research Poster Competition, The Open University.

Davis, Katie A. (2023). Overcoming Stigma in the Neighbourhood: Learning lessons from a co-operative inquiry led by people living with dementia’. In: Keady, John ed. Reconsidering Neighbourhoods and Living with Dementia: Spaces, Places, and People. Open University Press, McGraw Hill, pp. 87–105.

Davis, Katie A. and Price, Rachel S. (2023). Care of the person living with dementia. In: Ross, Fiona M.; Harris, Ruth; Fitzpatrick, Joanne M. and Abley, Clare eds. Redfern's Nursing Older People (5th Edition). Elsevier, pp. 455–472.

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

Dennis, Carol Azumah (2023). A manifesto for Further Education: cultivating the ethical imagination. In: Solvason, Carla and Elliot, Geoffrey eds. Ethics in Education: Contemporary perspectives on research, pedagogy and leadership. Ethics Press.

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

Dines, Hannah; Nixon, Jennifer; Lockey, Sarah; Herbert, Adam; Kipps, Courtney; Pedlar, Charles; Day, Stephen; Heffernan, Shane; Antrobus, Mark; Brazier, Jon; Erskine, Robert; Stebbings, Georgina; Hall, Elliot and Williams, Alun (2023). Collagen Gene Polymorphisms Previously Associated with Resistance to Soft-Tissue Injury Are More Common in Competitive Runners Than Nonathletes. Journal of Strength and Conditioning Research, 37(4) pp. 799–805.

Doehler, Steph (2023). Taking the star-spangled knee: the media framing of Colin Kaepernick. Sport in Society, 26(1) pp. 45–66.

Doehler, Steph (2023). [Book Review] Athlete Activism: Contemporary Perspective edited by Rory Magrath. In idrottsforum.org idrottsforum.org, Malmö.

Doehler, Steph (2023). ‘Full speed ahead Barcelona’: the social construction of Roy Keane’s 1999 semi-final performance versus Juventus. Soccer & Society, 24(4) pp. 581–592.

Doehler, Steph (2023). Levelling the field? The English Football Association's promotion of their men's and women's national teams through Twitter. International Review for the Sociology of Sport, 58(7) pp. 1114–1134.

Doehler, Steph (2023). A Level Playing Field? How a Governing Body Promotes Its Men's and Women's National Teams through Social Media. In: International Conference on Sport & Society, 7-8 Jun 2023, Las Vegas, Nevada.

Doehler, Steph (2023). From headlines to hashtags: is the FA doing enough to promote gender equality through social media? OpenLearn, Milton Keynes.

Doehler, Steph (2023). Why does the FA give the Lionesses less social media support than England’s men? It needs to up its game for the Women’s World Cup. In The Conversation The Conversation.

Doehler, Steph (2023). Protecting the Brees brand: How Drew Brees Said “Sorry” for his National Anthem Protest Comments. In: Rentner, Terry L. and Burns, David P. eds. Social Issues in Sport Communication: You Make The Call. New York, USA: Routledge, pp. 64–74.

Dorrian, Jane (2023). Why getting children active is good for parents too. Centre for Research in Early Childhood, Birmingham, UK.

Du, Jianhua; Jiang, Yinan; Lloyd, Cathy; Sartorius, Norman; Ren, Jie; Zhao, Weigang; Wei, Jing and Hong, Xia (2023). Validation of Chinese version of the 5-item WHO well-being index in type 2 diabetes mellitus patients. BMC Psychiatry, 23, article no. 890.

Duggan, Brett; Glover, Alison; Lane, Jennifer and Lewis, Sioned (2023). Evaluation of Progress for Success. The Welsh Government, Cardiff, Wales.

Earle, Rod (2023). Tackling whiteness as a decolonising task in contemporary criminology. In: Cunneen, Chris; Deckert, Antje; Porter, Amanda; Tauri, Juan and Webb, Robert eds. The Routledge International Handbook on Decolonizing Justice. Abingdon, Oxon: Routledge, pp. 516–527.

Earle, Rod; Darley, Danica; Davies, Bill; Honeywell, David and Schreeche-Powell, Ed (2023). Convict criminology without guarantees: proposing hard labour for an unfinished criminology. In: Liebling, Alison; Maruna, Shadd and McAra, Lesley eds. The Oxford Handbook of Criminology 7th ed. Oxford: Oxford University Press.

Earle, Rod; Parmar, Alpa and Phillips, Coretta (2023). Criminal Questions, Colonial Hinterlands, Personal Experience: A Symptomatic Reading. In: Aliverti, Ana; Carvalho, Henrique; Chamberlen, Anastasia and Sozzo, Máximo eds. Decolonising the Criminal Question: Colonial Legacies, Contemporary Problems. Oxford: Oxford University Press, pp. 277–292.

Earle, Sarah and Spiro, Alison (2023). [Editorial]: Breastfeeding: a sociological reflection on new mothers' wellbeing. Frontiers in Sociology, 8, article no. 1291140.

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

Ellis, Adam and Gunter, Anthony (2023). Somethin’ Doesn’t Seem Right: A Commentary on the “Scientific Method” and “Gang”Research. In: Ellis, Adam; Marques, Olga and Gunter, Dr Anthony eds. Thug Criminology: A Call to Action. Toronto: University of Toronto Press, pp. 57–72.

Ellis, Adam; Marques, Olga and Gunter, Anthony (2023). Introduction. In: Ellis, Adam; Marques, Olga and Gunter, Anthony eds. Thug Criminology: A Call to Action. Toronto: University of Toronto Press, pp. 3–10.

Emke, Martina and Kukulska-Hulme, Agnes (2023). Exploring Rhizomatic Learning on Twitter Through Research on Teacher Professional Development. In: Khine, Myint Swe ed. Rhizome Metaphor : Legacy of Deleuze and Guattari in Education and Learning. Singapore: Springer Nature, pp. 157–172.

Erling, E. J.; Mukherjee, S. J.; Safford, K. and Tugli, F. M. (2023). Ideologies of English and economic development: The influence on medium of instruction polices in Ghana. In: Reilly, C.; Chimbutane, F.; Clegg, J.; Rubagumya, C. and Erling, E. J. eds. Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa. Routledge (In Press).

Eshleman, Julie; Seale, Jane; Lunness, Kate; Blackburn, Ellie; Gaunt, Jane; Hammond, Alistair and Waldron, Sean (2023). [Book Review] Supporting people with learning disabilities to use technology, frameworks and toolkits, By Jane Seale. British Journal of Learning Disabilities, 51(2) pp. 279–282.

Facey, Simone (2023). Motherhood and career progression towards secondary school headship in England and Wales: A life history study. Doctor of Education (EdD) thesis The Open University.

Fayram, Joanna and Adinolfi, Lina (2023). Implementing a one-to-one online English for Academic Purposes support service across the university curriculum. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond, Volume 1. London: Open University Press, McGraw-Hill, pp. 112–131.

Fensham-Smith, Amber (2023). Education, schools, and learning. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 107–122.

Ferguson, Gillian (2023). [Book Review] Out of the shadows: the role of social workers in disasters edited by Angie Bartoli, Maris Stratulis and Rebekah Pierre. Social Work Education: The International Journal, 42(1) pp. 161–162.

Ferguson, Gillian (2023). "When David Bowie created Ziggy Stardust" Reconceptualising workplace learning for social workers. The Journal of Practice Teaching and Learning: Papers from the International Conference on Practice Teaching and Field Education in Health and Social Work, 20(1) pp. 67–87.

Fiorillo, Andrea; de Girolamo, Giovanni; Simunovic, Ivona Filipcic; Gureje, Oye; Isaac, Mohan; Lloyd, Cathy; Mari, Jair; Patel, Vikram; Reif, Andreas; Starostina, Elena; Summergrad, Paul and Sartorius, Norman (2023). The relationship between physical and mental health: an update from the WPA Working Group on Managing Comorbidity of Mental and Physical Health. World Psychiatry, 22(1) pp. 169–170.

FitzGerald, Elizabeth; Sargent, Julia; Perryman, Leigh-Anne and Rossade, Klaus-Dieter (2023). A microcredentials-based Postgraduate Certificate of Academic Practice (PGCAP). In The Envisioning Report for Empowering Universities. 7th edition, 2023 EADTU.

Floyd, Alan; Baxter, Jacqueline; Morales, Andrés and Bari, Rehana (2023). Leading online learning during a pandemic and beyond: Challenges and opportunities for school leaders in England. Educational Management Administration & Leadership (Early Access).

Flynn, Ann (2023). Drawing the right conclusion – Preparation of social work students for practice in an inter-professional setting. In: Joint Universities Social Work Education Association Conference (JSWEC), 14-16 Jun 2023, Glasgow, Scotland.

Fox, Alison (2023). Educational research and AIED: Identifying ethical challenges. In: Holmes, Wayne and Porayska-Pomsta, Kaśka eds. The Ethics of Artificial Intelligence in Education: Practices, Challenges, and Debates. New York, USA: Routledge, pp. 47–73.

Fuertes Gutiérrez, Mara; Márquez Reiter, Rosina and Moreno Clemons, Aris (2023). Descolonización y enseñanza del español. Journal of Spanish Language Teaching, 10(2) pp. 79–91.

Gabb, Jacqui; Aicken, Catherine; Di Martino, Salvatore; Witney, Tom and Lucassen, Mathijs (2023). More–than–relationship quality: A feminist new materialist analysis of relationship quality and the potential of digital couple interventions. Journal of Family Theory & Review, 15(4) pp. 685–705.

Gargett, Andrew (2023). What does it mean when a computer says I? In: Patterson, Laura ed. The Routledge Handbook of Pronouns. New York, NY, USA: Routledge, pp. 302–314.

Genc, Eda; Yuksel, Dogan and Curle, Samantha (2023). Lecturers’ Translanguaging Practices in English-Taught Lectures in Turkey. Journal of Multilingual Theories and Practices, 4(1) pp. 8–31.

Giaxoglou, Korina and Tagg, Caroline (2023). Inclusive and decolonising moves in the English Language curriculum: possibilities and barriers in online distance contexts of teaching. 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.

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

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

Giddings, Lindsay (2023). At the Intersections of SoTL: Transfer and Transformation, Diversity and Inclusivity: A review of ISSOTL22. The International Society for the Scholarship of Teaching and Learning, UK.

Giddings, Lindsay (2023). Making writing a visible dimension of professional social work practice. In: The BASW UK Annual Conference 2023, 13 Jun 2023, Aston University, Birmingham.

Giddings, Lindsay (2023). Writing your life: Developing social workers’ writing skills. In: The Social Work Show, 2 Oct 2023, Manchester, UK.

Giddings, Lindsay (2023). Fake it until you make it? Developing a SoTL identity. In: ISSOTL23: Context Matters, 8-11 Nov 2023, Utrecht, Netherlands.

Glover, A.; Thomas, A.; Bleasdale, C.; Jones, M.; Stewart, S. and Rees-Davies, T. (2023). Using video in Initial Teacher Education: Investigating the use of video technology for reflection on lessons. Wales-PGCE, Cardiff, Wales.

Glover, Alison (2023). Education for Sustainable Development: Policy and Practice in Wales. In: Leal Filho, W.; Dinis, M.A.P.; Moggi, S.; Price, E. and Hope, A. eds. SDGs in the European Region. Implementing the UN Sustainable Development Goals – Regional Perspectives (IUNSDGRP). Switzerland: Springer, Cham.

Glover, Alison (2023). Education Reform and the Role of Widening Access to Teacher Education. In: Nata, Roberta, V. ed. Progress in Education, Volume 77. New York: Nova Science Publishers, Inc., pp. 63–88.

Glover, Alison and Dorrian, Jane (2023). Mind Your Policy Language. In PolicyWISE The Open University.

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

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

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

Goodliffe, Samantha (2023). Exploration of the Psychosocial Impact of Coeliac Disease on Adults and Their Family Members. Doctor of Philosophy (PhD) thesis The Open University.

Gopinath, Manik; de Lappe, Joseph; Kartupelis, Jenny; Larkin, Mary and Wilson, Anthea (2023). The value and practice of relational care with older people: Summary Report of a research project carried out by the Open University. The Open University.

Gopinath, Manik; de Lappe, Joseph; Larkin, Mary and Wilson, Anthea (2023). The value and practice of relational care with older people: a research report by The Open University. The Open University.

Gorbunova, Viktoriia; Klymchuk, Vitalii; Savychenko, Olha; Palii, Valeriia; Kondur, Zemfira; Popenko, Viola and Oates, John (2023). Depression, anxiety, suicidal ideation and social determinants of mental health of Romani in Ukraine. Mental Health and Social Inclusion, 28(5) pp. 678–698.

Gould, Sam (2023). What do unpaid carers find helps or hinders their resilience when providing end of life care at home in the United Kingdom - findings of a scoping review. Postgraduate Research Poster Competition, The Open University.

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

Greenfield, Mari (2023). Promoting Health Equality in Travelling Communities: A report from the Caring Together project. Caring Together, UK.

Gunter, Anthony (2023). Race(ism) and Ethnicity. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 139–153.

Gunter, Anthony (2023). The White Male Criminological Gaze as Pornography: The Quasi-Sexual Academic Obsession with Black “Gang Bangers”. In: Ellis, Adam; Marques, Olga and Gunter, Anthony eds. Thug Criminology: A Call to Action. Toronto: University of Toronto Press, pp. 27–41.

Gunter, Anthony (2023). Crime as Disease Contagion and Control: The Public Health Perspective and Implications for Black and Other Ethnic Minority Communities. In: Ellis, Adam; Marques, Olga and Gunter, Anthony eds. Thug Criminology: A Call to Action. Toronto: University of Toronto Press, pp. 167–184.

Gunter, Anthony and Holford, Naomi (2023). Transitions to Adulthood. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 218–232.

Guntupalli, Aravinda; Lucassen, Mathijs; Fenaughty, John; Fleming, Theresa; Peiris-John, Roshini; Farrant, Bridget and Clark, Terryann (2023). Wellbeing and healthcare access for sexuality and gender minority secondary school students with long-term health conditions. Children and Youth Services Review, 155, article no. 107281.

Haider, Sharif (2023). The Impact of Terrorism Policies on Health and Social Care Practitioners in the UK. In: Baikady, Rajendra; Sajid, S. M.; Przeperski, Jaroslaw; Nadesan, Varoshini; Islam, M. Rezaul and Gao, Jianguo eds. The Palgrave Handbook of Global Social Problems. Palgrave Macmillan.

Hall, John; Armstrong, Neil; Agulnik, Peter; Fees, Craig; Kennard, David; Leach, Jonathan and Millard, David (2023). The processes and context of innovation in mental healthcare: Oxfordshire as a case study. History of Psychiatry, 34(1) pp. 3–16.

Hamill, Bronagh; Boyle, Shirley and McFadden, Paula (2023). The impact of mentoring interventions to support newly qualified social workers during the COVID-19 pandemic in Northern Ireland. European Social Work Research, 1(3) pp. 329–344.

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

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

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

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

Hammersley, Martyn (2023). The history of qualitative research in education. In: Tierney, Robert J.; Rizvi, Fazal and Erkican, Kadriye eds. International Encyclopedia of Education (Fourth Edition). Elsevier, pp. 14–23.

Hanley, Joe (2023). More of memes than schemes: Networked propogation in children's social care. In: Sen, Robin and Kerr, Christian eds. The Future of Children's Care: Critical Perspectives on Children's Services Reform. Bristol, UK: Policy Press, pp. 38–59.

Hanley, Joe; Dominelli, Lena; Ismail, Nashwa; Raja, Mariam; Pierre, Rebekah; Stratulis, Maris and Moorghen, Gavin (2023). Piloting free continuing professional development (CPD) resources to support social workers involved in disasters. British Association of Social Workers (BASW), Birmingham.

Hanley, Joe and Kerr, C (2023). Same game, same players, different fields: Social work education in crisis. In: Ellis, V ed. Teacher Education in Crisis: The state, the market and universities in England. London: Bloomsbury Academic, pp. 75–98.

Hauck, Mirjam (2023). From Virtual Exchange to Critical Virtual Exchange and Critical Internationalization at Home. The Global Impact Exchange, 2023(Spring) pp. 9–12.

Heagney, Margaret and Butcher, John (2023). Editorial – general edition. Widening Participation and Lifelong Learning, 24(3) pp. 1–9.

Heaney, Caroline and Kentzer, Nichola (2023). A Case Study Investigation Into a Group Online Sport Psychology Support Intervention for Injured Athletes. Case Studies in Sport and Exercise Psychology, 7(1) pp. 24–32.

Hempel Jorgensen, Amelia and Bradbury, Alice (2023). Editorial. Education 3-13, 52(1) pp. 2–6.

Hempel-Jorgensen, Amelia; Brassington, Tom and Dixon, Megan (2023). Exploring gender and reading for pleasure. In: Cremin, Teresa; Hendry, Helen; Rodriguez Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 45–55.

Hendry, Helen (2023). 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 (2023). 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.

Henning, Lucy (2023). Remixing literacy: Young children producing literacy practices for research participation. Learning, Culture and Social Interaction, 38, article no. 100682.

Hilliard, Jake; Donelan, Helen; Heaney, Caroline; Kear, Karen and Wong, Patrick (2023). Using short questionnaires to support students' emotion awareness and regulation during an online group project. In: “Yes we can!” - Digital Education for Better Futures (EDEN 2023 Annual Conference), 18-20 Jun 2023, Dublin City University (DCU), Dublin, Ireland, Ubiquity Proceedings.

Hoggart, Lesley; Purcell, Carrie; Bloomer, Fiona; Newton, Victoria and Oluseye, Ayomide (2023). Social connectedness and supported self-management of early medication abortion in the UK: experiences from the COVID-19 pandemic and learning for the future. Culture, Health & Sexuality, 26(7) pp. 855–870.

Holford, Naomi (2023). Gender in childhood and youth. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 170–185.

Howells, Aisha; Walters, Sophie; Duckett, Nora; Barker, Sarah; Clarke-Emmerson, Steve; Darke, Jane; Johnson, Carol; Meggs, Chris and Reeve, Sebastian (2023). ‘Is Gold Dust to My Mind’: Exploring Lived Experience in Social Work Education. The British Journal of Social Work, 53(3) pp. 1385–1407.

Hubscher-Davidson, Séverine (2023). Emotional skills training – it matters to all language professionals. In CIOL Voices Chartered Institute of Linguists (CIOL).

Hubscher-Davidson, Séverine (2023). Keynote Speaker: ‘The psychology of sustainability and professional translation: taking the long view’. In: The annual KäTu Symposia on Translation and Interpreting Studies, 13-15 Apr 2023, University of Turku (Finland).

Hubscher-Davidson, Séverine (2023). Invited research workshops: ‘Emotion management for translators'. In: Invited Research Workshops, Mar 2023, University of Newcastle.

Hubscher-Davidson, Séverine (2023). Emotion and Stress Management. In: Trans/Actions: Translation as Activism Inaugural Event, 15 Sep 2023, Future Humanities Institute, University College, Cork.

Hubscher-Davidson, Séverine (2023). Emotional health and wellbeing for professional translators. In: Global event for International Federation of Translators, 17 Nov 2023, Online.

Hubscher-Davidson, Séverine (2023). What the 2024 Paris Olympics can tell us about French language policy today. In OpenLearn OpenLearn.

Hubscher-Davidson, Séverine (2023). Introduction: Expanding and rethinking translation psychology. In: Hubscher-Davidson, Séverine and Lehr, Caroline eds. The Psychology of Translation: An Interdisciplinary Approach. Abingdon, UK: Routledge, pp. 1–8.

Hubscher-Davidson, Séverine (2023). 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.

Hultgren, Anna Kristina; Nao, Marion; Wingrove, Peter; Yuksel, Dogan and Zuaro, Beatrice (2023). Symposium: Research on English as a Medium of Instruction: Applied Linguistics and Interdisciplinarity. In: 56th Annual Conference of the British Association for Applied Linguistics (BAAL 2023), 23-25 Aug 2023, University of York, York.

Hultgren, Anna Kristina; Nao, Marion; Wingrove, Peter; Yuksel, Dogan and Zuaro, Beatrice (2023). New insights into the trend towards English as a medium of instruction in European higher education through transdisciplinary participation. In: Hynninen, N.; Herneaho, I.; Sippola, E.; Isosävi, J. and Yang, M. eds. Kieli ja osallisuus – Språk och delaktighet – Language and participation. AFinLAn vuosikirja 2023 [AFinLa Yearbook 2023], 80. Jyväskylä: Suomen soveltavan kielitieteen yhdistys AFinLA, pp. 318–331.

Hultgren, Anna Kristina; Upadhaya, Anu; O'Hagan, Lauren Alex; Wingrove, Peter; Adamu, Amina; Greenfield, Anne-Mari; Lombardozzi, Lorena; Sah, Pramod; Tsiga, Ismaila; Umar, Aishat and Wolfenden, Freda (2023). Educación en inglés y la perpetuación de la desigualdad de las niñas: inversión parental y aspiraciones de género en Nepal
[English education and the perpetuation of girls' inequality: parental investment and gender aspirations in Nepal]. Cuadernos de pedagogía, 2023(543)

Humphry, Debbie (2023). ‘I’ve always felt these spaces were ours’: disability activism and austerity capitalism: Reflections on City’s interview with DPAC. City: analysis of urban change, theory, action, 27(1-2) pp. 162–189.

Huxley, Sarah (2023). The Relationship Between Fun And Learning: An Online Embodied Ethnography Of Coaches Across Continents. Doctor of Philosophy (PhD) thesis The Open University.

Ibbotson, Paul (2023). The Development of Executive Function: Mechanisms of Change and Functional Pressures. Journal of Cognition and Development, 24(2) pp. 172–190.

Ibbotson, Paul (2023). Word Classes in Psycholinguistics. In: van Lier, Eva ed. The Oxford Handbook of Word Classes. Oxford University Press, pp. 899–909.

Ibbotson, Paul and Roque-Gutierrez, Ernesto (2023). The Development of Working Memory: Sex Differences in Accuracy and Reaction Times. Journal of Cognition and Development, 24(4) pp. 581–597.

Ingebretsen Kucirkova, Natalia (2023). Tracing the smells of childhoods with an olfactory research inquiry. Qualitative Research, 24(4) pp. 1042–1066.

Iniesto, Francisco; Coughlan, Tim; Lister, Kate; Devine, Peter; Freear, Nicholas D.; Greenwood, Richard; Holmes, Wayne; Kenny, Ian; McLeod, Kevin and Tudor, Ruth (2023). Creating ‘a simple conversation’: Designing a conversational user interface to improve the experience of accessing support for study. ACM Transactions on Accessible Computing, 16(1), article no. 6.

Islam, Zoebia; Pollock, Kristian; Patterson, Anne; Hanjari, Matilda; Wallace, Louise; Mururajani, Irfhan; Conroy, Simon and Faull, Christina (2023). Thinking ahead about medical treatments in advanced illness: a qualitative study of barriers and enablers in end-of-life care planning with patients and families from ethnically diverse backgrounds. Health and Social Care Delivery Research, 11(7) pp. 1–135.

Iwaniec-Thompson, Malgorzata (2023). The identity trajectories of older academics: workplace affordances and individual subjectivities. Doctor of Philosophy (PhD) thesis The Open University.

Jennings, Catriona; Astin, Felicity; Prescott, Eva; Hansen, Tina; Gale, Chris and De Bacquer, Dirk (2023). 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, 22(7) pp. 719–729.

Jewitt, Katharine (2023). The good, the bad, the sensational of ChatGPT. UKSG eNews(536)

Johnston, Shona; Gould, Samantha; Lee, Vivienne and Kalthoff, Judith (2023). Returning to Work after the Death of a Baby or Child – Video for Supporting Healthcare Staff. In: National Bereavement Education Conference.

Jones, Kerry; Draper, Janet and Bolton, Nerys (2023). Nursing students experiences of end-of-life care. International Journal of Palliative Nursing, 29(10) pp. 466–475.

Jones, Rebecca L.; Bbaale, Leilah; Charitonos, Koula; Alla-Mensah, Joyceline; Hewitt, Jenny; Matova, Quraish; Daira Marylyn, Fanta; Ireen, Munyandinda; Blessing, Miskat Mariata and Pross, Ninsiima (2023). Knowledge, resources and access to sexual and reproductive health and rights: The views and experiences of young refugees living in Kyangwali refugee settlement, Western Uganda. The Open University, Milton Keynes.

Jones, Rebecca L.; Jen, Sarah and Reiter, Bea (2023). “Courage to cobble something new”: Women's queer and creative narratives of bisexuality and ageing. Journal of Aging Studies, 65, article no. 101133.

Jordan, Joanne; Tume, Lyvonne; Clarke, Mike; McAuley, Danny; McDowell, Cliona; McIlmurray, Lisa; Morris, Kevin; Peters, Mark; Walsh, Timothy and Blackwood, Bronagh (2023). Delivery of a novel intervention to facilitate liberation from mechanical ventilation in paediatric intensive care: A process evaluation. PLOS ONE, 18(11), article no. e0293063.

Joseph, Ian (2023). A Black Scholar’s Intellectual Journey and Subsequent Perspective on the White Colonial “Gang” Project. In: Ellis, Adam; Marques, Olga and Gunter, Anthony eds. Thug Criminology: A Call to Action. Toronto: University of Toronto Press, pp. 85–92.

Josephidou, Jo and Kemp, Nicola (2023). A life ‘in and with’ nature in the period of earliest childhood. In: Bruce, Tina; Nishida, Yukiyo; Powell, Sacha; Wasmuth, Helge and Whinnett, Jane eds. The Bloomsbury Handbook to Friedrich Froebel. Bloomsbury, pp. 303–310.

Kartupelis, Jenny; Larkin, Mary and Deepak Gopinath, Manik (2023). Being needed - fulfilling the potential of mutual relationships. In Newsletter of the International Longevity Centre International Longevity Centre, London.

Kaya, Sibel; Yuksel, Dogan and Curle, Samantha (2023). The effects of language learning and math mindsets on academic success in an engineering program. Journal of Engineering Education, 112(1) pp. 90–107.

Keely, Alice; Greenfield, Mari and Darwin, Zoe (2023). “We Should Be Working Together, and It Felt like They Disrupted That”: Pregnant Women and Partners’ Experiences of Maternity Care in the First UK COVID-19 Pandemic Lockdown. International Journal of Environmental Research and Public Health, 20(4), article no. 3382.

Kemp, Nicola and Josephidou, Jo (2023). Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings. Early Years, 43(1)

Kemp, Nicola and Josephidou, Joanne (2023). Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers. Early Years, 43(3) pp. 641–655.

Kemp, Nicola; Josephidou, Joanne and Bolshaw, Polly (2023). From Weeds to Tiny Flowers: Rethinking the Place of the Youngest Children Outdoors. The Froebel Trust, London.

Kentzer, Nichola; Kubiak, Chris and Larkin, Mary (2023). The 'Learning pathways for carers programme'. In: OU's 7th Biennial International Conference on Access, Participation and Success, 26-27 Apr 2023, Milton Keynes, UK.

Keogh, Peter (2023). Recovering Political Knowledge in Public Health: Learning from Sexual and Reproductive Health Work. Critical Public Health, 33(5) pp. 828–837.

Kerawalla, Lucinda; Chudasam, Meera and Messer, David J. (2023). “We can make our words powerful”: students’ perspectives about using Talk Factory, a classroom technology to support exploratory talk. English in Education, 57(1) pp. 28–44.

King, Helena and Witney, Thomas (2023). HiVitality Retreats: an effective peer-led intervention for empowering adults living with HIV. In: The 15th AIDSImpact Conference 2023, 12-14 Jun 2023, Stockholm, Sweden.

King, Liz (2023). Reasonable adjustments for student nurses in clinical placement in the United Kingdom: The perspectives of the associated Community of Practice on current criteria and procedure. In: A Centre Of Research for Nurses and Midwives (ACORN) Showcase 2023, 5 Dec 2023, GSTT Education Centre, London.

King, Liz and Chadd, Holly (2023). How can the RCN help support nurses who require reasonable adjustments for learning? [Podcast]. Reasonable Adjustments In Nursing Education (RAINE) / Podbean.

King, Liz and Crawford, Kimberley (2023). Transition from a renal paediatric clinic to an adult clinic: perspectives of adolescents and young adults, parents, and health professionals [Podcast]. Journal of Child Health Care, SAGE.

King, Liz and Dadich, Ann (2023). Clinician and carer moral concerns when caring for children who tube-feed [Podcast]. Journal of Child Health Care Podcast, SAGE.

King, Liz; Kanaris, Costas and McKeever, Stephen (2023). Mind the power gap: How hierarchical leadership in healthcare is a risk to patient safety [Podcast]. Journal of Child Health Care, SAGE.

King, Liz; Ladha, Raisa and Neiterman, Elena (2023). Shades of care: Understanding the needs of racially and ethnically diverse paediatric patients, their families, and health care providers in North America [Podcast]. Journal of Child Health Care, SAGE.

King, Liz and Smale, Allison (2023). Dyscalculia, maths anxiety and numerophobia in nursing practice. [Podcast]. Reasonable Adjustments In Nursing Education (RAINE) / Podbean.

Kroese, Ingeborg (2023). Sex/gender-blind training maintains and creates inequity. Gender, Work & Organization, 30(3) pp. 917–936.

Kroese, Ingeborg (2023). Implications for Practice: How to Write a Meaningful Contribution. Advances in Developing Human Resources, 25(3) pp. 213–220.

Kubota, Ryuko; Corella, Meghan; Lim, Kyuyun and Sah, Pramod K. (2023). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities, 23(5) pp. 758–778.

Kucirkova, Natalia (2023). Commentary on Highly Successful Female Educational Psychologists: Equity and Intersectionality in Success Definitions. Educational Psychology Review, 35(7)

Kucirkova, Natalia (2023). Debate: Response to “Should academics collaborate with digital companies to improve young people's mental health”. Child and Adolescent Mental Health, 28(2) pp. 336–337.

Kucirkova, Natalia (2023). Digital Edible Literacies: Ephemeral and Highly Affective. Reading Research Quarterly, 58 pp. 495–504.

Kucirkova, Natalia (2023). 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; Brod, Garvin and Gaab, Nadine (2023). Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER). npj Science of Learning, 8, article no. 35.

Kucirkova, Natalia and Leaton Gray, Sandra (2023). Beyond Personalization: Embracing Democratic Learning Within Artificially Intelligent Systems. Educational Theory, 73(4) pp. 469–489.

Kucirkova, Natalia; Lungenmuss-Ward, Nigel and Mansfield-Neimi, Nicola (2023). 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 Mwenda Chinula, Neema (2023). Olfactoscapes in Malawi: Exploring the smells children like and are exposed to in semi-urban classrooms. Childhood: A journal of global child research, 30(4) pp. 451–470.

Kucirkova, Natalia and Rodriguez-Leon, Lucy (2023). Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies. Human Development, 67(4) pp. 193–210.

Kucirkova, Natalia I.; Livingstone, Sonia and Radesky, Jenny S. (2023). Faulty screen time measures hamper national policies: here is a way to address it. Frontiers in Psychology, 14, article no. 1243396.

Kucirkova, Natalia I. and Speed, Laura J. (2023). Children’s multisensory experiences in museums: how olfaction interacts with color. Frontiers in Education, 8, article no. 1242708.

Langdown, Ben (2023). 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 and Wells, Jack (2023). 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.

Larkin, Mary (2023). Learning and reskilling pathways for carers [Keynote Presentation]. In: Learning and reskilling pathways for carers, 6 Feb 2023, Sydney, Australia & Online, Carers NSW.

Larkin, Mary; Gopinath, Manik; Kartupelis, Jenny and Wilson, Anthea (2023). Making every relationship matter: a practitioner toolkit for relational care with older people. The Open University.

Lawford, Nathaniel; Garratt, Danielle and Mccormack, Noelle (2023). In response to ‘“Now that I'm connected this isn't social isolation, this is engaging with people”: Staying connected during the COVID‐19 pandemic ’ (Natasha A. Spassiani, Mojca Becaj, Clare Miller, Andrew Hiddleston, Aaron Hume, Stephan Tait). British Journal of Learning Disabilities, 51(1) pp. 111–115.

Leach, Jonathan; Agulnik, Peter and Armstrong, Neil (2023). The development of a creative work rehabilitation organisation. History of Psychiatry, 34(1) pp. 48–63.

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

Lee, Helen and Hampel, Regine (2023). Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom. Language Learning & Technology, 27(2) pp. 46–71.

Leedham, Maria (2023). How negative perceptions of social workers are reinforced in the media. In Community Care Community Care.

Leedham, Maria (2023). Student perspectives towards learning online. 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.

Leedham, Maria (2023). Integrating real life applications with text analysis. 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.

Leedham, Maria; Hunt, Sally and Mukherjee, Sarah Jane (2023). Mirrors and windows in Young Adult fiction. In: The twelfth international Corpus Linguistics conference (CL2023), 3-6 Jul 2023, Lancaster, UK.

Leedham, Maria; Tuck, Jackie; Shrestha, Prithvi; Therova, Dana and Ullmann, Thomas (2023). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate assessment in a distance university context. In: Assessment in Higher Education, 22-23 Jun 2023, Manchester, UK.

Leedham, Maria; Tuck, Jackie; Shrestha, Prithvi; Therova, Dana and Ullmann, Thomas (2023). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate written assessment in a distance university context. In: The twelfth international Corpus Linguistics conference (CL2023), 3-6 Jul 2023, Lancaster, UK..

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

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

Lewis, Tim; Rienties, Bart and Rets, Irina (2023). 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 (2023). Professional written voice ‘in flux’: the case of social work. Applied Linguistics Review, 14(3) pp. 615–641.

Lindeiner-Stráský, Karina von; Pulker, Hélène and Vialleton, Elodie (2023). ‘Moving Your Language Teaching Online’ Toolkit: Teachers’ Early Reflections on their Experience and Skills. In: Stickler, Ursula and Emke, Martina eds. Online Language Teaching: Crises and Creativities. Developing Online Language Pedagogies. London: Castledown.

Lindsay, Rosie; Horne, Jo; Shaw, Jill; Kentzer, Nichola and Bacon, Wendi (2023). The Influence of Gender Dynamics on Women’s Experiences in Martial Arts: A Scoping Review. International Journal of the Sociology of Leisure

Lindsay, Rosie K.; Vseteckova, Jitka; Horne, Joanna; Smith, Lee; Trott, Mike; Lappe, Joseph De; Soysal, Pinar; Pizzol, Damiano and Kentzer, Nichola (2023). Barriers and facilitators to physical activity among informal carers: a systematic review of international literature. International Journal of Care and Caring, 7(3) pp. 498–526.

Lingam-Willgoss, Candice (2023). Negotiating Identity: how elite athlete mothers navigate their journey through sport. Doctor of Philosophy (PhD) thesis The Open University.

Lister, Kate; Andrews, Kyle; Buxton, Jo; Douce, Christopher and Seale, Jane (2023). Assessment, life circumstances, curriculum and skills: barriers and enablers to student mental wellbeing in distance learning. Frontiers in Psychology, 14, article no. 1076985.

Litwin, Leah; Hankey, Jeffrey; Lucassen, Mathijs; Shepherd, Matthew; Singoorie, Chelsea and Bohr, Yvonne (2023). Reflections on SPARX, a self-administered e-intervention for depression, for Inuit youth in Nunavut. Journal of Rural Mental Health, 47(1) pp. 41–50.

Lloyd, Cathy; Musyimi, Christine; Mutiso, Victoria and Ndetei, David (2023). Individual and community experiences and the use of language in understanding diabetes and depression in rural Kenya. Global Public Health, 18(1), article no. 2049841.

Long, Marilyn (2023). From surviving to thriving: A study of autistic students and the online learning experience. Postgraduate Research Poster Competition, The Open University.

Lucassen, Mathijs; Stasiak, Karolina; Fleming, Theresa; Shepherd, Matthew and Merry, Sally (2023). Enhancing an online cognitive behavioural therapy intervention for depression: Harnessing the feedback of sexual and gender minority youth to help improve SPARX. Australasian Psychiatry, 31(3) pp. 247–254.

Lumsden, Eunice and Musgrave, Jackie (2023). ‘Early childhood studies is more than a degree; it is an experience’: undergraduate students’ motivations, professional aspirations and attributes. International Journal of Early Years Education [Early Access].

Lusted, Jim; Van Sterkenburg, Jacco and Carter-Francique, Akilah (2023). Editorial: The impact of COVID-19 on social inequalities in sport and physical activity. Frontiers in Sports and Active Living, 5, article no. 1308924.

Lyrigkou, Christina (2023). Informal second language learning and EFL learners’ spoken use of discourse markers. In: Toffoli, Denyze; Sockett, Geoffrey and Kusyk, Meryl eds. Language Learning and Leisure: Informal Language Learning in the Digital Age. Studies on Language Acquisition [SOLA], 66. De Gruyter Mouton, pp. 91–120.

Mabon, Leslie; Connor, Ben; Moncaster, Alice; Pearce, Catherine; Pratt, Eleanor; Shih, Wan-Yu; Tsai, Meng-Chin; Vseteckova, Jitka; Waights, Verina and Wolstenholme, Ruth (2023). Nature can cool cities, but proceed with caution. Urban Transformations, 5(1), article no. 11.

Madeley, Anna-Marie (2023). Exploring informed consent in midwifery care. British Journal of Midwifery, 31(6) pp. 352–355.

Madeley, Anna-Marie; Earle, Sarah and O'Dell, Lindsay (2023). Challenging Norms: Making Non-Normative Choices in Childbearing. Results of a Meta Ethnographic Review of the Literature. Midwifery, 116, article no. 103532.

Mallet, Rochelle (2023). Gender in the Early Years. Postgraduate Research Poster Competition, The Open University.

Mallon, Sharon; Richards, Chris and Rixon, Andy (2023). Student and teacher experiences of online synchronous learning. Journal of Applied Research in Higher Education, 15(5) pp. 1688–1705.

Mander, Sarah; Fensham-Smith, Amber; Connolly, Nichola and Reeve, Yasmin (2023). A view through the looking glass: co-creation and innovation - a recipe for success. In: 7th Biennial International Conference on Access, Participation and Success, 26-27 Apr 2023, The Open University, Milton Keynes.

Márquez Reiter, Rosina (2023). Mobility and Stasis: Migrant portraits from a Madrid Market. In: Márquez Reiter, Rosina and Patiño-Santos, Adriana eds. Language Practices and Processes among Latin Americans in Europe. Routledge Studies in Hispanic and Lusophone Linguistics. Oxon and New York: Routledge, pp. 25–49.

Márquez Reiter, Rosina; Cordeje-Manrique, Elizabeth and Cantarutti, Marina (2023). Toward a multimodal pragmatics analysis of ambulant vending on a Buenos Aires trainline. Journal of Pragmatics, 210 pp. 122–142.

Márquez Reiter, Rosina; Hidalgo Downing, Raquel and Iveson, Mandie (2023). Global Expectations, Local Realities: All-Inclusive Hotel Reviews and Responses on TripAdvisor. Contrastive Pragmatics [Early Access].

Marston, Hannah; Ko, Pei-Chun; Girishan Prabhu, Vishnunarayan; Freeman, Shannon; Ross, Christopher; Sharaievska, Iryna; Browning, Matthew H.E.; Earle, Sarah; Ivan, Loredana; Kanozia, Rubal; Öztürk Çalıkoğlu, Halime; Arslan, Hasan; Bilir-Koca, Burcu; Alexandra Silva, Paula; Buttigieg, Sandra C.; Großschädl, Franziska and Schüttengruber, Gerhilde (2023). Digital Practices by Citizens during the COVID-19 Pandemic: Findings from an International, Multi-site Study. JMIR Mental Health, 10, article no. e41304.

Marston, Hannah; Morgan, Deborah.J; Earle, Sarah and Hadley, Robin A. (2023). Shiver Me Tinders, & Ring a Ding for a Fling - Sex Tech Use During COVID-19: Findings from a UK Study. Healthcare, 11(6), article no. 897.

Marston, Hannah; van Hoof, Joost and Yon, Yongjie (2023). Digitalising the built environment for all generations: A new paradigm for equity and inclusive age-friendly cities and communities. Indoor and Built Environment, 33(2) pp. 213–217.

Marston, Hannah R; Ivan, Loredana; Rosenberg, Dennis and Ratzenboeck, Barbara (2023). Editorial: Post-pandemic digital realities of older adults. Frontiers in Psychology, 14, article no. 1275257.

Martin, Shannon and Lusted, Jim (2023). Critical reflections on the racialised hierarchies of an ethnically diverse staff-student scholarship project team. Journal of Learning Development in Higher Education(26)

Marzin, Emily Adele (2023). Experiences of a foreign language assistantship in Mexico: A case study. Doctor of Education (EdD) thesis The Open University.

Masento, Natalie A.; Dulay, Katrina May; Roberts, Alan P.; Harvey, Kate; Messer, David and Houston-Price, Carmel (2023). See and Eat! The impact of repeated exposure to vegetable ebooks on young children's vegetable acceptance. Appetite, 182, article no. 106447.

McCusker, Pearse; Gillespie, Lauren; Davidson, Gavin; Vicary, Sarah and Stone, Kevin (2023). The United Nations Convention on the Rights of Persons with Disabilities and Social Work: Evidence for Impact? International Journal of Environmental Research and Public Health, 20(20), article no. 6927.

McInally, W; Benstead, K; Brandl, A; Dodlek, N; De Munter, J; Gasparotto, C; Grau-Eriksen, J; Kelly, R G; Lecoq, C; O'Higgins, N; Oliver, K; Popovics, M; Rollo, I; Sulosaari, V and Dede la Los RíosSerna, C Díez (2023). Like Frying Multiple Eggs in One Pan: a Qualitative Study Exploring the Understanding of Inter-speciality Training in Cancer Care. Journal of cancer education : the official journal of the American Association for Cancer Education, 38 pp. 1091–1097.

McInally, Wendy; Taylor, Vanessa; Diez de Los Rios, Celia; Sulosaari, Virpi; Dowling, Maura; Trigoso, Eugenia; Rodrigues Gomes, Sara Margarida; Cesario Dias Ycn, Ana Rita; Piskorjanac, Silvija; Tanay, Mary Anne and Hálfdánardóttir, Halldóra (2023). Innovations in cancer nursing education across Europe. European journal of oncology nursing : the official journal of European Oncology Nursing Society, 63, article no. 102305.

Messer, David; Henry, Lucy A. and Danielsson, Henrik (2023). The Perfect Match! A Review and Tutorial on Issues Related to Matching Groups in Investigations of Children with Neurodevelopmental Conditions. Brain Sciences, 13(10), article no. 1377.

Militello, Jacqueline Marie White; Theng, Andre Joseph; Kong, Yik Lam Charmaine and Singh, Jaspal Naveel (2023). The lingusitic landscapes of Lamma Island: Autoethnography, polycentricity and urban-rural nexus in Hong Kong. Sociolinguistic Studies, 17(4) pp. 377–402.

Millard, David; Agulnik, Peter; Armstrong, Neil; Fees, Craig; Hall, John; Kennard, David and Leach, Jonathan (2023). Innovation in mental health care: Bertram Mandelbrote, the Phoenix Unit and the therapeutic community approach. History of Psychiatry, 34(1) pp. 17–33.

Milne, Alisoun and Larkin, Mary (2023). Family Carers and Caring: What it’s all about. SocietyNow. UK: Emerald Publishing Limited.

Mitchell, Vince; Borgstrom, Erica; Murphy, Sam; Campbell, Charlene; Sieminski, Sandy and Fraser, Sandy (2023). Exploring the experiences of distance learning students being supported to resubmit a final assignment following a fail result. Assessment & Evaluation in Higher Education, 49(2) pp. 190–202.

Montgomery, Heather (2023). What is Childhood and Youth Studies? In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 10–23.

Montgomery, Heather (2023). Owning our mistakes: Confessions of an unethical researcher. In: Richards, Sarah and Coombs, Sarah eds. Critical Perspectives on Research with Children Reflexivity, Methodology, and Researcher Identity. Sociology of Children and Families. Bristol: Bristol University Press, pp. 157–171.

Moore, Rhiannon (2023). What does an ‘effective’ teacher look like? Exploring factors associated with teacher ‘intermediate outcomes’ in two states in India. In: UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility, 7 12-14 Sep 2023, University of Oxford, Oxford, UK.

Moore, Rhiannon (2023). Teachers’ understandings of ‘quality education’: Implications for classroom practice in two South Indian states. In: CIES 2023: Comparative and International Education Society Conference, 14-22 Feb 2023, Online.

Morgan, Deborah; Marston, Hannah R.; Maddock, Carol; Williams, Aelwyn; Wilson-Menzfeld, Gemma; Jones, Elizabeth and Gates, Jessica (2023). Adjusting technology for an ageing population: co-producing technological solutions with older adults. Innovation in Aging, 7(Supplement) pp. 1170–1171.

Morriss, Charlotte (2023). ESOL Practitioners' Wellbeing and Emotion Labour: A Mixed Methods Approach. In: Quantitative Methods in Social Sciences: An Interdisciplinary Conference, 20 Mar 2023, University of Warwick.

Muc, Magdalena and Tatlow-Golden, Mimi (2023). Protocols to monitor marketing of unhealthy foods to children: Comparison and evaluation of existing protocols, with stakeholder consultation. Best-ReMaP EU JA.

Mukherjee, Sarah J.; Bugallo, Lucía; Scheuer, Nora; Cremin, Teresa; Montoro, Virginia; Ferrero, Martha; Preston, Marcia; Cheng, Doris; Golinkoff, Roberta and Popp, Jill (2023). Conceptions of play by children in five countries: towards an understanding of playfulness (Las concepciones acerca del juego de niños de cinco países: hacia un mejor conocimiento de la actividad lúdica). Journal for the Study of Education and Development, 46(1) pp. 109–153.

Mukherjee, Sarah Jane; McGreevy, Clare and Williams, Claire (2023). Celebrating reading. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 176–197.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2023). Asociacionismo y enseñanza del español en Europa. Archiletras Científica, 10 pp. 107–119.

Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara; Strawbridge, Tripp and Acosta Ortega, Laura (2023). Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types. Computer Assisted Language Learning (Early access).

Murphy, Sam (2023). Support after stillbirth: Findings from the Parent Voices Initiative Global Registry Project. Bereavement: Journal of Grief and Responses to Death, 2

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

Mvula, Aaron Faro (2023). Lived experiences of unmarried young fathers in rural Zambia. Doctor of Philosophy (PhD) thesis The Open University.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). Writing as a craft: Re-considering teacher subject content knowledge for teaching writing. Research Papers in Education, 38(3) pp. 403–425.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). The impact of a changed writing environment on students' motivation to write. Frontiers in Psychology, 14, article no. 1212940.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). The impact of a changed writing environment on students' motivation to write. Frontiers in Psychology, 14, article no. 1212940.

Nao, Marion and Hultgren, Anna Kristina (2023). Typicalising language shift as inevitability: From German to English at an Austrian university. In: 18th International Pragmatics Conference, 9-14 Jul 2023, Université Libre de Bruxelles, Brussels, Belgium.

Nao, Marion; Wingrove, Peter; Yuksel, Dogan; Zuaro, Beatrice and Hultgren, Anna Kristina (2023). What are the drivers of EMI, and does it matter? A close-up look at an Austrian university. In: ELINET First Annual Conference, 13-14 Apr 2023, University of Glasgow.

Nao, Marion; Wingrove, Peter; Yuksel, Dogan; Zuaro, Beatrice and Hultgren, Anna Kristina (2023). University autonomy and the increasing shift to English in academic programmes at European universities: In dialogue with Liviu Matei. Sociolinguistica, 37(2) pp. 287–299.

Nao, Marion; Yuksel, Dogan; Zuaro, Beatrice; Wingrove, Peter and Hultgren, Anna Kristina (2023). Critically assessed: A discourse analytic approach to interview data in Process Tracing methodology. In: 13th International and Interdisciplinary Conference on Applied Linguistics and Professional Practice (ALAPP) 2023, 4-6 Sep 2023, University of Glasgow.

Navarro, Federico; Lillis, Theresa; Donahue, Tiane; Curry, Mary Jane; Reyes, Natalia Ávila; Gustafsson, Magnus; Zavala, Virginia; Lauría, Daniela; Lukin, Annabelle; McKinney, Carolyn; Feng, Haiying and Motta-Roth, Désirée (2023). Manifesto: Reconsideração do Inglês como Língua Franca em Contextos Acadêmico-Científicos [Rethinking English as a Lingua Franca in Scientific-Academic Contexts]. Revista da Anpoll, 54(1), article no. e1926.

Nebe, Jane; Agbaire, Jennifer and Buckler, Alison (2023). International Research Teams and Vis-aaaaaaaaaarghs. The Ibali Knowledge Hub.

Neubeck, Lis; Ross, Catherine; Jones, Jennifer; Simpson, Maggie; Mindham, Richard; Jaarsma, Tiny; Uchmanowicz, Izabella; Hinterbuchner, Lynne and Astin, Felicity (2023). The Core Curriculum for Cardiovascular Nurses and Allied Professionals. European Journal of Cardiovascular Nursing, 22(7) e62-e113.

Nguyen, An (2023). Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners' backgrounds as a variable. Studies in Second Language Learning and Teaching, 13(2) pp. 347–371.

Nieto, Claudia; Espinosa, Fiorella; Valero-Morales, Isabel; Boyland, Emma; Potvin Kent, Monique; Tatlow-Golden, Mimi; Ortiz-Panozo, Eduardo and Barquera, Simon (2023). Digital food and beverage marketing appealing to children and adolescents: An emerging challenge in Mexico. Pediatric Obesity, 18(7), article no. e13036.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Gonzalo Jaramillo Mejia, Juan; Paredes Cauna, Fiorella; Gelli, Aulo; Olney, Deanna and Vooris, Emily (2023). Social Protection Pathways to Nutrition. Synthesis report. IDS, WFP & IFPRI, Brighton.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Juan, Gonzalo Jaramillo Mejia; Fiorella, Paredes Cauna; Gelli, Aulo; Olney, Deanna; Vooris, Emily; Casu, Laura and Ruel, Marie (2023). Social Protection Pathways to Nutrition: Rapid evidence review. IDS, WFP & IFPRI, Brighton.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Mejia, Juan Gonzalo Jaramillo; Cauna, Fiorella Parades; Gelli, Aulo; Olney, Deanna and Vooris, Emily (2023). Social Protection Pathways to Nutrition Case studies. IDS, WFP & IFPRI, Brighton, UK.

Nye, Zoe Michelle (2023). Teaching Statistical Literacy in Lincolnshire Schools: A Critical Case Study. Doctor of Education (EdD) thesis The Open University.

O'Connor, Grainne; de Lappe, Joseph and Vseteckova, Jitka (2023). Bridging the ivory tower gap: translating evidence-based research on healthier ageing for public audiences using the Five Pillars for Ageing Well educational model. International Journal of Education and Ageing, 5(3) pp. 135–150.

O'Hagan, Lauren (2023). ‘Foodstagramming’ in early 20th-century postcards: a transhistorical perspective. Visual Communication, 22(4) pp. 731–744.

O'Hagan, Lauren Alex (2023). In Memoriam. Documenting Illness, Death and Grief in the Book Inscription (1870-1914). Textual Cultures, 15(2) pp. 129–58.

O'Hagan, Lauren Alex (2023). “Classifying” Margarine: The Early Class-Based Marketing of a Butter Substitute in Sweden (1923-1933). Global Food History, 9(1) pp. 20–46.

O'Hagan, Lauren Alex (2023). “Alcohol is humanity’s enemy!” Propaganda Posters and the 1922 Swedish Prohibition Referendum. Scandinavian Journal of History, 48(2) pp. 179–205.

O'Hagan, Lauren Alex (2023). Selling Swedish Summer: The Marketing of Pommac, 1920-1960. History of Retailing and Consumption, 8(2) pp. 171–199.

O'Hagan, Lauren Alex (2023). From Fatigue Fighter to Heartburn Healer: The Evolving Marketing of a Functional Beverage in Sweden. Journal of Food Products Marketing, 29(1) pp. 19–40.

O'Hagan, Lauren Alex (2023). Music for Mental Health: An Autoethnography of the Rory Gallagher Instagram Fan Community. Journal of Contemporary Ethnography, 52(5) pp. 633–663.

O'Hagan, Lauren Alex (2023). "Welcome to pure food city": tracing discourses of health in the promotional publications of the Postum Cereal Company, 1920-1925. Journal of Historical Research in Marketing, 15(3) pp. 171–200.

O'Hagan, Lauren Alex (2023). An Eye for an I: The Rebus as an Historical Form of Emoji. DiscourseNet: Collaborative Working Paper Series(9)

O'Hagan, Lauren Alex (2023). [Book Review] The Edwardian Picture Postcard as a Communications Revolution: A Literacy Studies Perspective. Victorian Review, 49(1) pp. 172–175.

O'Reilly, Michelle; Adams, Sarah; Batchelor, Rachel and Levine, Diane (2023). Exploring the practice of 10-11-year-olds as co-researchers: using a hybrid approach in educational research to promote children as interviewers. International Journal of Social Research Methodology, 27(6) pp. 775–789.

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

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

Okada, Alexandra and Gray, Peter Barry (2023). A Climate Change and Sustainability Education Movement: Networks, Open Schooling, and the ‘CARE-KNOW-DO’ Framework. Sustainability, 15(3), article no. 2356.

Okada, Alexandra; Malagrida, Rosina; Vives-Adrián, Laia; Neuhaus, Sigrid; Alliaj, Greta; Mossuti, Giuseppe; Cakmakci, Gultekin; Gray, Peter and Kolionis, George (2023). Open Schooling Declaration. The Open University.

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

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

Okada, Alexandra; Souza, Karine Pinheiro de; Struchiner, Miriam; Rabello, Cíntia and Rosa, Luziana Quadros da (2023). Open schooling to empower Brazilian teachers: Emancipatory fun in education for a sustainable innovation ecosystem. In: Holliman, Andrew J. and Sheehy, Kieron eds. Overcoming Adversity in Education. Oxon, UK and New York, USA: Routledge, pp. 234–248.

Okada, Alexandra; Steimber de Pereira Okada, Alberto Erich and Oliveira Campolina, Luciana de (2023). Open Schooling for Digital Education with Science and Technology - Reflections on European and Brazilian Public Policy Plans [Escolarização aberta para a educação digital com ciência e tecnologia - reflexões sobre os planos europeu e brasileiro de políticas públicas]. EccoS – Revista Científica, 65, article no. e24689.

Okada, Alexandra; Struchiner, Miriam; Almeida, Maria Elizabeth; Castro, Thais and Pianovski Vieira, Alboni Marisa Dudeque (2023). Emancipatory Open Practices for Sustainability with Science and Emerging Technologies [Práticas Emancipatórias Abertas para Sustentabilidade com Ciência e Tecnologias Emergentes]. Revista Diálogo Educacional, 23(77) pp. 627–635.

Özturan, Tuba; Uysal, Hacer Hande and Shrestha, Prithvi N. (2023). An Investigation into EFL Learners’ Perspectives Towards Dynamic Assessment. In: Chong, Sin Wang and Reinders, Hayo eds. Innovation in Learning-Oriented Language Assessment. New Language Learning and Teaching Environments. Cham: Palgrave Macmillan, pp. 63–79.

Pacini, Adele; Vseteckova, Jitka and Haider, Sharif (2023). The Effects of Mindfulness-Based Interventions on Couples in Later Life. A Mixed Methods Systematic Review. Clinical Gerontologist, 46(3) pp. 315–329.

Pan, Lin and Seargeant, Philip (2023). China English and Chinese culture: A student and teacher perspective. English Today, 39(3) pp. 174–177.

Parmar, Alpa; Earle, Rod and Phillips, Coretta (2023). ‘People are Trapped in History and History is Trapped Inside Them’: Exploring Britain’s Racialized Colonial Legacies in Criminological Research. British Journal of Criminology, 63(4) pp. 811–827.

Parry, John and Shrestha, Prithvi (2023). Students’ perspectives on the impact of embedding academic literacy activities in distance-learning study material. Journal of Academic Language and Learning, 17(1) pp. 102–117.

Pawlyn, Jillian (2023). Transition from Child to Adult Health and Social Care Services in England. Postgraduate Research Poster Competition, Open University.

Pawlyn, Jillian (2023). Profound Intellectual and Multiple Disabilities (PIMD/ PMID/ PMLD). In: Barksby, J. and Charnock, C. eds. Learning Disability Case Studies. McGraw-Hill (In press).

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

Pérez Cavana, Maria Luisa; Edwards, Chris and Luelmo del Castillo, Maria José (2023). Older language learners: 'always too late' vs 'never too late'. A mixed-methods approach. Widening Participation and Lifelong Learning, 25(2) pp. 88–113.

Pleines, Christine and Kan, Qian (2023). Exploring the use of tutorial recordings for beginner distance learners of Chinese. Journal of China Computer-Assisted Language Learning, 3(1) pp. 70–100.

Preston, Scott and Harvey-Lloyd, Jane (2023). Learning from patient experiences of projection imaging through the use of online feedback platforms. Journal of Medical Imaging and Radiation Sciences, 54(1) pp. 73–82.

Pride, Mychelle; Johnson, Paulette and Owen, Holly (2023). Developing and Embedding a Diversity and Inclusion Staff Development Programme to Improve Academic Outcomes for Open and Online Students from Traditionally Disadvantaged Backgrounds. In: Innovating Higher Education Conference 2023, 3-6 Oct 2023, Istanbul, Turkey, European Association of Distance Teaching Universities, pp. 81–92.

Purcell, Carrie; Dibben, Grace; Hilton Boon, Michele; Matthews, Lynsay; Palmer, Victoria J.; Thomson, Meigan; Smillie, Susie; Simpson, Sharon A. and Taylor, Rod S. (2023). Social network interventions to support cardiac rehabilitation and secondary prevention in the management of people with heart disease. Cochrane Database of Systematic Reviews, 2023(6), article no. CD013820.

Purcell, Carrie and Maxwell, Karen (2023). Case Study 4.4: QSA in the Sexuality and Abortion Stigma Study. In: Weller, Susie; Davidson, Emma; Edwards, Rosalind and Jamieson, Lynn eds. Big Qual: A Guide to Breadth-and-Depth Analysis. Palgrave Macmillan, pp. 95–96.

Purcell, Carrie; McDaid, Lisa; Forsyth, Ross; Simpson, Sharon A.; Elliott, Lawrie; Bailey, Julia V.; Moore, Laurence and Mitchell, Kirstin R. (2023). A peer-led, school-based social network intervention for young people in the UK, promoting sexual health via social media and conversations with friends: intervention development and optimisation of STASH. BMC Public Health, 23(1) p. 675.

Purcell, Carrie; Purvis, Anthony; Cleland, John G F; Cowie, Aynsley; Dalal, Hasnain M; Ibbotson, Tracy; Murphy, Clare and Taylor, Rod S (2023). Home-based cardiac rehabilitation for people with heart failure and their caregivers: a mixed-methods analysis of the roll out an evidence-based programme in Scotland (SCOT:REACH-HF study). European Journal of Cardiovascular Nursing, 22(8) pp. 804–8013.

Rabello, Cintia Regina Lacerda and Okada, Alexandra (2023). Open schooling and the development of multiliteracies in environmental protection projects [Escolarização aberta no desenvolvimento de multiletramentos em projetos de proteção ambiental]. Revista Diálogo Educacional, 23(77) pp. 638–661.

Rainey, Isobel (2023). Action research and the deferred hopes for just research at the TESOL grassroots. Educational Action Research, 31(4) pp. 728–744.

Rainford, Jon (2023). Are we still “raising aspirations”? The complex relationship between aspiration and widening participation practices in English higher education institutions. Educational Review, 75(3) pp. 411–428.

Rainford, Jon (2023). Enabling part time doctoral researchers to develop effective support villages. In: Elliot, Dely L.; Bengtsen, Søren S.E. and Guccione, Kay eds. Developing Researcher Independence Through the Hidden Curriculum. Basingstoke, UK: Springer Nature Switzerland AG., pp. 169–177.

Redmore, Ned (2023). Proposing an Academic Space of “Autism and Profound Learning Disability”. International Journal of Disability and Social Justice, 3(2) pp. 91–106.

Reeve, Fiona and Whittaker, Ruth (2023). Higher level vocational qualifications as pathways to work and further study. In: Parry, Gareth; Osborne, Michael and Scott, Peter eds. Access, Lifelong Learning and Education for All. Palgrave Studies in Adult Education and Lifelong Learning (PSAELL). Cham, Switzerland: Springer Nature Switzerland AG, pp. 219–247.

Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2023). Accessibility of Open Educational Resources: how well are they suited for English learners? Open Learning: The Journal of Open and Distance Learning, 38(1) pp. 38–57.

Rienties, Bart; Calò, Francesca; Corcoran, Suz; Chandler, Kathy; FitzGerald, Elizabeth; Haslam, Daniel; Harris, Claire A.; Perryman, Leigh-Anne; Sargent, Julia; Suttle, Martin and Wahga, Aqueel (2023). How and with whom do educators learn in an online professional development microcredential. Social Sciences and Humanities Open, 8(1), article no. 100626.

Rix, Jonathan (2023). Insults according to notions of intelligence: Perspectives from education and newsmedia. British Journal of Learning Disabilities, 51(3) pp. 324–333.

Rix, Jonathan (2023). Labels of Convenience / Labels of Opportunity. In: Done, Elizabeth J. and Knowler, Helen eds. International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion. Springer, pp. 125–142.

Robb, Martin; Larkin, Mary and Deepak Gopinath, Manik (2023). Relational Care - with Mary Larkin and Manik Deepak-Gopinath [Podcast]. Careful Thinking.

Rodriguez-Leon, Lucy (2023). Reflections on the rights of the reader. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 127–130.

Rodriguez-Leon, Lucy and Biddle, Jon (2023). Informal book talk and reader recommendations. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 87–100.

Roelen, Keetie (2023). Social protection. In: Clarke, Matthew and Zhao, Xinyu (Andy) eds. Elgar Encyclopedia of Development. Edward Elgar.

Roelen, Keetie; Barnett, Inka; Johnson, Vicky; Lewin, Tessa; Thorsen, Dorte and Ton, Giel (2023). Understanding Children’s Harmful Work: The Methodological Landscape. In: Sumberg, James and Sabates-Wheeler, Rachel eds. Children’s Work in African Agriculture: The Harmful and the Harmless. Bristol: Policy Press, pp. 52–80.

Rofiah, Khofidotor; Sheehy, Kieron and Kossewska, Joanna (2023). Beliefs of fun in learning and attitudes to inclusive education. In: Saroinsong, Wulan Patria; Ashar, Muhamad Nurul; Maureen, Irena; Hartant, Lina Purwaning; Anggaryani,, Mita and Titaley, Audrey Gabriella eds. Reimagining Innovation in Education and Social Sciences: Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022), September 10-11, 2022, Surabaya, Indonesia. Oxon, UK and New York, USA: Routledge, pp. 32–39.

Rofiah, Khofidotur; Kossewska, Joanna; Kurnia Herviani, Vivi and Sheehy, Kieron (2023). Postawy Nauczycieli Wobec Edukacji Wlaczzjacej. Przeglad Systsematyczny. [A systematic review of teachers' attitudes towards inclusive education]. Niepełnosprawność i Rehabilitacja, 90(2) pp. 69–91.

Rogers, Justin and Ali, Mariya (2023). The seeds of reform; the evolution of the alternative care system in the Maldives. Institutionalised Children Explorations and Beyond, 10(2) pp. 154–163.

Rogers, Justin; Karunan, Victor; Ketnim, Pryn and Saeli, Aphisara (2023). ‘Doing family’ in adversity: Findings from a qualitative study exploring family practices in alternative care settings in Thailand. Children & Society, 37(6) pp. 1754–1773.

Roque-Gutierrez, Ernesto and Ibbotson, Paul (2023). Working memory training improves children’s syntactic ability but not vice versa: A randomized control trial. Journal of Experimental Child Psychology, 227, article no. 105593.

Rose, Lauren (2023). Children's Physical Activity (PA) Experiences - Let's Hear Their Voices! Postgraduate Research Poster Competition, The Open University.

Rouse, Lorna; Tilley, Elizabeth; Anderson-Kittow, Rebecca and Tuffrey-Wijne, Irene (2023). Inventorising existing approaches and resources for end of life care planning with people with intellectual disabilities: a scoping review. Palliative Medicine, 37(1) p. 162.

Ryan-Blackwell, Gemma (2023). Achieving shared values: a mixed methods study and multi-method model of how to effectively educate nurses about e-professionalism. Journal of Nursing Education and Practice, 13(12) pp. 47–58.

Ryan-Blackwell, Gemma and Wallace, Louise (2023). A content analysis of professional regulator information for public witnesses in a fitness to practise hearing. In: Professional Standards Authority ‘How can regulation research contribute to safer care for all?,, 14 Nov 2023.

Sabates-Wheeler, Rachel; Roelen, Keetie; Mitchell, Rebecca and Warmington, Amy (2023). Blurred Definitions and Imprecise Indicators: Rethinking Social Assistance for Children’s Work. In: Sumberg, James and Sabates-Wheeler, Rachel eds. Children’s Work in African Agriculture: The Harmful and the Harmless. Bristol: Policy Press, pp. 174–203.

Sah, Pramod K. and Karki, Jeevan (2023). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development, 44(1) pp. 20–34.

Samra, Rajvinder (2023). Beyond epistemic injustice: When perceived realities conflict. Harvard Review of Psychiatry, 31(5) pp. 223–225.

Samra, Rajvinder; França, Alex Bacadini; Lucassen, Mathijs F G and Waterhouse, Philippa (2023). A network approach to understanding distance learners' experience of stress and mental distress whilst studying. International Journal of Educational Technology in Higher Education, 20(1), article no. 27.

Sams, Lorna; Langdown, Ben L.; Simons, Joan and Vseteckova, Jitka (2023). The Effect Of Percussive Therapy On Musculoskeletal Performance And Experiences Of Pain: A Systematic Literature Review. International Journal of Sports Physical Therapy, 18(2) pp. 309–327.

Sánchez Moreano, Santiago and Léglise, Isabelle (2023). Spanish-speaking Latin Americans in the market of Cayenne (French Guiana): multilingual practices, fuzzy borders, and social positioning. In: Márquez Reiter, Rosina and Patiño-Santos, Adriana eds. Language Practices and Processes among Latin Americans in Europe. Oxon, UK and New York, USA: Routledge, pp. 127–149.

Sánchez Moreano, Santiago; Miranda, Norbella; Tejada-Sánchez, Isabel; Barrera, John; González, Adriana; Hernández, Olga Camila; Ortega, Yecid and Cortés, Yenny (2023). Por una praxis educativa bi/pluri/multi/lingüe en Colombia. Notas de Política en Educación(8)

Sarkar, Sumita (2023). Understanding the introduction of Reflective Practice at two initial teacher education institutes in India. Doctor of Philosophy (PhD) thesis The Open University.

Satar, Müge; Hauck, Mirjam and Bilki, Zeynep (2023). Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy. Language Learning & Technology, 27(2) pp. 72–96.

Saunders, Claire (2023). One writing group’s story: using an ethnographic case study to investigate the writing practices of academics. Studies in Higher Education, 49(7) pp. 1194–1207.

Seale, Jane (2023). It’s not all doom and gloom: what the pandemic has taught us about digitally inclusive practices that support people with learning disabilities to access and use technologies. British Journal of Learning Disabilities, 51(2) pp. 218–228.

Seargeant, Philip (2023). The Future of Language: How Technology, Politics and Utopianism are Transforming the Way we Communicate. London: Bloomsbury.

Seargeant, Philip (2023). Crisis Leadership: Boris Johnson and Political Persuasion during the Covid Pandemic. Elements in Applied Linguistics. Cambridge: Cambridge University Press.

Seargeant, Philip (2023). Linguistic ideologies and the fabric of everyday life. International Journal of the Sociology of Language, 2023(284) pp. 159–165.

Seargeant, Philip (2023). Shakespeare and English Language Education. In: Bickley, Pamela and Stevens, Jenny eds. Shakespeare, Education and Pedagogy : Representations, Interactions and Adaptations. Literature and Education. Abingdon, Oxon: Routledge, pp. 163–171.

Seargeant, Philip; Giaxoglou, Korina and Monaghan, Frank (2023). Political Activism and the Linguistic Landscape: Or, how to use Public Space as a Medium for Protest. Bristol: Multilingual Matters.

Sheehy, Kieron; Budiyanto; Widayati, Sri and Rofiah, Khofidotur (2023). Models of disability and their effects on children’s lives. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 123–138.

Sheehy, Kieron and Holliman, Andrew J. (2023). A multidimensional perspective on adversity: from peace to understanding. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. Oxon, UK and New York, USA: Routledge, pp. 262–266.

Sheehy, Kieron; Mclanachan, Abigail; Okada, Alexandra; Tatlow-Golden, Mimi and Harrison, Stephen (2023). Is Distance Education Fun? The Implications of Undergraduates’ Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning. Athens Journal of Education, 10(2) pp. 213–232.

Sheehy, Kieron; Rix, Jonathan; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2023). Using vignettes as a research method to investigate placement and provision for children with special educational needs in different countries. Athens Journal of Education, 10(4) pp. 559–574.

Shepherd, Sarah C.; Hacking, Belinda; Wallace, Louise M.; Murdoch, Sarah E. and Belkora, Jeff (2023). Feeling known and informed: Serial qualitative interviews evaluating a consultation support intervention for patients with high‐grade glioma. Cancer Medicine, 12(7) pp. 8652–8661.

Shi, Lijing and Kan, Qian (2023). Bridging the gap between research and pedagogy: an introduction. Journal of China Computer-Assisted Language Learning, 3(1) pp. 1–10.

Shrestha, Prithvi (2023). 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. Routledge Research in Teacher Education. Oxon; New York NY: Routledge, pp. 106–128.

Shrestha, Prithvi; Kotecki, Claire; Jahan, Rubaiyat; Homyara, Halida; Hultgren, Anna Kristina and Mitu, Nasreen Sultana (2023). Exploring access, barriers and gender equality in STEM education at a Bangladeshi University. In: UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility, UKFIET, Oxford University.

Shrestha, Prithvi; Kotecki, Claire; Jahan, Rubaiyat; Homyara, Halida; Hultgren, Kristina and Mitu, Nasreen Sultana (2023). Bridging the STEM gap in higher education in Bangladesh: Exploring female underrepresentation in STEM subjects. In UKFIET Blog UKFIET, Online.

Sibbett, Lorna; Bhandari, Renu; Ferdinand, Sarah; Salih, Nadiah; Webster, Andrew and Mckernan, Sarah (2023). How can we maximise equity and diversity in student partnerships? In: International Society for the Scholarship of Teaching and Learning (ISSOTL 2023), 8-11 Nov 2023, Utrecht University, Netherlands.

Sibbett, Lorna; Bhandari, Renu; Salih, Nadiah; Ferdinand, Sarah; Webster, Andrew and McKernan, Sarah (2023). Student sense of belonging in distance learning: inclusion for autistic and ethnically diverse students ​. In: International Society for Scholarship of Teaching and Learning (ISSOTL, 23), 8-11 Nov 2023, Utrecht University, Netherlands.

Simons, Joan (2023). Child-parent-nurse triad and its influence on children's pain management. Evidence-Based Nursing, 26, article no. 58.

Simons, Joan; Snowden, Michael and Fairbairn, Kate (2023). The Benefits of the Disabled Veterans’ Scholarship Fund at the Open University, UK. Journal of Veteran Studies, 92(2) pp. 58–70.

Simpson, J. E.; Haider, S. and Giddings, L. (2023). Development of a virtual reality simulation for practitioners. Social Work Education; The International Journal, 43(8) pp. 2386–2399.

Singh, Arvind; Daniel, Rohit and Moore, Rhiannon (2023). Capturing what’s happening inside the ‘black box’. Designing a classroom observation study to capture changes in classroom practice as a result of ‘structured pedagogy’ FLN interventions. In: UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility, 7 12-14 Sep 2023, University of Oxford.

Singh, Jaspal (2023). ‘Purifying’ Hindi Translanguaging from English and Urdu Emblems: A Sociolinguistic Decolonization of the Hindu Right? In: Deumert, Ana and Makoni, Sinfree eds. From Southern Theory to Decolonizing Sociolinguistics: Voices, Questions and Alternatives. Studies in Knowledge Production and Participation (5). Bristol: Multilingual Matters, pp. 18–38.

Singh, Jaspal Naveel (2023). [Book Review] Graphic politics in eastern India: Script and the quest for autonomy Nishaant Choksi. London: Bloomsbury. 2021. Journal of Sociolinguistics, 27(3) pp. 312–315.

Singh, Jaspal Naveel (2023). Transcultural decoloniality, global hip hop and reflexive narrative analysis. In: de Barros, Solange M. and Resende, Viviane eds. Coloniality in Discourse: A Radical Critique. London: Routledge, pp. 136–154.

Smith, Elizabeth (2023). A Holistic Approach to Assessment for Students with Severe Learning Difficulties. Doctor of Education (EdD) thesis The Open University.

Stevenson, Jacqueline; Power, Tom; Rahman, Hafiz; Tahsin Haider, Arosa; Kawser, Masud; Hoque Fahad, Sameul; Farhana, Susan; Parvin, Tauhida and Khanam, Tahmina (2023). Evidence Café 2: Report. The Open University.

Stewart, Sarah (2023). The Doctoral Research Journey - A Critical Reflection. In: Collaborative Research Network Seminar Series (Professional Learning and Leadership), 14 Jul 2023, Online.

Stewart, Sarah (2023). Curriculum for Wales: Children's Rights. University of Wales Trinity St David.

Stewart, Sarah and Bleasdale, Catharine (2023). Attracting under represented groups to train to teach in Wales. In: 7th Biennial International Conference on Access, Participation and Success: ‘Through the looking glass: How Higher Education is using the lens of access, participation, and success to create equity for all students’, 26-27 Apr 2023, The Open University [Online].

Stickler, Ursula and Emke, Martina (2023). Future-proofing language teaching: How the COVID-19 pandemic has changed our profession. CALICO Journal, 40(2) pp. 137–152.

Strasser, Thomas and Brash, Bärbel (2023). Digital-gestütztes Lehren und Lernen. In: Methodik-Didaktik-Digital, Egypt, pp. 156–180.

Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare and Phiri, John (2023). Zambian Education School-based Training: Endline Evaluation Report. The Open University.

Stutchbury, Kris; Woodward, Clare; Phiri, John; Sampa, Francis; Biard, Olivier and Gallastegi, Lore (2023). Instructional leadership - what it is and why it matters. UKFIET - the Education and Development Forum, UK.

Stutchbury, Kristina and Biard, Olivier (2023). Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa. International Journal of Educational Development, 98(102746)

Sujarwanto and Sheehy, Kieron (2023). Overcoming adversity for disabled students in higher education in Indonesia. In: Holliman, Andrew J. and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Routledge, pp. 126–138.

Sumanthiran, Shilohni and Roelen, Keetie (2023). Coaching in Economic Inclusion: Learning from Existing Models and Casting a Way Forward. In Practice Vol 10; World Bank, Washington DC.

Tagg, Caroline and Giaxoglou, Korina (2023). The sociolinguistics portfolio: integrating students’ language experiences into online applied linguistics modules. 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.

Tatlow-Golden, Mimi (2023). Making sense of the self. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 58–74.

Tatlow-Golden, Mimi (2023). The psychology of childhood and youth. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 24–42.

Tatlow-Golden, Mimi and Cooper, Victoria (2023). Introduction: Understanding children and young people’s lives. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 1–9.

Taylor, Rod S and Purcell, Carrie (2023). Home-based cardiac rehabilitation and health-related quality of life in people with heart failure: the SCOT:REACH-HF study. British Journal of Cardiac Nursing, 18(5) pp. 1–3.

Teggi, Diana (2023). The role of anticipatory prescribing in care homes: identifying dying, complying with regulations and preventing death in hospital – a qualitative study. In: BMJ Supportive & Palliative Care, 13(1) A10-A11.

Teszenyi, Eleonora (2023). Features of Multi-Age Practice and Adult-Child Interactions: An Exploratory Study from Hungary. Doctor of Philosophy (PhD) thesis The Open University.

Therova, Dana (2023). Core Academic Vocabulary in Four Genres of Novice Student Writing. Teaching English as a Second or Foreign Language--TESL-EJ, 27(1)

Thomas, Hefin; Duggan, Brett; McAlister-Wilson, Sam; Roberts, Lois; Sinnema, Claire; Cole Jones, Nia and Glover, Alison (2023). Research with schools on the early implementation of Curriculum for Wales: Wave 1 report. Welsh Government, Cardiff, Wales.

Thomas, Hefin; Duggan, Brett; McAlister-Wilson, Sam; Roberts, Lois; Sinnema, Claire; Cole Jones, Nia and Glover, Alison (2023). Research on the early implementation of Curriculum for Wales: Wave 2 report. Social Research Number: 88/2023; Welsh Government, Cardiff, Wales.

Thomas, Nathan; Hultgren, Anna Kristina; Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Beach, Derek (2023). Introducing Process Tracing to Shed New Light on Causal Mechanisms in Applied Linguistics. In: BAAL 2023 (British Association for Applied Linguistics, 56th Annual Conference), 23-25 Aug 2023, University of York, York, UK.

Tlili, Ahmed; Garzón, Juan; Salha, Soheil; Huang, Ronghuai; Xu, Ling; Burgos, Daniel; Denden, Mouna; Farrell, Orna; Farrow, Robert; Bozkurt, Aras; Amiel, Tel; McGreal, Rory; López-Serrano, Aída and Wiley, David (2023). Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education, 20, article no. 54.

Trimarco, Paola (2023). [Book review]: Educational Leadership and the Global Majority: Decolonising Narratives by Rosemary M. Campbell-Stephens. Management in Education, 38(3) pp. 144–145.

Tuck, Jackie (2023). From ‘should’ to ‘could’ in academic writing: integrating Academic Literacies in an online undergraduate applied linguistics module. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online pedagogy and the student experience: teaching applied linguistics and beyond. London: Open University Press, McGraw Hill.

Tuck, Jackie and Shrestha, Prithvi (2023). Reflecting on the design of online modules in Applied Linguistics and English Language: a dialogue. 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.

Tuck, Jackie; Tagg, Caroline and Leedham, Maria (2023). Introduction. 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.

Tudela-Isanta, Anna and Andújar-Molina, Olvido (2023). La enseñanza del español a personas refugiadas y desplazadas. Revisión de alcance [Teaching Spanish to refugees and displaced persons. A scoping review.]. Journal of Spanish Language Teaching pp. 1–19.

Tufton, L. R.; Kentzer, Nichola and Kingsley, B.E (2023). The Human–Horse Relationship: Human Direct and Meta Perceptions of Its Importance for Performance and Welfare in Equestrian Sport. Anthrozoös, 36(5) pp. 771–788.

Tume, Lyvonne N.; Blackwood, Bronagh; McAuley, Daniel F.; Morris, Kevin; Peters, Mark J.; Jordan, Joanne; Walsh, Timothy Simon and McIlmurray, Lisa (2023). Using the TIDieR checklist to describe the intervention of the Sedation and Weaning in Children (SANDWICH) trial. Nursing in Critical Care, 28(3)

Turner, Wendy; Mutwarasibo, Fidèle; O'Hagan, Lauren Alex and Greenfield, Mari (2023). Determining the Funding Requirements of the Voluntary, Community and Cultural Sectors of the City of Milton Keynes. The Open University, UK.

Twitchen, Alex (2023). The Crusading Days of Jackie Stewart: Evaluating the Development of Safety in Motor Racing During the 1960s. Journal of Motorsport Culture and History, 3(1), article no. 4.

Twum-Danso Imoh, Afua and Montgomery, Heather (2023). Global childhoods. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 154–169.

Vackova, Petra; Puntil, Donata; Dowdeswell, Emily; Cooke, Carolyn and Caton, Lucy (2023). Collaborative Writing as Bio‐Digital Quilting: A Relational, Feminist Practice Towards “Academia Otherwise”. Social Inclusion, 11(3)

Valero-Morales, Isabel; Nieto, Claudia; Garcia, Abad; Espinosa-Montero, Juan; Aburto, Tania C.; Tatlow-Golden, Mimi; Boyland, Emma and Barquera, Simon (2023). The nature and extent of food marketing on Facebook, Instagram, and YouTube posts in Mexico. Pediatric Obesity, 18(5), article no. e13016.

Vela, Alyssa M.; Palmer, Brooke; Gil-Rivas, Virginia and Cachelin, Fary (2023). The Role of Disordered Eating in Type 2 Diabetes: A Pilot Study. American Journal of Lifestyle Medicine, 17(1) pp. 131–139.

Vicary, Sarah (2023). Nurses as AMHPs: From 'Unclean' to 'Honorary Social Worker'. In: Hemmington, Jill and Vicary, Sarah eds. Making Decisions in Compulsory Mental Health Work: Boundaries, Frames and Perspectives. Bristol: Policy Press, pp. 131–145.

Vogiatzis, Dimitrios (2023). The use of social media platforms for foreign language learning in adult and community education. Doctor of Philosophy (PhD) thesis The Open University.

Wainwright, Jodi Emma (2023). When Older Adults Use Moodle To Learn Languages... Doctor of Education (EdD) thesis The Open University.

Wallis, Rachel (2023). Design research: A ‘tomorrow’ approach that needs consideration ‘today’? BERA Research Bites.

Walthall, H; Diaz, L; Harris, E. and Astin, F (2023). Feasibility and acceptability of using a patient reported outcome measure (OxFAB) to help patients with heart failure to recognise and communicate worsening symptoms to specialist nurses. In: European Journal of Cardiovascular Nursing, Oxford University Press (OUP), 22(S1).

Walton, Elizabeth; Elton-Chalcraft, Sally; Sabric, Deborah; Fensham-Smith, Amber and Lander, Vini (2023). Educational justice through inclusion: Promising practices and hopeful futures. In: Plenary Session, BERA Annual Conference 2023, 12-14 Sep 2023, Aston University / Conference Aston, Birmingam.

Wason, Hilary (2023). Learning to teach critical thinking in Higher Education. Doctor of Education (EdD) thesis The Open University.

Waterhouse, Philippa and Bennett, Rachel (2023). Early maternal work and child vocabulary development: evidence from Ethiopia. Journal of Family Studies, 29(2) pp. 631–659.

Watson, Naomi Anna (2023). Impact and implications of the continued drain of qualified nursing and health care personnel from the global south to support failing wealthy health care systems in the global north: the case of the British NHS. In: Trans-Atlantic Roundtable on Religion and Race, 10-14 Jul 2023, University of Lusaka, Zambia.

Watson, Naomi A. and De-Lappe, Joseph (2023). Student nurses, nursing curriculums and emergency responses to Covid-19: A scoping review. Science Talks, 6, article no. 100211.

Webb, Rhian; Yuksel, Dogan and Dikilitaş, Kenan (2023). Discipline-specific attitudinal differences of EMI students towards translanguaging. International Review of Applied Linguistics in Language Teaching (Early access).

Wells, Jack and Langdown, Ben (2023). Warming-up for Golf. In: Bliss, A. ed. Strength and Conditioning for Golf: A Guide for Coaches and Players. London: Routledge, pp. 55–74.

Weng, Geng; Jiang, Yinan; Hong, Xia; Zhao, Weignag; Ren, Jie; Lloyd, Cathy; Sartorius, Norman and Wei, Jing (2023). Help-seeking during 1-year follow-up in Chinese patients diagnosed with type 2 diabetes mellitus comorbid major depressive disorder. Frontiers in Endocrinology, 14, article no. 1266183.

Wheeler, Joanna and Buckler, Alison (2023). 13 practical tips for online storytelling workshops. The Ibali Knowledge Hub.

Williams, Natasha (2023). Co-teaching and the Development of Pupil Identity in the Bilingual Primary Classroom: A case study of a Hong Kong School. Doctor of Education (EdD) thesis The Open University.

Williams, Quentin and Singh, Jaspal Naveel (2023). Introduction: Hip Hop’s Here, There… and Everywhere—An Introduction to Global Hiphopography. In: Williams, Quentin and Singh, Jaspal Naveel eds. Global Hiphopography. Cham, Switzerland: Springer International Publishing, pp. 1–25.

Wilton-Godberfforde, Emilia (2023). [Book Review] Rire et comédie: émergence d’un nouveau discours sur les effets du théâtre au xviie siècle. Par Coline Piot. French Studies, 77(3) pp. 476–477.

Wilton-Godberfforde, Emilia (2023). [Book Review] Pierre Du Ryer, Théâtre complet. Sous la direction d’Hélène Baby. Tome ii, édition d’Hélène Baby, Catherine Dumas, Perry Gethner et Sandrine Berrégard. French Studies, 77(3) pp. 474–475.

Wilton-Godberfforde, Emilia (2023). [Book review] Guilt and Extenuation in Tragedy: Variations on Racinian Excuses. By Edward Forman. French Studies, 77(3) pp. 475–476.

Wilton-Godberfforde, Emilia (2023). [Book Review] L’Amour et l’amitié au Grand Siècle. By Delphine Calle, Astrid Van Assche. French Studies

Wilton-Godberfforde, Emilia (2023). Parisian surgeons of the seventeenth century and the disciplinary emergence of modern medicine. In: Chardin, Jean-Jacques; Corneanu, Sorana and Somerset, Richard eds. Ordering Knowledge: Disciplinarity and the Shaping of European Modernity. Presses universitaires de Strasbourg, pp. 209–232.

Wixcey, H.; Cropley, B.; Shearer, D.; Evans, L. and Kingston, K. (2023). Does well-being matter? Exploring the reasons for learner withdrawal from further education in Wales. Journal of Further and Higher Education, 47(4) pp. 435–449.

Wolfenden, Freda; Walley, Paul; Agbaire, Jennifer and Hartley, Jean (2023). Strengthening school leadership towards improved school resiliency: final technical report. Foundation for Information Technology Education and Development, Quezon City, Philippines.

Yuksel, Dogan and Altay, Mehmet (2023). Perspectives of business stakeholders about EMI in Turkiye. Journal of English-Medium Instruction, 3(1) pp. 48–67.

Yuksel, Dogan; Hultgren, Anna Kristina; Wingrove, Peter; Zuaro, Beatrice and Nao, Marion (2023). Towards a Critical EMI: New Transdisciplinary Approaches in Linguistics. In: AAAL 2023 (American Association for Applied Linguistics), 18-21 Mar 2023, Portland, Oregon, USA.

Yuksel, Doğan; Soruç, Adem; Altay, Mehmet and Curle, Samantha (2023). A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success. Applied Linguistics Review, 14(3) pp. 533–552.

Yuksel, Dogan; Soruç, Adem; Horzum, Barış and McKinley, Jim (2023). Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success. Studies in Second Language Learning and Teaching, 13(2) pp. 399–426.

Yuksel, Dogan; Soruç, Adem and McKinley, Jim (2023). The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences. International Review of Applied Linguistics in Language Teaching, 61(2) pp. 387–414.

Yuksel, Dogan; Wingrove, Peter; Zuaro, Beatrice; Nao, Marion and Hultgren, Anna Kristina (2023). “Let me say this first…” Reactions of stakeholders towards EMI in Turkey. In: ELINET First Annual Conference, 13-14 Apr 2023, University of Glasgow.

Zuaro, Beatrice (2023). Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures. English for Specific Purposes, 70 pp. 267–279.

Zuaro, Beatrice (2023). Content adaptations in English-medium Instruction: comparing L1 and English-medium lectures. In: ELINET First Annual Conference, 13-15 Apr 2023, University of Glasgow.

Zuaro, Beatrice; Wingrove, Peter; Yuksel, Dogan; Nao, Marion and Hultgren, Anna Kristina (2023). English as the Language-of-Education Mechanisms in Europe: New Transdisciplinary Approaches in Linguistics. In: 7th International Contemporary Educational Research Congress, 27-30 Sep 2023, Muğla Sıtkı Koçman University, Turkey.

Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Hultgren, Anna Kristina (2023). Higher education autonomy and EMI: A Process Tracing investigation of Italian EMI. In: The English Language Seminar (ELS) Seminar, 28 Aug 2023, Department of English, Stockholm University, Sweden.

Γιαξόγλου, Κορίνα and Σπηλιώτη, Τερέζα (2023). «Η ΕΕ μας έδωσε ένα νέο ξεκίνημα»: Ρευστός ρατσισμός και συν-αίσθημα σε μια επιμελημένη αφήγηση μετανάστευσης ['The EU gave us a fresh start': Fluid racism and empathy in a curated migration narrative]. In: Αρχάκης, Αργύρης; Καραχάλιου, Ράνια and Τσάκωνα, Βίλλυ eds. Ιχνηλατώντας τη Διείσδυση του Ρατσισμού στον Αντιρατσιστικό Λόγο: Μελέτες για τον Ρευστό Ρατσισμό. Αθήνα/Athens: Εκδόσεις Πεδίο/Field Editions, pp. 259–289.

2022To Top

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

Borgstrom, Erica; Mallon, Sharon and Murphy, Sam eds. (2022). Unpacking Sensitive Research: Epistemological and Methodological Implications. Abingdon: Routledge.

Carden, Catherine ed. (2022). Primary Teaching: Learning and Teaching in Primary Schools Today (2nd Ed.). London: SAGE.

Habibie, Pejman and Hultgren, Anna Kristina eds. (2022). The Inner World of Gatekeeping in Scholarly Publication. Palgrave Macmillan, Cham.

McCaig, Colin; Rainford, Jon and Squire, Ruth eds. (2022). The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited.

Pun, Jack; Curle, Samantha and Yuksel, Dogan eds. (2022). The use of technology in English medium education. English Language Education (ELED), 27. Cham, Switzerland: Springer International Publishing.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. (2022). Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge.

Rossade, Klaus-Dieter; Janssen, José; Wood, Carlton and Ubachs, George eds. (2022). Designing Online Assessment. Solutions that are Rigorous, Trusted, Flexible and Scalable. Maastricht, The Netherlands: EADTU.

Social Work History Network eds. (2022). Bulletin of the Social Work History Network, 8(1)

Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem (2022). Introduction. In: Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. Multilingual Education in South Asia: At the Intersection of Policy and Practice. Abingdon: Routledge, pp. 1–3.

Afroze, Jiniya (2022). To be respectable, to be good – aspirations of young people in the context of everyday precariousness in Bangladesh. Ethnography and Education, 17(3) pp. 241–258.

Afroze, Jiniya (2022). Decolonizing children’s agency: Perspectives of children in an Urdu-speaking Bihari camp in Bangladesh. Childhood, 29(3) pp. 276–291.

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

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, 52(8) pp. 4640–4663.

Akyeampong, Albert; Addae-Kyeremeh, Eric; Cullen, Jane and Hendry, Helen (2022). Partners in Play Baseline Evaluation Report. Open University, UK.

Akyeampong, Albert; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo and Stern, Jonathan (2022). The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects, 52 pp. 115–136.

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.

Al Issa, Hafez Alhammadeh; Kairouz, Hazem and Yuksel, Dogan (2022). EFL Teachers' Challenges and Coping Strategies in Emergency Remote Teaching During the COVID-19 Pandemic. 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. 93–116.

Alami, Nael; Albuquerque, Josmario; Ashton, Loye; Elwood, James; Ewoodzie, Kwesi; Hauck, Mirjam; Karam, Joanne; Klimanova, Liudmila; Nasr, Ramona and Satar, Müge (2022). Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies. Journal of International Students, 12(S3) pp. 57–76.

Alderson, P.; Bellsham-Revell, H.; Brierley, J.; Dedieu, N.; Heath, J.; Johnson, M.; Johnson, S.; Katsatis, A.; Kazim, R.; King, L.; 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, 29(4) pp. 1078–1090.

Alderson, Priscilla; Bellsham-Revell, Hannah; Dedieu, Nathalie; King, Liz; Mendizabal, Rosa and Sutcliffe, Katy (2022). Children’s understanding and consent to heart surgery: Multidisciplinary teamwork and moral experiences. Journal of Child Health Care, 27(2) pp. 197–211.

Almack, Kathryn; King, Andrew and Jones, Rebecca L (2022). Care in late life, end of life and in bereavement for the oldest LGBT generations around the globe. Sexualities, 25(1-2) pp. 3–8.

Altay, Mehmet; Curle, Samantha; Yuksel, Dogan and Soruc, Adem (2022). Investigating academic achievement of English medium instruction courses in Turkey. Studies in Second Language Learning and Teaching, 12(1) pp. 117–141.

Altay, Mehmet and Yuksel, Dogan (2022). An Investigation of Language-Related Challenges in Full and Multilingual English-Medium Instruction Models in Turkey. In: Christison, MaryAnn; Crandall, JoAnn (Jodi) and Christian, Donna eds. Research on Integrating Language and Content in Diverse Contexts. Abingdon: Routledge, pp. 181–194.

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

Álvarez Puente, Inma; Botana Martín-Abril, Marta and Gracia, Rosaria (2022). La danza como intervención educativa en la tercera edad. In: La investigación en danza (Giménez-Morte, Carmen; Martínez Costa, Miriam and Soprano Manzo, Virginia eds.), Mahali, Valencia, pp. 447–452.

Angermuller, Johannes (2022). Les sujets du discours sur le Brexit. Perspectives linguistiques et sociologiques sur la subjectivité. In: SHS Web of Conferences, EDP Sciences, Paris, 138, article no. 01010.

Angermuller, Johannes (2022). Beyond discourse theory in the conspiratorial mode? The critical issue of truth in the age of post-truth. In: Demata, Massimiliano; Zorzi, Virginia and Zottola, Angela eds. Conspiracy Theory Discourses. Discourse Approaches to Politics, Society and Culture (98). Amsterdam: John Benjamins, pp. 489–494.

Antrobus, Mark R.; Brazier, Jon; Callus, Peter C.; Herbert, Adam J.; Stebbings, Georgina K.; Khanal, Praval; Day, Stephen H.; Kilduff, Liam P.; Bennett, Mark A.; Erskine, Robert M.; Raleigh, Stuart M.; Collins, Malcolm; Pitsiladis, Yannis P.; Heffernan, Shane M. and Williams, Alun G. (2022). Concussion-Associated Polygenic Profiles of Elite Male Rugby Athletes. Genes, 13(5), article no. 820.

Armstrong, Alan; Collis, Anne and Walmsley, Jan (2022). The Messy Realities of Inclusive Research. In: Liamputtong, Pranee ed. Handbook of Social Inclusion. Springer, pp. 311–328.

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. Dementia, 21(8) pp. 2499–2516.

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.

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

Bárkányi, Zsuzsanna; Brash, Baerbel and Kotschi, Susan (2022). Foreign Language Speaking Anxiety - PRAXIS Project Report. The Open University.

Bárkányi, Zsuzsanna and G. Kiss, Zoltan (2022). A homofóniakerülés hatása a zöngeprodukcióban [Homophony avoidance in the production of voicing]. Általános Nyelvészeti Tanulmányok(34) pp. 143–168.

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

Barrett, David and Twycross, Alison (2022). Impact of COVID-19 on nursing students' mental health: a systematic review and meta-analysis. Evidence-based nursing, 25(1) pp. 8–9.

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

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, 50(2) pp. 270–286.

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

Batsila, Marianthi and Shrestha, Prithvi (2022). Business English needs and secondary vocational business English: the case of Greek workplaces. Business and Professional Communication Quarterly, 85(3) pp. 247–278.

Bayley, Zana Pauline (2022). How Does a Population Residing in a UK Town Perceive Hospice Care Provision? A Qualitative Study of Milton Keynes and its Hospice. Doctor of Philosophy (PhD) thesis The Open University.

Beran, Magdalena; Muzambi, Rutendo; Geraets, Anouk; Albertorio, Juan; Adriaanse, Marcel C; Iversen, Marjolein M; Kokoszka, Andrzej; Nefs, Giesje; Nouwen, Arie; Pouwer, Frans; Huber, Jörg W; Schmitt, Andreas and Schram, Miranda T (2022). The bidirectional longitudinal association between depressive symptoms and HbA1c: A systematic review and met-analysis. Diabetic medicine : a journal of the British Diabetic Association, 39(2) (Early access).

Berry, Margaret and Mukherjee, Sarah Jane (2022). Exchange Structure: Refinements to the model through a study of multiparty discourse of 4 to 5 year-old children. Functions of Language, 29(3) pp. 253–273.

Bhandari, Renu and Rainford, Jon (2022). Exploring the transitions of Neurodivergent Access students to Level One Study: Narratives of Study Skills and Support. The Open University.

Bhandari, Renu and Rainford, Jon (2022). Holding a Prism - Reflecting on the challenges and changing expectations through the experiences of Neurodiverse students transitioning from interdisciplinary Access to specific disciplines. In: Future of Interdisciplinary Teaching & Learning @ The OU Conference, 21-22 Jun 2022.

Blackwood, Bronagh; Morris, Kevin P; Jordan, Joanne; McIlmurray, Lisa; Agus, Ashley; Boyle, Roisin; Clarke, Mike; Easter, Christina; Feltbower, Richard G; Hemming, Karla; Macrae, Duncan; McDowell, Cliona; Murray, Margaret; Parslow, Roger; Peters, Mark J; Phair, Glenn; Tume, Lyvonne N; Walsh, Timothy S and McAuley, Daniel F (2022). Co-ordinated multidisciplinary intervention to reduce time to successful extubation for children on mechanical ventilation: the SANDWICH cluster stepped-wedge RCT. Health Technology Assessment, 26(18)

Blanchard, Howard T; Carroll, Diane L and Astin, Felicity (2022). Patient experience of informed consent for diagnostic coronary angiogram and follow-on treatments. British Journal of Healthcare Management, 28(11) pp. 305–311.

Borgstrom, Erica (2022). Death, dying, and end-of-life care. In: Chamberlain, Kerry and Lyons, Antonia eds. Routledge International Handbook of Critical Issues in Health and Illness. London: Routledge.

Borgstrom, Erica; Deepak Gopinath, Manik and Vseteckova, Jitka (2022). Learning in the Fourth Age: the role of physical activity interventions for people living in long term facilities. International Journal of Education and Ageing, 5(2)

Borgstrom, Erica and Dekker, Natashe Lemos (2022). Standardising care of the dying: An ethnographic analysis of the Liverpool Care Pathway in England and the Netherlands. Sociology of Health & Illness, 44(9) pp. 1445–1460.

Borgstrom, Erica; Jordan, Joanne and Henry, Claire (2022). Ambitions for Palliative and End of Life Care: Mapping Examples of Use in Practice. The Open University, Milton Keynes, UK.

Boyd, Lesley (2022). Using Technology-Enabled Learning Networks To Achieve Practical Improvement Outcomes In The UK Open University. Doctor of Philosophy (PhD) thesis The Open University.

Bradshaw, A.; Walker, L.; Borgstrom, E. and Burke, S.M. (2022). Group-based Tai Chi as therapy for alleviating experiences of social death in people with advanced, incurable disease: an ethnographic study. Qualitative Research in Sport, Exercise and Health, 14(1) pp. 84–100.

Bradshaw, Holly; Howells, Karen and Lucassen, Mathijs (2022). Abandoned to manage the post-Olympic blues: Olympians reflect on their experiences and the need for a change. Qualitative Research in Sport, Exercise and Health, 14(5) pp. 706–723.

Brown, Lee; Domingos, Silvino; Doyle, Gary; Hastings, Kim and Galbraith, Andy (2022). The Effects of Olympic Weightlifting Derivatives on Muay Thai Roundhouse Kicking Performance. European Journal of Sport and Exercise Science, 10(6) pp. 1–7.

Brown, Lee; Doyle, Gary; Hastings, Kim; Thornton-White, Charlotte and Galbraith, Andy (2022). Profiling the physiological parameters of boxers in The Parachute Regiment. 'Every man an Emperor'. International Journal of Strength and Conditioning, 2(1)

Buckler, Alison (2022). Embracing ‘yes, and…’ as a researcher. WELS Research Conversations, UK.

Buckler, Alison (2022). Researching in the Open: what this means to the Ibali team. In The Ibali Knowledge Hub The Ibali Knowledge Hub / The Open University.

Buckler, Alison; Agbaire, Jennifer; Wheeler, Joanna; Mkwananzi, Faith and Yusra, Price (2022). Storytelling research in international education and development studies: a resistance to, or reproduction of coloniality? UKFIET, UKFIET Blog.

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

Burnard, Pam; Colucci-Gray, Laura and Cooke, Carolyn (2022). Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences. Review of Research in Education, 46(1) pp. 166–197.

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

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

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

Butcher, John (2022). Lifelong Learning: can policy impact on the hardest-to-reach learners? 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.

Butcher, John and Curry, George (2022). Digital poverty as a barrier to access. Widening Participation and Lifelong Learning, 24(2) pp. 180–194.

Byrne, Steven; Bertran, Aleida and Tudela Isanta, Anna (2022). Continuity and change: language ideologies of Catalan university students. Journal of Multilingual and Multicultural Development, 45(9) pp. 3995–4010.

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

Canning, Natalie and Gomez, Chris (2022). When two worlds come together: Young children’s language, literacy and numeracy development through creative, inclusive, theatre methods. The Open University, Milton Keynes.

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

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

Cantarutti, Marina N. (2022). Responsive animation and the negotiation of (shared) self-deprecating attributes and experiences in interaction. Language & Communication, 87 pp. 205–220.

Cantarutti, Marina N. and Márquez Reiter, Rosina (2022). "What have you done?" Accounting for Covid-19 lockdown breaches on talk radio. Discourse, Context & Media, 49, article no. 100639.

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

Carden, Catherine and Bethune, Adrian (2022). Teacher well-being: Are doughnuts in the staffroom enough? In: Carden, Catherine ed. Primary Teaching: Learning and Teaching in Primary Schools Today. Primary Teaching Now, 2. London: Sage, pp. 365–387.

Carden, Catherine and Bower, Virginia (2022). What is Teaching? In: Carden, Catherine ed. Primary Teaching: Learning and Teaching in Primary Schools Today (2nd ed.). Primary Teaching Now. London: Sage, pp. 6–26.

Carlin, Paul; Wallace, Jonathan; Moore, Adrian; Hughes, Catherine; Black, Michaela; Rankin, Deborah; Hoey, Leane and McNulty, Helene (2022). Dementia Analytics Research User Group (DARUG) ‐ A Model for meaningful stakeholder engagement in dementia research. Alzheimer's & Dementia, 18(S2)

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

Caton, Lucy; 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 and Dean, Caroline (2022). Breaking the textbook gender bias: Inspiring girls and young women through providing role models they can identify with. The Education and Development Forum - UKFIET, London, UK.

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

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

Chambers-Coe, Juliet; Taiwo, Olu; Connor, Sinead O; Milolidaki, Maira; Herd, Nicola and Pestano, Catherine (2022). [Event Review] International Conference: Rhythm in the body on stage: The Return Beat – Interfacing with our Interface. Theatre, Dance and Performance Training, 13(4) pp. 633–637.

Chernysheva, Daria (2022). Translation as Revitalization: making modern versions of the love poems of Cécile Sauvage (1883-1927). French Studies Bulletin, 43(163) pp. 16–22.

Chernysheva, Daria (2022). Intentions, Extensions: creative editing and translation practice in A Sauvage Reader. Textual Cultures, 15(1) pp. 63–70.

Chidiac, Mary; Ross, Christopher; Marston, Hannah and Freeman, Shannon (2022). Age and Gender Perspectives on Social Media and Technology Practices during the COVID-19 Pandemic. International journal of environmental research and public health, 19(21), article no. 13969.

Choak, Clare (2022). Alternative post-16 transitions: examining the career pathways of young women 'on road'. Journal of Youth Studies, 25(3) pp. 290–306.

Christian, Paul and Ledger, Sue (2022). Being part of history, being part of activism: Exploring the lives and experiences of Black people with learning disabilities. British Journal of Learning Disabilities, 50(2) pp. 239–251.

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.

Cole Jones, Nia (2022). One of the Million: Developing Welsh Language Skills Amongst ITE Students. The Open University, Milton Keynes, UK.

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

Coleman, Phil (2022). The use of block and integrated practicum structures within employer-sponsored pre-registration nursing programmes: a Critical Realist study. Journal of Nursing Education and Practice, 12(3) pp. 47–58.

Coleman, Phil (2022). Validity and Reliability within Qualitative Research for the Caring Sciences. International Journal of Caring Sciences, 14(3) pp. 2041–2045.

Coleman, Phil (2022). The Theory of Human Relatedness as a Potential Underlying Causative Mechanism in Nursing Student Placement Experiences: A UK-Based Critical Realist Study. International Journal for Research in Vocational Education and Training, 9(1) pp. 44–65.

Conde Gafaro, Barbara (2022). Building Bridges Towards Self-regulation: The Goal-Setting Behaviour of Adult Language Learners in MOOCs. Doctor of Philosophy (PhD) thesis The Open University.

Conde Gafaro, Barbara (2022). First steps towards self-regulated learning: Setting goals in MOOCs. In: Rienties, Bart; Hampel, Regine; Eileen, Scanlon and Denise, Whitelock eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: 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). 'Making-With' in Music Education. Cultural and Pedagogical Inquiry, 14(1) pp. 110–116.

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.

Cooke, Carolyn; Dowdeswell, Emily; Puntil, Donata and Vackova, Petra (2022). Weaving-thinking-becoming-with: introducing the Posthumanist Collective. Postgraduate Research Poster Competition, The Open University.

Cornock, Marc (2022). Consent – the legal evidence base. Orthopaedic & Trauma Times(41) pp. 29–41.

Cornock, Marc (2022). Researchers, authors and consent. Case reports in women's health, 36, article no. e00449.

Cox, Gerry R and Thompson, Neil (2022). Managing Death: International Perspectives. Springer, Cham.

Cox, Sarah (2022). Supporting Refugee Families in Scotland Through an Ecological, Multilingual Approach to Language Learning. In: Levine, Glenn S. and Mallows, David eds. Language Learning of Adult Migrants in Europe: Theoretical, Empirical, and Pedagogical Issues. Educational Linguistics, 53. Springer, pp. 197–218.

Cox, Sarah and Phipps, Alison (2022). An ecological, multilingual approach to language learning with newly reunited refugee families in Scotland. International Journal of Educational Research, 115, article no. 101967.

Cox, Sarah; Phipps, Alison and Hirsu, Lavinia (2022). Language learning for refugee women in the wake of the COVID-19 pandemic: Restorative pedagogies for integrating to place—Perspectives from Scotland. Frontiers in Communication, 7, article no. 982813.

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.

Critten, Valerie; Hagon, Hanna and Messer, David (2022). Can Pre-school Children Learn Programming and Coding Through Guided Play Activities? A Case Study in Computational Thinking. Early Childhood Education Journal, 50 pp. 969–981.

Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew (2022). The impact of online exams on the quality of distance learners' exam and exam revision experience? perspectives from The Open University UK. In: Innovating Higher Education Conference 2022, 19-21 Oct 2022, Athens, Greece.

Cross, Simon; Charania, Amina; Wolfenden, Freda; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Digital Badges for TPD at scale in the Global South: a framework for implementation and field study in Assam, India. The Open University, Milton Keynes.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Taking in the complete picture: framing the use of 360-degree video for teacher education practice and research. Teaching and Teacher Education, 111, article no. 103597.

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.

Cross, Simon; Wolfenden, Freda; Charania, Amina; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Supporting practice-based teacher professional learning and assessment at scale in the Global South. In: INTED2022 Proceedings.

Crowther, Norman; Addis, Mark and Winch, Christopher (2022). Developing English VET through Social Partnership in Further Education. London Review of Education, 20(1), article no. 32.

Curran, Sheila; Gormally, Sinead and Smith, Christine (2022). Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19. Education Sciences, 12(3), article no. e201.

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.

Dawadi, Saraswati and Wolfenden, Freda (2022). Capacity building of school leaders on equity and inclusion in developing countries. TPD@Scale.

Defis, Nerys (2022). Our journey of learning. Curriculum for Wales, Welsh Government.

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)

Devaux, Jerome and Lee, Robert (2022). Training Interpreters in Legal Settings: Applying Role-Space Theory in the Classroom. In: Brunson, Jeremy ed. Legal Interpreting: Teaching, Research and Practice. Interpreter education (12). Washington, D.C.: Gallaudet University Press, pp. 191–219.

Dixon, Jeremy; Fang, Chao; Teggi, Diana and Burns, Rachel (2022). Flagship Symposium: Loss and resilience - Policy themes and challenges within ageing, dying and bereavement. In: British Society of Gerontology 51st Annual Conference : ‘Better Futures for Older People - Towards Resilient and Inclusive Communities’, 6-8 Jul 2022, University of the West of England, Bristol.

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.

Doehler, Steph (2022). [Book review] Duelism Confronting Sport Through Its Doubles, edited by Brittany Reid and Taylor McKee. In idrottsforum.org idrottsforum.org, Malmö.

Doehler, Steph (2022). [Book review] The Circus is in Town: Sport, Celebrity, and Spectacle, edited by Lisa Doris Alexander & Joel Nathan Rosen. In idrottsforum.org idrottsforum.org, Malmö.

Doehler, Steph (2022). The case of Simone Biles and perceptions of athlete mental health. OpenLearn.

Doehler, Steph (2022). ‘Shut up and play’: a brief history of athlete activism. OpenLearn.

Doehler, Steph (2022). Role Model or Quitter? Social Media’s Response to Simone Biles at Tokyo 2020. International Journal of Sport Communication, 16(1) pp. 64–79.

Dorrian, Jane (2022). Evaluation of the HAF/Welsh Active Early Years Programme. Early Years Wales (In Press).

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

Dorrian, Jane (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). 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.

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, 52(4) pp. 2384–2402.

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.

Emke, Martina (2022). Teacher empowerment within Twitter chats: A more-than-human perspective. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking Critically and Ethically About Research for Education: Engaging with Voice and Empowerment in International Contexts. Routledge, pp. 93–106.

Erling, Elizabeth J.; Safford, Kimberly and Tugli, Fritz Makafui (2022). Classroom Talk in Ghanaian Upper Primary Schools: Understanding English-Only, Teacher-Dominant Practices. In: Erling, Elizabeth J.; Clegg, John; Rubagumya, Casmir M. and Reilly, Colin eds. Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education. Routledge, pp. 79–98.

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.

Ferguson, Gillian (2022). The importance of workplace learning for social workers. Institute for Research and Innovation in Social Services, Glasgow, Scotland.

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. Doctor of Education (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. In CollectivED working papers issue 13 CollectivED, Leeds Beckett University, Leeds.

Fowle, Wendy (2022). Widening Participation to Higher Education for Adult Learners: The Past Matters. Doctor of Education (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 and Busher, Hugh (2022). Critical ethical reflexivity: Reflections for practice and knowledge. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment. London: Routledge, pp. 187–199.

Fox, Alison; Busher, Hugh and Capewell, Carmel (2022). Introduction. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment. London: Routledge, pp. 1–8.

Fox, Alison; Comfort, Catherine; Forbes, Tina; Taylor, Louise and Mott, Natalie (2022). Taking an ecological view of student (peer) mentoring. In CollectiveED working papers 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.

Fox, Alison; Sida-Nicholls, Kate and Loe, Rob (2022). Socio-mapping and the relational resilience of and for training teachers. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education: Engaging with people’s voices for self-empowerment. Abingdon: Routledge, pp. 133–154.

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

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. In PROSPERO International Prospective Register of Systematic Reviews 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.

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

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

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

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; 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.

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

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

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

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

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.

Heaney, Caroline (2022). Understanding Mental Health and Wellbeing in Sport. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. London: Routledge, pp. 183–200.

Heaney, Caroline (2022). Mental health and wellbeing on the athlete's journey. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 181–183.

Heaney, Caroline; Kentzer, Nichola and Oakley, Ben (2022). Effective athletic development: Closing thoughts. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 247–250.

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.

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.

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. Doctor of Education (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).

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.

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. Routledge Research in Digital Education and Educational Technology. 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. In BERA Blog 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.

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

Jewitt, Katharine (2022). Role-playing in Second Life. In: Betts, Tab and Oprandi, Paolo eds. 100 Ideas for Active Learning. Sussex: University of Sussex Library, pp. 635–642.

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.

Kear, Karen; Donelan, Helen; Rosewell, Jonathan; Mooney, Allan; Cuffe, Paige; Sheehy, Kieron; Amor, Kevin; Elder, Tracey; Edwards, Carol; Okada, Alexandra and King, David (2022). The role of active participation in online synchronous learning. In: ALT Annual Conference 2022, 6-8 Sep 2022, Manchester.

Kemp, Nicola; Josephidou, Jo and Watts, Tansy (2022). Developing an ECEC response to the global environmental crisis: The potential of the Froebelian-inspired ‘NENE Pedagogy'. The Froebel Trust, London.

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. Doctor of Education (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). '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 [Podcast]. Journal of Child Health Care, SAGE.

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

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

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

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.

Korir, Maina; Slade, Sharon; Holmes, Wayne and Rienties, Bart (2022). Eliciting students' preferences for the use of their data for learning analytics: A crowdsourcing approach. 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. New York, USA: Routledge, pp. 144–156.

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. Doctor of Education (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.

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; 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, 18(5) pp. 1615–1628.

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. In Open Learn 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.

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.

Lingam-Willgoss, Candice (2022). Retirement from sport: The final transition. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development : A Psychological Perspective. Abingdon: Routledge, pp. 54–69.

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

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.

Lusted, Jim; Kilvingon, Daniel and Qureshi, Asad (2022). Coaching Ethnically Diverse Participants: ‘Race,’ Racism, and Anti-Racist Practice in Community Sport. In: Ives, Ben; Potrac, Paul; Gale, Laura and Nelson, Lee eds. Community Sport Coaching: Policies and Practice. London: Routledge, pp. 77–95.

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

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.

Marshall, Lydia and Moore, Rhiannon (2022). Does school effectiveness differentially benefit boys and girls? Evidence from Ethiopia, India and Vietnam. International Journal of Educational Development, 88, article no. 102511.

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 and Critten, Valerie (2022). Creative Use of Digital Storytelling. In: Grove, Nicola ed. Storytelling, Special Needs and Disabilities: Practical Approaches for Children and Adults. Abingdon: Routledge.

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.

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

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. Routledge Research in Digital Education and Educational Technology. 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.

Moore, Rhiannon (2022). Variation, context, and inequality: comparing models of school effectiveness in two states in India. School Effectiveness and School Improvement, 33(4) pp. 588–609.

Moore, Rhiannon (2022). How do teachers help shape student learning in two states in Southern India? International Journal of Educational Research, 111, article no. 101897.

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). 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.

O'Hagan, Lauren Alex (2022). Scam Science: The Case of Biomin, “Your Daily Energy Source". Graduate Journal of Food Studies, 9

O'Hagan, Lauren Alex (2022). ‘Rory Gallagher’s Leprechaun Boogie’: Irish Stereotyping in the International Music Press. RISE, 5(2)

O'Hagan, Lauren Alex and Eriksson, Göran (2022). Modern Science, Moral Mothers and Mythical Nature: A Multimodal Analysis of Cod Liver Oil Marketing in Sweden, 1920-1930. Food and Foodways, 30(4) pp. 231–260.

O'Hagan, Lauren Alex and Serafinelli, Elisa (2022). Transhistoricizing the Drone: A Comparative Visual Social Semiotic Analysis of Pigeon and Domestic Drone Photography. Photography and Culture, 15(4) pp. 327–351.

Oakley, Ben (2022). Athletic development: A holistic view of the journey. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development. A Psychological Perspective. New York: Routledge, pp. 5–7.

Oakley, Ben (2022). How Did We Get Here? Exploring the Evolution of Athletic Development Perspectives. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 20–37.

Oates, John (2022). Formulating National Standards for Research Ethics Support and Review: The UKRIO/ARMA Case. Ethics, Integrity and Policymaking, 9 pp. 49–58.

Okada, Alexandra (2022). Online learning and fun to enhance enjoyment and retention in Higher
Education during COVID-19. In: Dias, Paulo and Freitas, João Correia de eds. Digital, Distance and Networked Education. Portugal: Universidade Aberta de Portugal, pp. 111–123.

Oluseye, Ayomide; Waterhouse, Philippa and Hoggart, Lesley (2022). “I really wanted to abort”: Desire for abortion, failed abortion and forced motherhood in South-Western Nigeria. Global Public Health, 17(8) pp. 1564–1577.

Orthaber, Sara and Márquez Reiter, Rosina (2022). “I’m your guy”: Self-promoting behaviour in a Slovenian translators’ forum. In: Xie, Chaoqun and Tong, Ying eds. Self-praise across cultures and contexts. Springer, pp. 17–40.

Owens, Rebecca (2022). Know Your Bugs: A Collaborative Evaluation of a Community Health Education Module That Aims to be Accessible to Adults with Learning Disabilities. Doctor of Philosophy (PhD) thesis The Open University.

Owton, Helen (2022). Quest for Freedom: Intense Embodied Experiences of Motorcycling. Cultural Studies - Critical Methodologies, 22(2) pp. 154–162.

Owton, Helen (2022). “Oh Shit!” Moments: Motorcycling, “Thrownness,” and the Startle Effect. Cultural Studies ↔ Critical Methodologies, 22(5) pp. 513–519.

O’Farrelly, Christine and Tatlow-Golden, Mimi (2022). It’s up to you if you want to take part. Supporting young children’s informed choice about research participation with simple visual booklets. European Early Childhood Education Research Journal, 30(1) pp. 63–80.

Pacini, Adele and Shrestha, Prithvi (2022). Beyond input‑output: Applying dynamic systems theory to the complexity of implementing mental health interventions in non‑western cultures. In: Proceedings of the 5th UK Implementation Science Research Conference, 14-15 Jul 2022, London, pp. 18–19.

Parmar, Alp; Earle, Rod and Phillips, Coretta (2022). Seeing is Believing: How the Layering of Race is Obscured by “White Epistemologies” in the Criminal Justice Field. Journal of Criminal Justice Education, 33(2) pp. 289–306.

Penn, Simon and Brown, Nicola (2022). Is Screencast Feedback Better Than Text Feedback for Student Learning in Higher Education? A Systematic Review. Ubiquitous Learning: an international journal, 15(2) pp. 1–18.

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.

Pinchbeck, Jessica (2022). The Family Behind the Athlete. In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 141–162.

Pinchbeck, Jessica and Heaney, Caroline (2022). The impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module. Athens Journal of Education, 9(1) pp. 103–118.

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.

Põldvere, Nele; De Felice, Rachele and Paradis, Carita (2022). Advice in Conversation: Corpus Pragmatics Meets Mixed Methods. Elements in Pragmatics. Cambridge: Cambridge University Press.

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

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

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

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

Power, Tom; Rahman, Hafizur; Kukulska-Hulme, Agnes; Siddique, Nure Alam; Hedges, Claire and Dawadi, Saraswati (2022). 3MPower Inception Report. Mobile Learning for the Empowerment of Marginalised Mathematics Educators, Bangladesh. EdTech Hub, London.

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.

Rainford, Jon (2022). Operationalisation of Widening Participation in Practice. In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 79–100.

Rainford, Jon and Baptista, Vanessa (2022). Using Theory-Based Approaches to Embed Evaluation within a Small Specialist Performing Arts Institution. In: Dent, Samuel; Mountford-Zimdars, Anna and Burke, Ciaran eds. Theory of Change (Great Debates in Higher Education). Bingley: Emerald Publishing Limited, pp. 81–99.

Reeve, Fiona and Gallacher, Jim (2022). Higher Vocational Qualifications: Differing Approaches Within the United Kingdom to Meeting Skills Needs for the Twenty-First Century. In: Knight, Elizabeth; Bathmaker, Ann-Marie; Moodie, Gavin; Orr, Kevin; Webb, Susan and Wheelahan, Leesa eds. Equity and Access to High Skills through Higher Vocational Education. Palgrave Studies in Adult Education and Lifelong Learning (PSAELL). Palgrave Macmillan, Cham, pp. 145–167.

Regan, Lynne Mary (2022). Investigating the Experiences of Transgender Students in Higher Education in the UK. Doctor of Education (EdD) thesis The Open University.

Rets, Irina; Astruc, Lluïsa; Coughlan, Tim and Stickler, Ursula (2022). Approaches to simplifying academic texts in English: English teachers’ views and practices. English for Specific Purposes, 68 pp. 31–46.

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: Research, innovation and the challenges of high-quality education. 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. New York, USA: 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: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 264–272.

Rienties, Bart; Lewis, Tim; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2022). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 35(3) pp. 577–603.

Rix, Jonathan; Garcia Carrizosa, Helena; Sheehy, Kieron; Seale, Jane and Hayhoe, Simon (2022). Taking risks to enable participatory data analysis and dissemination – A research note. Qualitative Research, 22(1) pp. 143–153.

Rizvi, Saman Zehra (2022). Inclusiveness in Online Learning Designs: Geo-Cultural and Socioeconomic Perspectives. Doctor of Philosophy (PhD) thesis The Open University.

Robb, Martin (2022). 'With Prayer from Your Loving Father': Men, Masculinity, Faith and Care. In: van Nistelrooij, Inge; Sander-Staudt, Maureen and Hamington, Maurice eds. Care Ethics, Religion, and Spiritual Traditions. Ethics of Care, 13. Leuven, Belgium: Peeters, pp. 195–209.

Robertson, Derek James (2022). Sociocultural Pedagogy and The Use of Digital Video in Higher Education. Doctor of Education (EdD) thesis The Open University.

Roelen, Keetie and Carter, Becky (2022). Social Assistance in Response to Covid-19: Reaching the Furthest Behind First? Institute of Development Studies (IDS), Brighton.

Roelen, Keetie; Leon-Himmelstine, Carmen and Kim, Sung Kyu (2022). Chicken or Egg? A Bi-directional Analysis of Social Protection and Social Cohesion in Burundi and Haiti. The European Journal of Development Research, 34(3) pp. 1216–1239.

Rogers, Justin; Karunan, Victor; Ketnim, Pryn and Saeli, Aphisara (2022). Sharing Their Narratives: A research project exploring children's and families' experiences of alternative care in Thailand. Online Report.

Rogers, Justin and Thomas, Ian (2022). Twenty suicides of care experienced people in custody: A scoping review of the Ombudsman’s fatal incident reports for care experienced people who died in custodial settings between 2004 and 2020. Prison Service Journal, 258 pp. 25–31.

Roque Gutierrez, Ernesto (2022). The Interaction Between Children's Working Memory And Long-Distance Subject-Verb Agreement: An Experimental And Corpus Investigation. Doctor of Philosophy (PhD) thesis The Open University.

Rose, Lauren (2022). Physical activity - hearing children's voices: why and how? Postgraduate Research Poster Competition, The Open University.

Rossade, Klaus-Dieter (2022). Introduction. In: Rossade, Klaus-Dieter; Janssen, José; Wood, Carlton and Ubachs, George eds. Designing Online Assessment. Solutions that are rigorous, trusted, flexible and scalable. Maastricht, The Netherlands: EADTU, pp. 7–12.

Rossade, Klaus-Dieter (2022). Assessment Design. In: Rossade, Klaus-Dieter; Janssen, José; Wood, Carlton and Ubachs, George eds. Designing Online Assessment. Solutions that are Rigorous, Trusted, Flexible and Scalable. Maastricht, The Netherlands: EADTU, pp. 13–16.

Rossade, Klaus-Dieter (2022). Agile, collaborative academic decision-making at scale and speed. In: Rossade, Klaus-Dieter; Janssen, José; Wood, Carlton and Ubachs, George eds. Designing Online Assessment. Solutions that are Rigorous, Trusted, Flexible and Scalable. Maastricht, The Netherlands: EADTU, pp. 72–74.

Rouse, Lorna; Tilley, Elizabeth; Walmsley, Jan and Picken, Shaun (2022). Funding the Gap: A report on the funding of self-advocacy groups in 2021. In Funding the Gap: An investigation into the funding of self-advocacy Groups The Open University.

Roy, James (2022). Two Ends of a Spectrum: 'I have no interest in getting to know other students online' versus 'It was nice to be given the chance to meet my tutor and other students in person'. Some cautionary tales from 825 Level 1 distance learning students about flexible modes of delivery. In: Advance HE Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 Jul 2022, Northumbria University, Newcastle.

Roy Capell, Julia (2022). Meaning-Making Practices of Emergent Arabic–English Bilingual Kindergarten Children in Cairo. Doctor of Education (EdD) thesis The Open University.

Sah, Pramod and Kubota, Ryuko (2022). Towards critical translanguaging: a review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2) pp. 132–146.

Sah, Pramod K. (2022). A research agenda for English-medium instruction: Conversations with scholars at the research fronts. Journal of English-Medium Instruction, 1(1) pp. 124–136.

Sah, Pramod K. (2022). English medium instruction in South Asia’s multilingual schools: unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism, 25(2) pp. 742–755.

Sah, Pramod K. (2022). Teacher Preparation for Primary English Education in Nepal: Missing Agendas of Diversity and Inclusion. English Teaching & Learning, 46(4) pp. 373–393.

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 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, 25(6) pp. 2075–2094.

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.

Scammell, Mandie; Thronton, Jim; Hales, Katherine; Renfrew, Mary; Dahlen, Hannah; Jowitt, Margeret; Downe, Soo; Gilman, Lindsay; Grace, Nicky; Davis, Deborah; Madeley, Anna-Marie; Chippington, Debbie; Lawther, Lorna and Burns, Ethel (2022). Impact of a quality improvement project to reduce the rate of obstetric anal sphincter injury: a multicentre study with a stepped wedge design. OASI care bundle. British Journal of Obstetrics and Gynaecology, 129(1) pp. 174–175.

Schnitzler, Katy (2022). "You're making people in the office feel very uncomfortable": Experiences of miscarriage in the pro-natal workplace. Postgraduate Research Poster Competition, The Open University.

Seale, Jane (2022). Technology Use by Adults with Learning Disabilities: Past, Present and Future Design and Support Practices. Routledge Research in Special Educational Needs. Abingdon: Routledge.

Seale, Jane; Burgstahler, Sheryl and Havel, Alice (2022). One model to rule them all, one model to bind them? A critique of the use of accessibility-related models in post-secondary education. Open Learning: The Journal of Open and Distance Learning, 37(1) pp. 6–29.

Seargeant, Philip (2022). Complementary concepts of disinformation. In: Demata, Massimiliano; Zorzi, Virginia and Zottola, Angela eds. Conspiracy Theory Discourses. Discourse Approaches to Politics, Society and Culture, 98. John Benjamins, pp. 193–214.

Serafinelli, Elisa and O'Hagan, Lauren (2022). Researching Instagram: Computer-Mediated Research Methods in Practice. In: Kozinets, Robert ed. SAGE Research Methods: Doing Research Online. SAGE.

Serafinelli, Elisa and O'Hagan, Lauren Alex (2022). Drone Views: A Multimodal Ethnographic Perspective. Visual Communication (Early access).

Sheehy, Kieron; Mclanachan, Abigail; Okada, Alexandra; Tatlow-Golden, Mimi and Harrison, Stephen (2022). Is Distance Education Fun? The Implications of Undergraduates’ Epistemological Beliefs for improving their Engagement and Satisfaction with Online Learning. Athens Journal of Education, 10(2) pp. 213–232.

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.

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). Examining evaluative language used in assessment feedback on business students’ academic writing. Assessing Writing, 54, article no. 100664.

Shrestha, Prithvi N. and Gautam, Ganga Ram (2022). English language teaching, learning and assessment in Nepal: Policies and practices in the school education system. Kathmandu: British Council.

Simpson, Alyson and Cremin, Teresa Mary (2022). Responsible Reading: Children’s Literature and Social Justice. Education Sciences, 12(4), article no. e264.

Singh, Jaspal and Campbell, Cameron (2022). The Enregisterment of Esh in Global Beatboxing Culture. Journal of Linguistic Anthropology, 32(2) pp. 408–430.

Singh, Jaspal Naveel (2022). [Book Review] Youth language practices and urban language contact in Africa. Rajend Mesthrie, Ellen Hurst‐Harosh and Heather Brookes (Eds.) Cambridge: Cambridge University Press. 2021. 205pp. Journal of Sociolinguistics, 26(5) pp. 675–679.

Smeland, Anja H.; Twycross, Alison; Lundeberg, Stefan; Småstuen, Milada C. and Rustøen, Tone (2022). Educational Intervention to Strengthen Pediatric Postoperative Pain Management: A Cluster Randomized Trial. Pain Management Nursing, 23(4) pp. 430–442.

Smirnova, Natalia and Lillis, Theresa (2022). Citation in global academic knowledge making: A paired text history methodology for studying citation practices in English and Russian. Journal of English for Research Publication Purposes, 3(1) pp. 78–108.

Solomon, Jacob (2022). An Investigation Into The Implementation Of The Pamoja Model In Schools. How Effective Is Pamoja's Model In Working With SBCs (Site-Based Coordinators, Functioning As On-Site Facilitators) In Motivating Sustained Learning In The Online Study Mode? Doctor of Education (EdD) thesis The Open University.

Soruç, Adem; Pawlak, Mirosław; Yuksel, Dogan and Horzum, Barış (2022). Investigating the impact of linguistic and non-linguistic factors on EMI academic success. System, 107, article no. 102794.

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..

Spurr, Sue; Barbour, Rosaline S. and Draper, Jan (2022). Some Methodological Insights from a Reflexive “Insider” Ethnography of Shiatsu Practice. Journal of Contemporary Ethnography, 51(4) pp. 566–586.

Srisontisuk, Pinsuda (2022). Cooperation and Young Children’s Use of Mobile Touch Screen Technology. Doctor of Philosophy (PhD) thesis The Open University.

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, 24(1) pp. 3–14.

Stevens, Jane (2022). The role of appraisal: accountability or autonomy? A case study in the English Independent sector. Postgraduate Research Poster Competition, The Open University.

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

Stickler, Ursula and Hampel, Regine (2022). Qualitative Research In Online Language Learning: What Can It Do? In: Information Resources Management Association ed. Research Anthology on Remote Teaching and Learning and the Future of Online Education. IGI Global, pp. 174–190.

Stokes, Jennifer and Butcher, John (2022). Editorial – special edition – ' Lessons from digital spaces: opportunities and challenges for widening participation through online learning '. Widening Participation and Lifelong Learning, 24(2)

Stratton, Dan; Malibha-Pinchbeck, Memory and Inal, Jameel (2022). Extremely low-frequency magnetic fields significantly enhance the cytotoxicity of methotrexate and can reduce migration of cancer cell lines via transiently induced plasma membrane damage. Biochemical and Biophysical Research Communications, 626 pp. 192–199.

Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare and Gaved, Mark (2022). School-based Continuing Professional Development: the Role of School Leaders. In: Pan Commonwealth Forum 10, 14-16 Sep 2022, Calgary, Canada, Commonwealth of Learning (COL).

Stutchbury, Kristina (2022). Critical realism: an explanatory framework for small-scale qualitative studies or an ‘unhelpful edifice’? International Journal of Research & Method in Education, 45(2) pp. 113–128.

Tagg, Caroline and Lyons, Agnieszka (2022). Mobile Messaging and Resourcefulness: A Post-digital Ethnography. Routledge.

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.

Teggi, Diana (2022). End of Life Care in English Care Homes : Governance, Care Work and the Good Death. Doctor of Philosophy (PhD) thesis University of Bath.

Teszenyi, Eleonora; Varga Nagy, Anikó and Pálfi, Sándor (2022). Re-imagining socialist childhoods: Changing narratives of spatial and temporal (dis)orientations. Journal of Childhood, Education & Society, 3(3) pp. 212–217.

Therova, Dana (2022). The Development of Academic Vocabulary in International Foundation Students’ Assessed Academic Writing. The Journal of International Students, 12(1) pp. 123–140.

Thomas, Hefin; Duggan, Brett; Davies-Walker, Morgan; Sinnema, Claire; Cole Jones, Nia and Glover, Alison (2022). Qualitative Research with Practitioners on Preparations for Curriculum and Assessment Reforms 2022: final report. GSR report number 45/2022; Welsh Government, Cardiff, Wales.

Thompson, Neil (2022). Teaching Social Work. Elgar Guides to Teaching. Edward Elgar Publishing.

Tilley, Elizabeth and Jarrett, Simon (2022). The history of the history of learning disability. British Journal of Learning Disabilities, 50(2) pp. 132–142.

Tilley, Elizabeth; Jordan, Joanne; Larkin, Mary; Vseteckova, Jitka; Ryan, Sara and Wallace, Louise (2022). Transitions for older people with intellectual disabilities and behaviours that challenge others: a rapid scoping review. Journal of Applied Research in Intellectual Disabilities, 36(2) pp. 207–229.

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

Travnicek, Cornelia; Stoll, Daniela; Reichinger, Andreas and Rix, Jonathan (2022). It soon became clear – insights into technology and participation. Qualitative Research Journal, 22(2) pp. 129–142.

Tuck, Jackie (2022). [Book Review] Review of Paltridge, Starfield & Tardy (2016): Ethnographic Perspectives on Academic Writing & Guillén-Galve & Bocanegra-Valle (2021): Ethnographies of Academic Writing Research: Theory, methods and interpretation. Journal of English for Research Publication Purposes, 3(1) pp. 154–163.

Tuck, Jackie (2022). Academic literacies: Theorizing language as social practice. In: Ding, Alex and Evans, Michelle eds. Social Theory for English for Academic Purposes: Foundations and Perspectives. New Perspectives for English for Academic Purposes. London: Bloomsbury Academic, pp. 39–58.

Tudela Isanta, Anna and Milà Garcia, Alba (2022). La presencia del catalán en las plataformas digitales: el caso de Twitch y TikTok. Caracol, 24 pp. 76–109.

Tudela-Isanta, Anna and Arias-Badia, Blanca (2022). El tratamiento del multilingüismo en la traducción audiovisual catalán-español: estudio de caso de Las del hockey [The Treatment of Multilingualism in Catalan-Spanish Audiovisual Translation: A Case Study of The Hockey Girls]. CLINA Revista Interdisciplinaria de Traducción Interpretación y Comunicación Intercultural, 8(1) pp. 31–55.

Twiner, Alison; Carmichael, Patrick; Dudley, Pete; Hennessy, Sara and McElroy, Maria (2022). Supporting dialogue about dialogic practice: Building a community around practitioner inquiry. In: European Assocation for Research on Learning and Instruction: SIG 20 & 26 Biennial Conference 2022, 14-16 Sep 2022, Utrecht.

Twiner, Alison; Carmichael, Patrick; Dudley, Pete; Hennessy, Sara and McElroy, Maria (2022). Building a global learning community of practice and publication platform for educational close-to-practice research. In: British Educational Research Association Conference, 5-8 Sep 2022, Liverpool.

Twiner, Alison; Littleton, Karen; Lucassen, Mathijs; Tatlow-Golden, Mimi and Whitelock, Denise (2022). Alphabetical literacy does not have to be a barrier to engagement and learning: Supporting children’s understanding through talk, digital technologies and dance. In: Cambridge Assessment International Education Symposium on Educational Dialogues in Multilingual Classrooms, 22 Mar 2022, Online.

Twiner, Alison; Lucassen, Mathijs and Tatlow-Golden, Mimi (2022). Supporting children’s understanding around emotions through creative, dance-based movement: A pilot study. Learning, Culture and Social Interaction, 37, article no. 100659.

Twiner, Alison; Major, Louis and Wegerif, Rupert (2022). School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work: A design-based research study. Irish Educational Studies, 41(1) pp. 51–69.

Ugueto, Ana M. and Lucassen, Mathijs (2022). Differences in suicidality and psychological symptoms between sexual and gender minority patients compared to heterosexual and cisgender patients in a psychiatric hospital. Children and Youth Services Review, 138, article no. 106504.

Unal, Ayca and Yuksel, Dogan (2022). Computerized Dynamic Assessment as a Potential Inclusive Assessment Tool for Reading Comprehension. In: Meletiadou, Eleni ed. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. Hershey, PA: IGI Global, pp. 360–384.

Vacková, Petra (2022). Beyond Social Inclusion, Towards Educational Justice To Come: Touching, Growing, Bonding With/In/Around Artmaking In Early Years Settings. Doctor of Philosophy (PhD) thesis The Open University.

Vallely, K. and Kerr, B. (2022). Relationship and Sex Education: Valuing and Respecting Difference. In: Ogier, S. ed. A Broad and Balanced Curriculum in Primary Schools. Educating the Whole child. Learning Matters, pp. 89–101.

Vallely, Kat and McDonald, R (2022). Wow...what a moment! A month ago, this child wasn’t really interested in reading at all. English 4-11, Autumn(76) pp. 10–13.

Varga Nagy, Anikó; Pálfi, Sándor and Teszenyi, Eleonora (2022). From institutional dominance to parental involvement: Models of working with families in Hungarian Kindergartens. In: Garvis, Susanne; Phillipson, Sivanes; Hajdu-Luukkainen, Heidi and Sadownik, Alicja Renata eds. Parental Engagement and Early Childhood Education Around the World. Evolving Families. Abingdon: Routledge, pp. 136–150.

Vicary, Sarah (2022). “Pull;” the Active Use of Dissonance. An IPA Pearl to Show Emotion Management in Action. Practice: Social Work in Action, 74(1) pp. 146–165.

Vicary, Sarah (2022). [Book Review] The medicalisation of everyday life: A critical perspective by Barbara Fawcett, Zita Weber, and Helen Bannister. Journal of Social Work, 22(5) pp. 1318–1319.

Vicary, Sarah; McCusker, Pearse; Davidson, Gavin and Stone, Kevin (2022). Conducting Research Online Using Surveys: An Exploratory Survey of Mental Health Social Work in Europe. Sage.

Vincent, Ben; Callahan, Evelyn; Borgstrom, Erica and Holti, Richard (2022). Healthcare Professionals’ Experiences of Pandemics: a rapid review of qualitative research. The Open University, Milton Keynes.

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: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 44–62.

von Lindeiner-Stráský, Karina; Stickler, Ursula and Winchester, Susanne (2022). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-learning, 37(3) pp. 288–304.

Vseteckova, J.; Jordan, J.; Tilley, E.; Larkin, M.; Ryan, S. and Wallace, L. M. (2022). Transitions for older people with learning disabilities and behaviours that challenge others, and their family carers: a merged protocol for two rapid scoping reviews of evidence. Systematic Reviews, 11(1)

Vseteckova, Jitka; Boyle, Sally and Higgins, Martyn (2022). A systematic review of parenting interventions used by social workers to support vulnerable children. Journal of Social Work, 22(4) pp. 992–1030.

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 amid Disruption: Evaluating Academic Innovations in Higher Education during COVID-19. Cham: Palgrave Macmillan, pp. 155–171.

Waterhouse, Philippa; Samra, Rajvinder and Lucassen, Mathijs (2022). Distance education students' satisfaction: Do work and family roles matter? Distance Education, 43(1) pp. 56–77.

Wiles, Fran (2022). Book Review: Social work and COVID-19: lessons for education and practice by Denise Turner. Journal of Social Work, 22(4) pp. 1124–1125.

Wiles, Fran (2022). [Book Review] The dynamics of the social worker–client relationship by Joseph Walsh. Journal of Social Work, 22(6) pp. 1447–1448.

Williams, Jacqueline and Hadley, Julie (2022). An exploration of the development of resilience in student midwives. British Journal of Midwifery, 30(4) pp. 202–207.

Wilton-Godberfforde, Emilia (2022). Tartuffe in the Post-Truth Era. L'Esprit Créateur, 62(2) pp. 147–161.

Wilton-Godberfforde, Emilia (2022). Mendacity in Racine's Britannicus. In: Hammond, Nicholas and Hammond, Paul eds. Racine's Roman Tragedies: Essays on Britannicus and Bérénice. Faux Titre, 456. Leiden: Brill, pp. 203–217.

Winch, Christopher and Addis, Mark (2022). Autonomy and expertise in the English workplace. Journal of Vocational Education & Training, 74(1) pp. 146–165.

Wingrove, Peter (2022). Narrative discourse in TED Talks. English Text Construction, 15(1) pp. 89–111.

Wingrove, Peter (2022). Academic lexical coverage in TED talks and academic lectures. English for Specific Purposes, 65 pp. 79–94.

Wingrove, Peter (2022). Measuring the frequency of the academic formulas list across corpora: A case study based in TED talks and Yale lectures. Applied Corpus Linguistics, 2(1), article no. 100012.

Wingrove, Peter and Crosthwaite, Peter (2022). Multi-Dimensional Exploratory Factor Analysis of TED talks. Register Studies, 4(1) pp. 91–131.

Wolfenden, Freda (2022). Innovation in teacher policy and practice in education recovery. International Task Force on Teachers for Education 2030, Paris.

Wolfenden, Freda (2022). TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching. In TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching Foundation for Information Technology Education and Development, Inc., Philippines.

Wolfenden, Freda and Boateng, Pearl (2022). TPD@Scale Compendium. Foundation for Information Technology Education and Development, Manila, Philippines.

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).

Wolfenden, Freda; Walley, Paul; Agbaire, Jennifer and Hartley, Jean (2022). Strengthening school leadership towards improving school resiliency : final technical report. Foundation for Information Technology Education and Development, Inc..

Woodward, Clare; Gaved, Mark; Hanson, Rachel; Gallastegi, Lore and Stutchbury, Kris (2022). Internet not available! Using offline networked learning to enhance teachers’ school-based continuing professional development in Zambia. In: Tenth Pan-Commonwealth Forum on Open Learning, 14-16 Sep 2022, Calgary, Canada.

Worrall, Leigh (2022). What matters? The impact of learning to teach within a period of curriculum reform in Wales. In: Teacher Education Advancement Network Conference, 5-6 May 2022, Virtual.

Young, Alys; Rodriguez-vincente, Natalia; Tipton, Rebecca; Napier, Jemina and Vicary, Sarah (2022). A Scoping Review of interpreter-mediated assessments under the Mental Health Act (1983) and international equivalents. International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY), article no. 202220086.

Young, Hannah M. L.; Ruddock, Nicki; Harrison, Mary; Goodliffe, Samantha; Lightfoot, Courtney J.; Mayes, Juliet; Nixon, Andrew C.; Greenwood, Sharlene A.; Conroy, Simon; Singh, Sally J.; Burton, James O.; Smith, Alice C. and Eborall, Helen (2022). The Impact of Falls: A Qualitative Study of the Experiences of People Receiving Haemodialysis. International Journal of Environmental Research and Public Health, 19(7), article no. e3873.

Young, Hannah M. L.; Ruddock, Nicki; Harrison, Mary; Goodliffe, Samantha; Lightfoot, Courtney J.; Mayes, Juliette; Nixon, Andrew C.; Greenwood, Sharlene A.; Conroy, Simon; Singh, Sally J.; Burton, James O.; Smith, Alice C. and Eborall, Helen (2022). Living with frailty and haemodialysis: a qualitative study. BMC Nephrology(23), article no. 260.

Young, Tony Johnstone; Ganassin, Sara; Schneider, Stefanie; Schartner, Alina and Walsh, Steve (2022). Intercultural Challenges for the Reintegration of Displaced Professionals: A Response to the Language Learning Needs of Refugees in Europe. Routledge Studies in Language and Intercultural Communication. New York: Routledge.

Yuksel, Dogan; Altay, Mehmet and Curle, Samantha (2022). EMI Programmes in Turkey: Evidence of Exponential Growth. In: Curle, Samantha; Ali, Holi Ibrahim Holi; Alhassan, Awad and Scatolini, Sergio eds. English-Medium Instruction in Higher Education in the Middle East and North Africa: Policy, Research and Pedagogy. London, UK: Bloomsbury Publishing, pp. 109–128.

Zuaro, Beatrice (2022). English-medium Instruction through the lens of discipline and culture: Lecturers’ beliefs and reported practices. Apples - Journal of Applied Language Studies, 16(1) pp. 113–131.

Zuaro, Beatrice (2022). English-medium Instruction in the Italian context: Policies, practices, and discourses of internationalization. Doctor of Philosophy (PhD) thesis Stockholm University.

Zuaro, Beatrice; Soler, Josep and Björkman-Nylén, Beyza (2022). Language policy in Italian universities: Navigating the language ambiguities of higher education internationalisation. Language Problems and Language Planning, 46(3) pp. 231–255.

2021To Top

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.

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.

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.

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

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

Akyeampong, Kwame; Cullen, Jane; Addae-Kyeremeh, Eric; Hendry, Helen; Kwaah, Christopher Yaw and Avornyo, Esinam Ami (2021). Play-based Learning in Ghana - The Evidence and Policy Implications. The Open University.

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

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

Allen-Collinson, Jacquelyn and Owton, Helen (2021). Breathing battles and sensory embodiment in sports and physical cultures. In: Research Group at Université du Littoral Côte d'Opale, Dec 2021, Université du Littoral Côte d'Opale.

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.

Antrobus, Mark; Cuttell, Saul and Machado, Lee R. (2021). Epigenetics, exercise, and the immune system. In: Raleigh, Stuart M. ed. Epigenetics of Exercise and Sports: Concepts, Methods, and Current Research. Translational Epigenetics, 25. Academic Press, pp. 183–199.

Antrobus, Mark R.; Brazier, Jon; Stebbings, Georgina K.; Day, Stephen H.; Heffernan, Shane M.; Kilduff, Liam P.; Erskine, Robert M. and Williams, Alun G. (2021). Genetic Factors That Could Affect Concussion Risk in Elite Rugby. Sports, 9(2), article no. 19.

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. Doctor of Education (EdD) thesis The Open University.

Austen, Samantha and Jarvis, Scott (2021). Conceptual meaning in Italian speaking learners’ expression of temporality in L2 English. Journal of Second Language Studies, 4(1) pp. 121–153.

Baker, Ricky; King, Elizabeth and Munn, Flavia (2021). Clinical placements: support for students with a disability or impairment [Podcast]. In Nursing Standard RCNi.

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

Bárkányi, Zsuzsanna (2021). Motivation, self-efficacy beliefs and speaking anxiety in language MOOCs. ReCALL - Researching Massive Open Online Courses for language teaching and learning, 33(2) pp. 143–160.

Bárkányi, Zsuzsanna (2021). Teaching Spanish Pronunciation Praxis Project Report. The Open University.

Bárkányi, Zsuzsanna and Kiss, Zoltán G. (2021). The perception of voicing contrast in assimilation contexts in minimal pairs: evidence from Hungarian. Acta Linguistica Academica, 68(2) pp. 207–229.

Barnes, Jonathan and Carden, Catherine (2021). Our Forgotten Children. Canterbury Christ Church University, Canterbury, UK.

Baron, Samantha; de Lappe, Joseph and Hammett, Joseph (2021). Phase 1 of Reset & Build Report. Community Futures, Webpage.

Baxter, J A; Floyd, Alan and Jewitt, Katharine (2021). Educational leadership for the future. In: Educational leadership for the future: World Education Leadership symposium 2021, 28-30 Sep 2021, Geneva.

Beavers, Sian and Warnecke, Sylvia (2021). Audience perceptions of historical authenticity in visual media. In: Alvestad, Karl and Houghton, Robert eds. The Middle Ages in Modern Culture: History and Authenticity in Contemporary Medievalism. London: Bloomsbury Academic, pp. 74–89.

Blackburn, Louise and Pestano, Catherine (2021). Waiting to exhale, together. In: Borgstrom, Erica and Mallon, Sharon eds. Narratives of COVID: Loss, Dying, Death and Grief during COVID-19. Milton Keynes: The Open University, pp. 5–11.

Blackwood, Bronagh; Tume, Lyvonne N.; Morris, Kevin P.; Clarke, Mike; McDowell, Clíona; Hemming, Karla; Peters, Mark J.; McIlmurray, Lisa; Jordan, Joanne; Agus, Ashley; Murray, Margaret; Parslow, Roger; Walsh, Timothy S.; Macrae, Duncan; Easter, Christina; Feltbower, Richard G.; McAuley, Daniel F. and SANDWICH Collaborators (2021). Effect of a Sedation and Ventilator Liberation Protocol vs Usual Care on Duration of Invasive Mechanical Ventilation in Pediatric Intensive Care Units. JAMA, 326(5) pp. 401–410.

Boampong, Michael (2021). [Book review] Marie Louise Seeberg and Elżbieta M Goździak, Contested Childhoods: Growing Up in Migrancy, Migration, Governance, Identities. Global Studies of Childhood, 11(1) pp. 115–117.

Boampong, Michael (2021). Overview of Youth Development in Ghana. Commonwealth Secretariat, London, UK.

Boampong, Michael (2021). ‘Everywhere feels like home’: transnational neoliberal subjects negotiating the future. In: Horton, John; Pimlott-Wilson, Helena and Hall, Sarah Marie eds. Growing Up and Getting By: International Perspectives on Childhood and Youth in Hard Times. Bristol: Policy Press, pp. 115–135.

Bobrov, A. E.; Starostina, E. G.; Agamamedova, I. N.; Volodina, M. N.; Karacheva, Yu. V.; Nikitina, T. E.; Parpara, M. A.; Subbotnikova, O. A.; Tsarenko, D. M.; Nouwen, A.; Lloyd, C. and Sartorius, N. (2021). Mental disorders in type 2 diabetes. S.S. Korsakov Journal of Neurology and Psychiatry = Zhurnal nevrologii i psikhiatrii imeni S.S. Korsakova, 121(7) pp. 22–30.

Borgstrom, Erica (2021). Models will only get us so far: planning for place of care and death. Age and Ageing, 50(4) pp. 1009–1010.

Borgstrom, Erica (2021). Stepping into the hospital side room: a place for death in England. Somatosphere

Borgstrom, Erica and Ellis, Julie (2021). Internalising ‘sensitivity’: vulnerability, reflexivity and death research(ers). International Journal of Social Research Methodology, 24(5) pp. 589–602.

Bower, Christine (2021). ‘Um, I was getting bullied at school because I didn’t believe in god’: one family’s experience of autism, school and home education. International Journal of Inclusive Education, 25(8) pp. 914–927.

Boyland, Emma; Muc, Magdalena; Kelly, Bridget; Halford, Jason C. G.; Vohra, Jyotsna; Rosenberg, Gillian and Christiansen, Paul (2021). Indirect associations between commercial television exposure and child body mass index. Journal of Nutrition Education and Behavior, 53(1) pp. 20–27.

Breeze, Kate and Holford, Naomi (2021). Creating playful spaces for collaborative development of online teaching capacity. Journal of Perspectives in Applied Academic Practice, 9(2) pp. 91–100.

Brown, L.; Hastings, K.; Doyle, G.; Bruce-Low, S. and Galbraith, A. (2021). The Effects of Lower Core Resistance Training on Rear Hand Punching Performance in Professional Boxers. Journal of Australian Strength and Conditioning, 29(5) pp. 15–24.

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

Burkill, Sarah; Waterhouse, Philippa and Pazzagli, Laura (2021). The association between family structure and children’s BMI over time - the mediating role of income. Annals of Epidemiology, 55 pp. 83–90.

Burnard, P; Colucci-Gray, L and Cooke, Carolyn (2021). Posthumanising transdisciplinary pedagogies: New directions for democratising how the arts and sciences can teach creatively together. In: American Educational Research Association Conference, Apr 2021, Online.

Burnard, Pam; Colucci-Gray, Laura and Cooke, Carolyn (2021). Posthumanising transdisciplinary pedagogies: New directions for democratising how the arts and sciences can teach creatively together. In: American Education Research Association Annual Meeting, 8-12 Apr 2021, Online.

Butcher, John; Awan, Rehana and Gray, Darren (2021). How do we talk about race…and mental health? Widening Participation and Lifelong Learning, 23(3) pp. 147–162.

Butcher, John and Clarke, Anactoria (2021). Widening HE participation in the arts: Impacts of an access module on learner preparedness. Arts and Humanities in Higher Education, 20(4) pp. 403–425.

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

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

Cantarutti, Marina (2021). Co-animation and the multimodal management of contextualisation problems when jointly “doing being” others. Social Interaction. Video Studies of Human Sociality., 4(4)

Cantarutti, Marina and Szczepek-Reed, Beatrice (2021). Stress and Rhythm. In: Knight, Rachel-Anne and Setter, Jane eds. The Cambridge Handbook of Phonetics. Cambridge University Press, pp. 159–184.

Carden, Catherine (2021). Are we too quick to kick wellbeing ideas into the 'long grass'. Bowden Education.

Carden, Catherine (2021). Confidence or Competence: Are we being seduced by over-confidence? Bowden Education.

Carden, Catherine (2021). Children and teachers must be given the opportunity to tell their stories…. Shawmind, Sheffield, UK.

Carden, Catherine (2021). Effective Leadership [Podcast]. Bowden Education.

Carden, Catherine (2021). Leading the Way. In: Bower, Virginia ed. Debates in Primary Education. Debates in Subject Teaching. Abingdon, Oxon: Routledge, pp. 278–294.

Carden, Catherine and Bower, Virginia (2021). Leadership - Checking IN versus Checking UP. In The Headteacher Teach Co.

Carden, Catherine; Gumbrell, David; Twiselton, Sam and Taylor, Andrew (2021). The Story Behind the Story: Back to school and teacher and pupil mental health. Shawmind.

Carr, Jessica E. (2021). Can an Inclusive Approach Meaningfully Engage People with Learning Disabilities? Exploring Capacity Building for Citizen Science. Doctor of Philosophy (PhD) thesis The Open University.

Carr, Sam; Rogers, Justin and Hickman, Caroline (2021). Reflections on a community-based participatory research project with unaccompanied asylum-seeking children. In: Montero-Sieburth, Martha; Mas Giralt, Rosa; Garcia-Arojna, Noemi and Eguren, Joaquín eds. Family Practices in Migration: Everyday Lives and Relationships. Routledge, pp. 192–208.

Cendon, Eve and Butcher, John (2021). Editorial. Widening Participation and Lifelong Learning(1)

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

Chamberlain, Liz and Drane, Rob (2021). How schools are getting writing wrong. In Times Educational Supplement Times Educational Supplement.

Chamberlain, Liz; Karlsen, May Lene; Sinitsky, Gail; Bennett, Stephanie; Plowright-Pepper, Linda and Vackova, Petra (2021). Coronavirus and my life: What children say. Children's Research Centre, Milton Keynes.

Charania, Amina; Wolfenden, Freda; Sarkar, Durba; Cross, Simon; Sen, Sohini and Adinolfi, Lina (2021). Teacher Motivation and Aspiration for Online Mentoring their Fellow Teachers in the COVID Lockdown Period. In: SITE Interactive 2021, 26-28 Oct 2021, Online.

Charitonos, Koula; Hoggart, Lesley; Jones, Rebecca; Keogh, Peter and Scott, Ellen (2021). Principles in practice. Co-creation of Learning in complex and challenging environments. Discussion Guide and Toolkit. The Open University and the ACCESS consortium.

Chatterton, Claire Susan (2021). Working in a ‘World of Hurt’. Nursing and Medical Care Following Facial Injury During World War One. The European Journal for Nursing History and Ethics, 3 pp. 24–43.

Choak, Clare (2021). Hegemonic Masculinity and “Badness”: How Young Women Bargain with Patriarchy “On Road". Boyhood Studies, 14(1) pp. 63–74.

Chua, Shi Min (2021). The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions. Doctor of Philosophy (PhD) thesis The Open University.

Cichoń, Ewelina; Kiejna, Andrzej; Gondek, Tomasz M; Obrębski, Marcin; Sutkowska, Edyta; Lloyd, Cathy E.; Sartorius, Norman and Kokoszka, Andrzej (2021). PAID-PL—The Polish Version of the Problem Areas in Diabetes Scale: Perfect Reliability and a One-Factor Structure. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 14 pp. 4433–4441.

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

Coleman, Lynn and Tuck, Jackie (2021). Understanding student writing from lecturers’ perspectives: acknowledging pedagogic complexity to support transformative practices in context. Studies in Higher Education, 46(9) pp. 1894–1906.

Coleman, Phil (2021). “Yes, the type of student supervision matters, but what about the placement structure?” – A Critical Realist review of block and integrated practice learning models within pre-registration nursing programmes. Journal of Nursing Education and Practice, 11(1) pp. 39–50.

Coleman, Phil (2021). A Realist Synthesis of Potential Underlying Causative Mechanisms Related to the Optimal Design of a Nursing Student Practicum. EAS Journal of Nursing and Midwifery, 3(3) pp. 106–117.

Coleman, Phil (2021). An Overview of Critical Realism and its Relevance as a Philosophical Approach to Research in Nursing and Nurse Education. EC Nursing and Healthcare, 3(2) pp. 168–174.

Cooke, Carolyn (2021). ‘Troubling’ Music Education: Playing, (re)making and researching differently. In: Birmingham City University Centre for the study of Practice and Culture in Education, Apr 2021, Online hosted by BCU.

Cooper, Deborah (2021). From the Community and for the Community: Newly Qualified Female Teachers in Sierra Leone. UKFIET.

Cornock, Marc (2021). Key Questions in Healthcare Law and Ethics. London: Sage.

Cornock, Marc (2021). [Book Review] David Gomez, The Regulation of Healthcare Professionals: Law, Principle and Process. Medical Law Review, 29(1) pp. 198–202.

Cornock, Marc (2021). Case reports and ethics: Focus on consent, privacy and authorship. Case Reports in Women's Health, 32, article no. e00358.

Costa, Joao Pita; Rei, Luis; Stopar, Luka; Fuart, Flavio; Grobelnik, Marko; Mladenić, Dunja; Novalija, Inna; Staines, Anthony; Pääkkönen, Jarmo; Konttila, Jenni; Bidaurrazaga, Joseba; Belar, Oihana; Henderson, Christine; Epelde, Gorka; Gabaráin, Mónica Arrúe; Carlin, Paul and Wallace, Jonathan (2021). NewsMeSH: a new classifier designed to annotate health news with MeSH headings. Artificial Intelligence in Medicine, 114, article no. 102053.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon; Aubrey-Smith, Fiona and Biard, Olivier (2021). Digital Decision: Understanding and supporting key choices in online and blended teaching in Sub-Saharan Africa. The Open University, Milton Keynes, UK.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon and Biard, Olivier (2021). Making digital decisions: A Guide for harnessing the potential of online learning and digital technologies. The Open University, Milton Keynes, UK.

Coughlan, Tim; Lister, Kate and Lucassen, Mathijs (2021). Representing the Unseen with “Our Journey”: a Platform to Capture Affective Experiences and Support Emotional Awareness in University-Level Study. Journal of Formative Design in Learning, 5(1) pp. 39–52.

Cox, Sarah (2021). Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning? Theory and Practice of Second Language Acquisition, 6(2) pp. 11–34.

Cremin, Teresa (2021). Teachers as Readers and Writers. In: Bower, Virginia ed. Debates in Primary Education. Routledge.

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

Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar (2021). Teachers’ professional learning during and after Covid: A role for open digital badges. The Open University, Milton Keynes, UK.

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

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

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

Davidson, Michael C. J.; Malcolm, Lorraine; Sturley, Liz; Crowley, Margaret; Mackinnon, Fiona and McInally, Wendy (2021). The future of nurse education? Studying at the Open University in Scotland. British Journal of Nursing, 30(7) pp. 428–432.

Defis, Nerys (2021). Distance learning & initial teacher education: Making connections in a virtual world. British Educational Research Association (BERA), London, UK.

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

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

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

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

Dennis, Carol Azumah and Clifton, Gill (2021). Adult postgraduate students’ learning in online spaces—Images of identity and belonging. Zeitschrift für Weiterbildungsforschung, 44(2) pp. 133–150.

Devaux, Jerome (2021). Technology in court settings: from a triadic exchange to a tetradic network. In: 7th IATIS Conference: The cultural ecology of translation, 14-17 Sep 2021, Universitat Pompeu Fabra, Barcelona.

Dimova, Slobodanka; Hultgren, Anna Kristina and Kling, Joyce (2021). Englishization in Danish higher education: From critical to constructive conceptualizations. In: Wilkinson, Robert and Gabriëls, René eds. The Englishization of Higher Education in Europe. Amsterdam: Amsterdam University Press, pp. 143–162.

Diop, Dame (2021). An investigation of teacher professional development through the pedagogical cells of secondary school teachers of English in Senegal. Doctor of Philosophy (PhD) thesis The Open University.

Dodds, Catherine; Keogh, Peter; Bourne, Adam; McDaid, Lisa; Squire, Corinne; Weatherburn, Peter and Young, Ingrid (2021). The Long and Winding Road: Archiving and Re-Using Qualitative Data from 12 Research Projects Spanning 16 Years. Sociological Research Online, 26(2) pp. 269–287.

Doehler, Steph (2021). Land of the free and home of the brave? The media framing of Colin Kaepernick’s 2016 National Anthem protest. In: ECREA 2021 - Media, Sport, and Diversity online seminar, 5-6 Nov 2021, Aarhus University.

Doehler, Steph (2021). A hero’s journey: the monomythical narrative of Diego Maradona’s World Cup appearances. Funes. Journal of Narratives and Social Sciences, 5 pp. 4–17.

Doehler, Steph (2021). [Book review] The Power of Sports, Media and Spectacle in American Culture. In idrottsforum.org idrottsforum.org, Malmö.

Doehler, Steph (2021). Olympics 2021: The story of how a small Shropshire town influenced the modern Olympic movement. OpenLearn.

Dorrian, Jane (2021). An exploration of factors affecting the baseline assessment scores of children attending morning or afternoon sessions in nursery settings in Wales. Early Years, 43(1) pp. 91–103.

Douglas, Jenny (2021). Black Women’s Health Still Matters. In: Raymond-Williams, Rianna and El Khamy, Lama eds. More than Talk: Perspectives of Black and People of Colour (BPOC) working in Sexual and Reproductive Health (SRH) in the United Kingdom (UK). London: Kindle Direct Publishing, pp. 32–45.

Douglas, Jenny and Butcher, John (2021). Editorial: Special edition ‘Race and Ethnicity’. Widening Participation and Lifelong Learning, 23(3) pp. 1–8.

Driessen, Annelieke; Borgstrom, Erica and Cohn, Simon (2021). Ways of ‘Being With’: Caring for Dying patients at the Height of the Covid-19 Pandemic. Anthropology in Action, 28(1) pp. 16–20.

Driessen, Annelieke; Borgstrom, Erica and Cohn, Simon (2021). Placing death and dying: Making place at the end of life. Social Science & Medicine, 291, article no. 113974.

Dunne, Justin and Parker, Andrew (2021). Exploring effective practice with vulnerable young people: what does practice wisdom reveal about the working alliance? Journal of Social Work Practice, 35(3) pp. 301–313.

Earle, Rod (2021). Exploring narrative, convictions and autoethnography as a convict criminologist. Tijdschrift over Cultuur & Criminaliteit [Journal of Culture and Crime], 2020(3) pp. 80–96.

Earle, Rod (2021). No Cell for the Soul: Prison, Philosophy and Bernard Stiegler - A Short Appreciation. Journal of Prison Education and Reentry, 7(2) pp. 115–122.

Earle, Rod (2021). [Book Review] Sensory Penalties: Exploring the Senses in Spaces of Punishment and Social Control. By Kate Herrity, Bethany E. Schmidt and Jason Warr. The British Journal of Criminology, 61(6) pp. 1684–1686.

Earle, Rod (2021). Courting disaster and indulging the Whiteness of the criminological imagination. In British Society of Criminology Blog British Society of Criminology, UK.

Earle, Rod (2021). Doing Time for Convict Criminology. In: Ross, Jeffrey Ian and Vianello, Francesca eds. Convict Criminology for the Future. UK: Routledge.

Earle, Rod; Mehigan, James; Pike, Anne and Weinbren, Daniel (2021). The Open University and Prison Education in the UK – the first 50 years. Journal of Prison Education and Reentry, 7(1)

Earle, Sarah and Blackburn, Maddie (2021). Young adults with life-limiting or life-threatening conditions: sexuality and relationships support. BMJ Supportive & Palliative Care, 11(2) pp. 163–169.

Earle, Sarah and Blackburn, Maddie (2021). Involving young people and adults with life-limiting conditions in research on sex: the intersections of taboo and vulnerability. International Journal of Social Research Methodology, 24(5) pp. 545–551.

Earle, Sarah; Blackburn, Maddie; Lizzie, Chambers; Downing, Julia; Flemming, Kate; Hale, Jamie; Marston, Hannah; O'Dell, Lindsay; Sinason, Valerie; Watts, Lucy and Whitney, Sally (2021). ‘Exhausted, emotional, at breaking point’: The mental wellbeing of young adults with shortened lives. In: Hospice UK National Conference: A New World, 3-5 Nov 2021, Liverpool, UK.

Earle, Sarah; Blackburn, Maddie; Lizzie, Chambers; Downing, Julia; Flemming, Kate; Hale, Jamie; Marston, Hannah; O'Dell, Lindsay; Sinason, Valerie; Watts, Lucy and Whitney, Sally (2021). 'I could almost just disappear, and would anyone really notice?' Precariousness and precarity when living with a life-limiting or life-threatening condition during the coronovirus (COVID-19) pandemic in the UK. In: European Sociological Association Conference: Sociological Knowledges for Alternative Futures, 31 Aug - 3 Sep 2021, Barcelona, Spain.

Earle, Sarah; Marston, Hannah; Hadley, Robin and Banks, Duncan (2021). Use of menstruation and fertility app trackers: a scoping review of the evidence. BMJ Sexual & Reproductive Health, 47(2) pp. 90–101.

Ebubedike, Margaret and Chamberlain, Liz (2021). Rapid Research Response: collective sensemaking around experiences and challenges of harnessing education research opportunities during a global pandemic. Research Conversations, Open University Education Blog.

Emke, M. and Stickler, U. (2021). Language Learning in Distance Education in Times of Covid-19: Opportunities and Challenges. In: Foreign Language Education in Turkey and European Practices: Developments and Suggestions (Conference Proceedings) (Öztürka, A.; Sağdiç, A.; Tertemiz Arat, E.; Çelik uzun, E. and Yilmaz, M. eds.), pp. 85–89.

Eriksson, Göran and O'Hagan, Lauren Alex (2021). Selling “healthy” radium products with science: A multimodal analysis of marketing in Sweden, 1910-1940. Science Communication, 43(6) pp. 740–767.

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

Farran, Emily K.; Critten, Valerie; Courbois, Yannick; Campbell, Emma and Messer, David (2021). Spatial Cognition in Children With Physical Disability; What Is the Impact of Restricted Independent Exploration? Frontiers in Human Neuroscience, 15, article no. 669034.

Fearn, Lesley June (2021). An Enquiry into English as a Foreign Language and Online Community Projects in Secondary School Education. Doctor of Education (EdD) thesis The Open University.

Fensham-Smith, Amber (2021). Partnership building and representing the voices of electively home educated children and young people in policymaking [Written Evidence HED0917]. Department of Education, Select Commitee Home Education Inquiry, United Kingdom.

Fensham-Smith, Amber (2021). Elective Home Education in a post-pandemic world: why more needs to be done for our growing number of home-schooled children. The International Public Policy Observatory - IPPO.

Fensham-Smith, Amber (2021). Alternative Education: The Rise in Elective Home Education: Issues Related to Recognition, Collaboration and Successful Partnerships. In: Wearmouth, Janice and Lindley, Karen eds. Bringing the Curriculum to Life: Engaging Learners in the English Education System. London: Open University Press, McGraw Hill, pp. 43–62.

Fensham-Smith, Amber and Brabant, Christine (2021). ICHER Home Education Research Conference 2021: Conference Proceedings. International Center for Home Education Research.

Fensham-Smith, Amber Joy (2021). Invisible pedagogies in home education: Freedom, power and control. Journal of Pedagogy, 12(1) pp. 5–27.

Ferguson, Gillian (2021). “When David Bowie created Ziggy Stardust” The Lived Experiences of Social Workers Learning Through Work. Doctor of Education (EdD) thesis The Open University.

Fernández-Toro, Maria and Duensing, Annette (2021). Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education, 46(8) pp. 1202–1220.

Fleming, Theresa; Lucassen, Mathijs; Stasiak, Karolina; Sutcliffe, Kylie and Merry, Sally (2021). Technology Matters: SPARX - computerised cognitive behavioural therapy for adolescent depression in a game format. Child and Adolescent Mental Health, 26(1) pp. 92–94.

Floriano Ramos, Carmen and Fuertes Gutierrez, Mara (2021). Enfoque AICLE y enseñanza del español en la educación superior británica: perspectivas del profesorado de ELE [Content and Language Integrated Learning (CLIL) and Spanish Language Teaching in British Higher Education: perspectives from language lecturers]. Doblele, 7 pp. 31–49.

Fox, Alison (2021). Social Media, Learning and Work. In: Malloch, Margaret; Cairns, Len; Evans, Karen and O'Connor, Bridget N. eds. The SAGE Handbook of Learning and Work. London: Sage Publications Ltd, pp. 552–571.

Fuertes Gutiérrez, Mara (2021). Translanguaging: navegando entre lenguas – pedagogical translanguaging for multilingual classrooms. In: Beaven, Tita and Rosell-Aguilar, Fernando eds. Innovative language pedagogy report. Research-publishing.net, pp. 29–33.

Fuertes Gutierrez, Mara; Soler Montes, Carlos and Klee, Carol A. (2021). Sociolingüística aplicada a la enseñanza del español / Applied Sociolinguistics in Spanish Language Teaching (SLT). Journal of Spanish Language Teaching, 8(2) pp. 105–113.

Furenes, May Irene; Kucirkova, Natalia and Bus, Adrian G. (2021). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4) pp. 483–517.

Gallastegi, Lore; Cooke, Carolyn; Saunders, Claire; Addison-Pettit, Paula; Tope, Clare; McPhilemy, Roisin; Henry, Fiona; Moore, Lorraine; Reddin, Mandy and Delsoldato, Jill (2021). Who are our Education Studies (Primary) concurrent students? PRAXIS, Open University.

Gallastegi, Lore; Woodward, Clare and Stutchbury, Kris (2021). Zambian Education School-based Training (ZEST) Project: Midline Evaluation, May 2021. The Open University.

Garbrah, William; Välimäki, Tarja and Kankkunen, Päivi (2021). Facilitating students’ interest in older people nursing: Gerontological nurse teachers under scrutiny. Nurse Education in Practice, 50, article no. 102929.

Garcia, Rebecca; Ali, Nasreen; Guppy, Andy; Griffiths, Malcolm and Randhawa, Gurch (2021). Analysis of routinely collected data: Determining associations of maternal risk factors and infant outcomes with gestational diabetes, in Pakistani, Indian, Bangladeshi and white British pregnant women in Luton, England. Midwifery, 94, article no. 102899.

Garcia, Rebecca; Mahon, Aiofe; ; and (2021). Frailty and spousal/partner bereavement in older people: a scoping review. Journal of Health and Social Care Improvement, 4(1) pp. 14–23.

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

Genc, Eda and Yuksel, Dogan (2021). Teacher questions in English medium instruction classrooms in a Turkish higher education setting. Linguistics and Education, 66, article no. 100992.

Giaxoglou, Korina (2021). A Narrative Approach to Social Media Mourning: Small Stories and Affective Positioning. Routledge Research in Narrative, Interaction, and Discourse. New York, USA: Routledge.

Giaxoglou, Korina (2021). Mobilizing stories of illness in digital contexts: a critical approach to narrative, voice and visibility. Poetics Today, 43(2) pp. 287–308.

Giaxoglou, Korina and Georgakopoulou, Alexandra (2021). A narrative practice approach to identities: small stories and positioning analysis in digital contexts. In: Bamberg, Michael; Demuth, Carolin and Watzlawik, Meike eds. Cambridge Handbook of Identity. Cambridge Handbooks in Psychology. Cambridge: Cambridge University Press, pp. 241–261.

Giddings, Lindsay (2021). [Book Review] Making the most of your social work placement by Paula Beesley. Journal of Social Work, 21(3) pp. 625–627.

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

Glover, Alison (2021). Editorial: Embedding sustainability education in practice. British Educational Research Association.

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

Glover, Alison; Thomas, Angela and Thomas, Rachel (2021). The opportunities and challenges of partnership working in Teacher Education, The Open University Partnership in Wales PGCE Programme. In: TEAN Conference, 6-7 May 2021.

Gopinath, Manik; Entwistle, Vikki; Kelly, Timothy and Illsley, Barbara (2021). Moving residence in later life: actively shaping place and wellbeing. International Journal of Ageing and Later Life, 15(1) pp. 127–161.

Gorbunova, Viktoriia; Gusak, Natalia; Klymchuk, Vitalii; Kondur, Zemfira; Valeriia, Paliy; Popenko, Viola and Oates, John (2021). Social constructions of mental health among Romani in Ukraine. Mental Health and Social Inclusion, 25(2) pp. 123–133.

Gordon, Jean; Dunworth, Moira; Dumbleton, Susan and Brown, Alistair (2021). Evaluation of an Advanced Skills Module for social work education in Scotland. Scottish Social Services Council.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2021). Using Reflexive Photography to Investigate Design Affordances for Creativity in Digital Entertainment Games. International Journal of Human-Computer Interaction, 37(9) pp. 867–883.

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

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

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

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

Hammersley, Martyn (2021). Some antinomies of interactionism. In: vom Lehn, Dirk; Ruiz-Junco, Natalia and Gibson, Will eds. The Routledge International Handbook of Interactionism. Routledge, pp. 416–424.

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

Hanley, J; Bald, C; Kerr, C; Sen, R and Webb, C (2021). The Interdependence of Independence: A Network Map of Children’s Services. Network Ethnography.

Hanley, Joe (2021). ‘The best and the brightest’: widening participation and social justice in contemporary English social work education. European Journal of Social Work, 24(3) pp. 505–514.

Hanley, Joe (2021). Team-based learning in social work law education: a practitioner enquiry. Social Work Education, 40(8) pp. 1038–1050.

Hanley, Joe (2021). [Book Review] Steve Rogowski Social Work: The Rise and Fall of a Profession? Critical Social Policy, 41(1) pp. 156–157.

Hanley, Joe (2021). [Book Review] Michael Lavalette (Ed.), What is the future of social work?. Journal of Social Work, 21(4) pp. 988–989.

Hanley, Joe (2021). Networks of power and counterpower in social work with children and families in England. Critical Social Policy, 42(3)

Hanley, Joe; De Luca-Ruane, Alissa and Moth, Rich (2021). Why we are worried about the ‘Independent’ Review of Children’s Social Care in England – and why we think you should be too. Critical and Radical Social Work, 9(2) pp. 301–306.

Hanley, Joe; McGrath-Brookes, Michael and Higgins, Martyn (2021). Dismantling the Blueprint: Buurtzorg in English child protection social work. European Journal of Social Work, 24(6) pp. 990–1000.

Harrison, Stephen (2021). Remote professional development during Covid 19: The Case of SAGE in Zimbabwe. In: UNESCO Inclusive Policy Lab Education & Digital Skills: Conversation event, 08/12//2021, Online.

Harrison, Stephen and Chishava, Charlotte (2021). Innovations in smart phone based professional development. In: UKFIET Conference Building Back Better in Education and Training?, 13/09/2021-16/09/2021, Online.

Hassan, Xavière; Eardley, Annie and Combe, Christelle (2021). Internationalisation at home through virtual exchange: an encounter between distance language learners and trainee language teachers. In: Zoghlami, Naouel; Brudermann, Cédric; Sarré, Cédric; Grosbois, Muriel; Bradley, Linda and Thouësny, Sylvie eds. CALL and professionalisation: short papers from EUROCALL 2021. Research-publishing.net, pp. 112–118.

Hasson, Felicity; Jordan, Joanne; McKibben, Laurie; Graham-Wisener, Lisa; Finucane, Anne; Lamour, Kathy; Zafar, Shazia; Hewison, Alistair; Brazil, Kevin and Kernohan, George (2021). Challenges for palliative care day services: a focus group study. BMC Palliative Care, 20(11)

Hauck, Mirjam; Satar, Muge and Kurek, Malgorzata (2021). Where multimodal literacy meets online language learner autonomy: “Digital resources give us wings”. In: Fuchs, Carolin; Hauck, Mirjam and Dooly, Melinda eds. Language Education in Digital Spaces: Perspectives on Autonomy and Interaction. Educational Linguistics. Springer, pp. 85–111.

Hedges, Claire; Power, Tom and Tengenesha, Martha (2021). Improving Gender Attitudes, Transition and Education Outcomes (IGATE-T) Case Studies: Changing Learning. The Open University, Great Britain.

Heinze, Gerhard; Sartorius, Norman; Guizar Sanchez, Diana Patricia; Bernard-Fuentes, Napoleón; Cawthorpe, David; Cimino, Larry; Cohen, Dan; Lecic-Tosevski, Dusica; Filipcic, Igor; Lloyd, Cathy; Mohan, Isaac; Ndetei, David; Poyurovsky, Michael; Rabbani, Golam; Starostina, Elena; Yifeng, Wei and EstefaníaLimon, Limón (2021). Integration of mental health comorbidity in medical specialty programs in 20 countries. The International Journal of Psychiatry in Medicine, 56(4) pp. 568–581.

Hemmington, Jill; Graham, Matthew; Marshall, Alan; Brammer, Andy; Stone, Kevin and Vicary, Sarah (2021). Approved Mental Health Professionals, Best Interests Assessors and People with Lived Experience: An Exploration of Professional Identities and Practice. Social Work England.

Hernaiz, Rodrigo (2021). A Variationist Approach to Orthographic and Phonological Peculiarities of the Language in the Laws of Hammurabi. In: De Graef, Katrien and Goddeeris, Anne eds. Law and (Dis)Order in the Ancient Near East. Rencontre Assyriologique Internationale, 59. Penn State University Press, pp. 117–135.

Hernáiz, Rodrigo (2021). Morphological variation in the Old Babylonian stative paradigm. In: Feliu, Lluís; Millet, Adelina and Vidal, Jordi eds. Fs del Olmo Lete. «Sentido de un empeño». Homenatge a Gregorio del Olmo Lete. Barcelona: Edicions de la Universitat de Barcelona, pp. 235–248.

Higgs, Alison (2021). The England degree apprenticeship: a lens to consider the national and international context of social work education. Social Work Education, 41(4) pp. 660–674.

Hirvonen, Maija; Purcell, Carrie; Elliott, Lawrie; Bailey, Julia V; Simpson, Sharon Anne; McDaid, Lisa; Moore, Laurence; Mitchell, Kirstin Rebecca and The STASH Study Team (2021). Peer-to-Peer Sharing of Social Media Messages on Sexual Health in a School-Based Intervention: Opportunities and Challenges Identified in the STASH Feasibility Trial. Journal of Medical Internet Research, 23(2) e20898.

Hobbs, Lindsay (2021). The role of language in power and coercion in maternity services. Postgraduate Research Poster Competition, The Open University.

Hoggart, Lesley (2021). Difficult data: reflections on making knowledge claims in a turmoil of competing subjectivities, sensibilities and sensitivities. International Journal of Social Research Methodology, 24(5) pp. 581–587.

Holford, Naomi (2021). Children and young people negotiating gender in context. In: Cooper, Victoria and Holford, Naomi eds. Exploring childhood and youth. Abingdon: Routledge, pp. 35–48.

Horne, Joanna; Kentzer, Nichola; Smith, Lee; Trott, Mike and Vseteckova, Jitka (2021). A Systematic Review on the Prevalence of Physical Activity, and Barriers and Facilitators to Physical Activity, in Informal Carers in the United Kingdom. Journal of Physical Activity and Health, 18(2) pp. 212–218.

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

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

Horsley, Karen (2021). Exploring young migrant children's ‘funds of knowledge’ through documentary photography (with a focus on revision and wisdom). In: 29th EECERA (European Early Childhood Education Research Association) 2021 Online festival., 1-17 Sep 2021, University of Zagreb, Croatia..

Hubscher-Davidson, Severine (2021). Emotions and the affective side of Translation and Interpreting. In EST Newsletter European Society for Translation Studies.

Hubscher-Davidson, Severine (2021). Position statement on translators’ mental health and wellbeing. ITI.

Hubscher-Davidson, Severine (2021). Threlford Memorial Lecture: Psychological Capital and Sustainability in the Language Professions. In: CIOL Online Conference 2021, 11-13 Mar 2021, [Online].

Hubscher-Davidson, Severine (2021). Invited research workshops. In: Doctoral and Teacher-Training Translation Studies Summer School (DOTTSS), 5-16 Jul 2021, [Online].

Hubscher-Davidson, Severine (2021). “We are not robots”: On developing the emotional intelligence of translators. In: 7th International Conference on Cognitive Research on Translation and Interpreting, Jun 2021, Durham University, Wuhan University of Technology, and Macau University.

Hubscher-Davidson, Severine (2021). Emotions and the Translation Professions (Organiser & Chair). In: International Online Symposium Emotions and the Translation Professions, May 2021, The Open University.

Hubscher-Davidson, Severine (2021). Psychological capital and well-being in the translation professions. In: 7th IATIS Conference, 14-17 Sep 2021, Barcelona, Spain.

Hubscher-Davidson, Severine (2021). Emotions and Translation. In: Gambier, Yves and Van Doorslaer, Luc eds. Handbook of Translation Studies (HTS). HTS, 5. Amsterdam and Philadelphia: John Benjamins, pp. 53–58.

Hubscher-Davidson, Severine (2021). Ethical Stress in the Translation and Interpreting Professions. In: Koskinen, Kaisa and Pokorn, Nike K. eds. The Routledge Handbook of Translation and Ethics. Routledge Handbooks. Abingdon: Routledge, pp. 415–430.

Hubscher-Davidson, Séverine and Devaux, Jerome (2021). Teaching Translation and Interpreting in Virtual Environments. Journal of Specialised Translation, 36

Hubscher-Davidson, Séverine and Lehr, Caroline (2021). Improving the Emotional Intelligence of Translators: A Roadmap for an Experimental Training Intervention. Palgrave Studies in Translating and Interpreting. Cham, Switzerland: Spinger.

Hughes, Sioned; Makara Fuller, Kara; Morrison-Love, David and Wallis, Rachel (2021). Teachers as curriculum-makers: professional learning implications for enacting a new curriculum in Wales, perspectives from the Humanities and Mathematics and Numeracy Areas of Learning and Experience. In: European Conference on Educational Research, 6-10 Sep 2021, European Conference on Educational Research, Geneva [Online].

Hultgren, Anna Kristina (2021). Tracing the causes of the rise of English as an international language. In BAAL Newsletter British Association for Applied Linguistics.

Hultgren, Anna Kristina (2021). Applied linguistics as a smorgasbord of ontologies: A rejoinder to Lanvers’ ‘Spare a thought for the language learner!’. Nordic Journal of English Studies, 20(1) pp. 284–291.

Humphry, Debbie and Bernstock, Penny (2021). The commodification of intermediate housing, subsidies for the wealthy and community led alternatives. In: IIBG/RGS The Royal Geographic Society Annual International Conference, 31 Aug - 3 Sep 2021, London.

Humphry, Debbie; Mayo, Marjorie; Barbawoo, Much; Panjwani, Sarah Mussa and Seoighe, Rachel (2021). Community Voices for Holloway: What People want on the Holloway Prison Redevelopment. Community Plan for Holloway, London.

Hunt, Sally (2021). COVID and the South African Family: Cyril Ramaphosa, President or father? Discourse, Context & Media, 44, article no. 100541.

Hunt, Sally (2021). The South African news media and representations of sexuality. In: Angouri, Jo and Baxter, Judith eds. The Routledge Handbook of Language, Gender, and Sexuality. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge, pp. 587–601.

Ingram, J.; Burn, K.; Fiddaman, J.; Penfold, C. and Tope, C. (2021). The Influence of and Interactions Between Different Contexts in the Learning and Development of Mathematics Teacher Educators. In: Goos, M. and Beswick, K. eds. The Learning and Development of Mathematics Teacher Educators. Cham: Springer, pp. 263–280.

Ireland, Robin; Muc, Magdalena; Bunn, Christopher and Boyland, Emma (2021). Marketing of unhealthy brands during the 2018 Fédération Internationale de Football Association (FIFA) World Cup UK broadcasts – a frequency analysis. Journal of Strategic Marketing (Early Access).

Jennings, Carys (2021). The Happy Child. In Bradbury, Aaron ed. Early Years Reviews Early Years Reviews.

Jewitt, Katharine (2021). The value of relationships in moving through recovery following the Covid-19 global pandemic. UKSG eNews, 500

Jewitt, Katharine (2021). Key themes emerging from the qualitative pilot study. In Leading School Learning through COVID-19 The Open University.

Jewitt, Katharine (2021). Self-care Espresso – Reflect, Restore, Re-assert. In: The Open University Mental Health and Wellbeing Conference, 02 Dec 2021, [Online], The Open University.

Jewitt, Katharine (2021). What does psychoneuroimmunology mean to you? In: What does psychoneuroimmunology mean to you?, 2 Dec 2021, The Open University [Online], The Open University.

Jewitt, Katharine (2021). Using SmartArt graphics in PowerPoint - a guide to support Associate Lecturers in producing tutorial resources. The Open University.

Jewitt, Katharine (2021). Guide to Microsoft Planner. The Open University.

Jewitt, Katharine and Baxter, Jacqueline (2021). Integrating online learning provision: What will schools take forward post-pandemic? In SecEd The voice for secondary education SecEd The voice for secondary education.

Jewitt, Katharine; Baxter, Jacqueline and Floyd, Alan (2021). Strategic management of online education in English secondary schools during Covid 19 and beyond. In: EDULEARN21 Proceedings: 13th International Conference on Education and New Learning Technologies, IATED Academy, pp. 765–772.

Jewitt, Katharine; Baxter, Jacqueline and Floyd, Alan (2021). Leading School Online Learning beyond Covid-19. In: The Northern Celebration of Education: CelebrateEd 2021, 30 Jun 2021, Online.

Jewitt, Katharine; Baxter, Jacqueline and Floyd, Alan (2021). Inequalities in secondary school online learning through Covid-19. In: The Open University Covid-19 response research: social inequalities in a pandemic event, 25 Jun 2021, [Online].

Jewitt, Katharine; Baxter, Jacqueline and Floyd, Alan (2021). Leading and managing online learning in schools during Covid-19 and beyond. In: EDEN Annual Conference 2021, 21-24 Jun 2021, Online.

Jewitt, Katharine; Baxter, Jacqueline and Floyd, Alan (2021). What are the “Covid Keepers” for September? In: The Open University Children and Covid-19: A conversation event, 3 Jun 2021, [Online].

Johnston-Wilder, Susan; Lee, Clare and Mackrell, Kate (2021). Addressing Mathematics Anxiety through developing resilience: building on Self Determination Theory. Creative Education, 12(9) pp. 2098–2115.

Jones, Bill and Butcher, John (2021). Editorial: Combined UALL special edition and general edition. Widening Participation and Lifelong Learning, 23(2) pp. 1–6.

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

Jones, Emma; Samra, Rajvinder and Lucassen, Mathijs (2021). Key challenges and opportunities around wellbeing for distance learning students: the online law school experience. Open Learning: The Journal of Open, Distance and e-Learning, 38(2) pp. 117–135.

Jones, K.; Mallon, Sharon and Schnitzler, Katy (2021). A scoping review of the psychological and emotional impact of the COVID-19 pandemic on children and young people. Illness, Crisis & Loss (Early access).

Jones, Kerry (2021). Covid-19 and Front-Line Nursing and Health Care Workers. EC Nursing and Healthcare, 3(2) pp. 16–17.

Jones, Kerry and Murphy, Sam (2021). Researching perinatal death: managing the myriad of emotions in the field. International Journal of Social Research Methodology, 24(5) pp. 603–615.

Jones, Kerry; Schnitzler, Katy and Borgstrom, Erica (2021). Long Term Care Staff Experience of Death Anxiety During Viral Outbreaks. In: 15th International Death, Dying & Disposal Conference, 1-4 Sep 2021, Manchester Metropolitan University (Virtual).

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

Josephidou, Jo; Kemp, Nicola and Durrant, Ian (2021). Outdoor provision for babies and toddlers: exploring the practice/policy/research nexus in English ECEC settings. European Early Childhood Education Research Journal, 29(6) pp. 925–941.

Joy, Phillip; Cosma, Alina; Goodliffe, Samantha; Hiltner, Sarah; Magnée, Tessa and Plug, Ilona (2021). A journey of gender in health: Transforming health by promoting gender considerations through comic art. Journal of Applied Arts & Health, 12(2) pp. 145–162.

Kádár, Dániel Z.; Parvaresh, Vahid and Márquez Reiter, Rosina (2021). Alternative Approaches to Politeness and Impoliteness: An Introduction. Journal of Politeness Research: language, behavior, culture, 17(1) pp. 1–7.

Kambouri, Maria; Wilson, Teresa; Pieridou, Myria; Flannery Quinn, Suzanne and Liu, Jie (2021). Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years. Early Childhood Education Journal, 50(4) pp. 639–661.

Kantirou, Maria and Rossade, Klaus-Dieter (2021). Technological change as a force for good: when the Jedi get working. In: Proceedings of the Innovating Higher Education Conference 2021 (Ubachs, George; Meuleman, Stefan and Antonaci, Alessandra eds.), EADTU, The Netherlands, pp. 386–400.

Keogh, Peter and Dodds, Catherine (2021). Tempering hope with Intimate Knowledge: contrasting emergences of the concept ‘uninfectious’ in HIV. Sociology of Health & Illness, 43(5) pp. 1100–1116.

Khofidotur, Rofiah; Sheehy, Kieron; Widayati, Sri and Budiyanto (2021). Fun and the benefits of Sign Supported Big Books in mainstream Indonesian kindergartens. International Journal of Early Years Education, 31(2)

King, Helena and Witney, Thomas (2021). Addressing the impacts of internalised stigma. In: Mental Health and Wellbeing Conference, 1-2 Dec 2021, The Open University, Milton Keynes, UK.

King, Liz and Whiting, Lisa (2021). Factors influencing nurse retention within children’s palliative care [Podcast]. Journal of Child Health Care, SAGE.

Kucirkova, Natalia (2021). Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines. Journal of Early Childhood Literacy, 21(1) pp. 148–174.

Kucirkova, Natalia (2021). Digital Personalized Learning: Conceptualization, Operationalization and Impact. In: The 19th Biennial EARLI Conference, 23.08.2021-27.08.2021, Online.

Kucirkova, Natalia (2021). What is next for children who grew up with the personalisation revolution? London School of Economics (LSE).

Kucirkova, Natalia (2021). The Educational Power—and the Limits—of Personalized Children’s Books. In Scientific American Scientific American.

Kucirkova, Natalia (2021). The Future of the Self: Understanding Personalization in Childhood and Beyond. Emerald Books.

Kucirkova, Natalia (2021). The Digitized and Quantified "You": Where Is Our Agency? In Devon, Frye ed. Psychology Today Psychology Today.

Kucirkova, Natalia and Bus, Adriana (2021). A Comparison of Children’s Reading on Paper versus Screen: A Meta-analysis conference presentation. In: Society for the Scientific Study of Reading, Annual Meeting, 13-16 Jul 2021, Online.

Kucirkova, Natalia and Cremin, Teresa (2021). Reciprocal reading for pleasure in online and offline reading communities. In: UKLA International Conference, 2-4 Jul 2021, Online.

Kucirkova, Natalia and Cremin, Teresa (2021). Peering out the children’s literature window into children’s engagement with multimedia texts. In: International Society for the Empirical Study of Literature International Conference, 23-26 Jun 2021, Online.

Kucirkova, Natalia; Gerard, Libby and Linn, Marcia C. (2021). Designing personalised instruction: A research and design framework. British Journal of Educational Technology, 52(5) pp. 1839–1861.

Laamanen, Merja; Ladonlahti, Tarja; Uotinen, Sanna; Okada, Alexandra; Bañeres, David and Koçdar, Serpil (2021). Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities. International Journal of Educational Technology in Higher Education, 18(4)

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

Langdown, Ben (2021). Developing a movement culture in the first ten years. In: Bailey, Richard; Agans, Jennifer P.; Côté, Jean; Daly-Smith, Andy and Tomporowski, Phillip D. eds. Physical Activity and Sport During the First Ten Years of Life: Multidisciplinary Perspectives. London: Routledge.

Larkin, Mary (2021). Caring for our Student carers. In: OU-Access Participation and Success 6th International Biennial Conference, 15-18 Mar 2021.

Larkin, Mary (2021). Sustaining unpaid care: the National Institute for Health and Care Excellence (NICE) guideline “Carers: provision of support for adult carers. In: Sustainable care, 12-30 Apr 2021.

Larkin, Mary (2021). Former carers. In: Gu, Danan and Dupre, Matthew E. eds. Encyclopedia of Gerontology and Population Aging. Springer Cham, pp. 1912–1915.

Larkin, Mary and Kubiak, Christopher (2021). Carers and higher education: Where next? Widening Participation and Lifelong Learning, 23(2) pp. 130–151.

Larkin, Mary and Milne, Alisoun (2021). Knowledge generation and former carers: reflections and ways forward. Families Relationships and Societies, 10(2) pp. 287–302.

Lee, Clare; Addison-Pettit, Paula and Tyler, Dave (2021). PGCE Practice Tutors – preconceptions, perceptions and actuality. In Praxis Report PRAXIS, Milton Keynes.

Leedham, Maria (2021). ‘[She] stated [they] would ‘kick off’: Using quotations to make service users visible in social workers’ writing. In: ‘Creativity and Collaboration’ symposium. British Association of Applied Linguistics SIG (Professional, Academic, and Work-Based Literacies PAWBL), 29 Jan 2021, Virtual Event.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2021). Creating a corpus of sensitive and hard-to-access texts: Methodological challenges and ethical concerns in the building of the WiSP corpus. Journal of Applied Corpus Linguistics, 1(3)

Lewis, Tim and Qian, Kan (2021). Designing and Supporting Virtual Exchange: The Case of Chinese–English e-Tandem. Modern Languages Open, 1, article no. 19.

Li, Chenxi (Cecilia) (2021). Negotiation For Meaning In Audio And Video Synchronous Computer-mediated Communication. Doctor of Philosophy (PhD) thesis The Open University.

Lillis, Theresa (2021). Writing as a critical moment in professional discourse. Journal of Applied Linguistics and Professional Practice, 15(3) pp. 334–363.

Lillis, Theresa (2021). Academic Literacies: Intereses Locales, Preocupaciones Globales? Academic Literacies: Local Interests, Global Concerns? In: Ávila Reyes, Natalia ed. Multilingual Contributions to Writing Research Toward an Equal Academic Exchange. The WAC Clearinghouse; University Press of Colorado, pp. 35–59.

Lillis, Theresa (2021). Prefacio. Herramientas para construir una pedagogía inclusiva de la escritura. In: Navarro, Federico ed. Escritura e inclusión en la universidad. Herramientas para docentes. Santiago, Chile: Editorial Universitaria, pp. 19–44.

Lind, Jeremy; Roelen, Keetie and Sabates-Wheeler, Rachel (2021). Social Protection, Covid-19, and Building Back Better. IDS Bulletin, 52(1) pp. 45–64.

Linn, Andrew; Shrestha, Prithvi; Bezborodova, Anastasiya and Hultgren, Anna Kristina (2021). Current practice in English-medium education in higher education: Case studies from Kazakhstan, Turkmenistan, Bangladesh and Nepal. TeachingEnglish. London: British Council.

Lister, Kate; Coughlan, Tim; Kenny, Ian; Tudor, Ruth and Iniesto, Francisco (2021). Taylor, The Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students. Education Sciences, 11(10), article no. 587.

Lister, Kate; Seale, Jane and Douce, Christopher (2021). Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing. Open Learning: The Journal of Open, Distance and e-learning, 38(2) pp. 102–116.

Little, Madison T.; Roelen, Keetie; Lange, Brittany C. L.; Steinert, Janina I.; Yakubovich, Alexa R.; Cluver, Lucie and Humphreys, David K. (2021). Effectiveness of cash-plus programmes on early childhood outcomes compared to cash transfers alone: A systematic review and meta-analysis in low- and middle-income countries. PLOS Medicine, 18(9), article no. e1003698.

Lombardozzi, Lorena; Copperman, Jeanette and Auma, Carolyn (2021). Food poverty and urban struggles during COVID-19: the social reproduction of unequal London and the false narrative about the ‘pandemic-led crisis’. OU, Milton Keynes.

Long, Marilyn (2021). Empowering autistic students to thrive in higher education: an investigation into stakeholder participation in redefining the barriers to inclusivity and improve the relevance of accessibility policy and procedures. Student dissertation for The Open University module YXM830 Advance your independent learning.

Lucassen, Mathijs; Perry, Yael; Frampton, Christopher; Fleming, Theresa; Merry, Sally; Shepherd, Matthew and Stasiak, Karolina (2021). Intersex adolescents seeking help for their depression: The case study of SPARX in New Zealand. Australasian Psychiatry, 29(4)

Lucassen, Mathijs; Stasiak, Karolina; Fleming, Theresa; Frampton, Christopher; Perry, Yael; Shepherd, Matthew and Merry, Sally (2021). Computerised cognitive behavioural therapy for gender minority adolescents: Analysis of the real-world implementation of SPARX in New Zealand. Australian & New Zealand Journal of Psychiatry, 55(9) pp. 874–882.

Lucassen, Mathijs and Ugueto, Ana (2021). Special Considerations for SGM Youth Online. Psychiatric Times, 38(5) pp. 16–18.

Luelmo del Castillo, Maria Jose and Pérez Cavana, Maria Luisa (2021). Is a self-regulatory eELP the way forward? A reflection on two decades of achievements and failures of the ELP. CEFR Journal – Research and Practice, 3 pp. 6–20.

Lusted, Jim; Bradbury, Steven and van Sterkenburg, Jacco (2021). Priorities for researching ‘race’, ethnicity and racism in sports coaching and recommendations for future practice. In: Bradbury, Steven; Lusted, Jim and van Sterkenburg, Jacco eds. 'Race', Ethnicity and Racism in Sports Coaching. Routledge Critical Perspectives on Equality and Social Justice in Sport and Leisure. Abingdon, Oxon: Routledge, pp. 235–253.

Lyons, Agnieszka; Tagg, Caroline and Hu, Rachel (2021). Chronotopic (non)modernity in translocal mobile messaging among Chinese migrants in the UK. Internet Pragmatics, 4(2) pp. 190–218.

Lyrigkou, Christina (2021). The role of informal second language learning in the spoken use of discourse markers by Greek adolescent learners of English. Doctor of Philosophy (PhD) thesis The Open University.

Mackay, Lorna; Langdown, Ben; Simons, Joan and Vseteckova, Jitka (2021). The effect of percussive therapy on musculoskeletal performance and perceptions of pain: A systematic narrative literature review. In Prospero International Prospective Register of Systematic Reviews NIHR.

Madeley, Anna-Marie (2021). Supporting complex homebirths. The Practising Midwife, 24(3) pp. 12–14.

Madeley, Anna-Marie (2021). Retaining and Reclaiming Control and Autonomy in Pregnancy and Childbirth: Making Non-Normative Choices. Results of a Meta-Ethnographic Review of the Literature. Postgraduate Research Poster Competition, The Open University.

Madeley, Anna-Marie (2021). I'm only sweeping. British Journal of Midwifery, 29(2) pp. 66–67.

Madeley, Anna-Marie (2021). Birth after previous caesarean section. British Journal of Midwifery, 29(11) pp. 615–619.

Madeley, Anna-Marie and Anderson, Michelle (2021). The Perinatal Midwifery Toolkit. In: Anderson, Michelle ed. Midwifery Essentials: Perinatal Mental Health. Midwifery Essentials, 1 (1). London: Elsevier, pp. 148–182.

Mallon, Sharon; Borgstrom, Erica and Murphy, Sam (2021). Unpacking sensitive research: a stimulating exploration of an established concept. International Journal of Social Research Methodology, 24(5) pp. 517–521.

Mallon, Sharon and Elliott, Iris (2021). What is ‘sensitive’ about sensitive research? The sensitive researchers’ perspective. International Journal of Social Research Methodology, 24(5) pp. 523–535.

Mander, Sarah (2021). Well-being, mental health and the student population. In: Williams-Brown, Zeta and Mander, Sarah eds. Childhood Well-being and Resilience: Influences on Educational Outcomes. London: Routledge, pp. 33–45.

Márquez Reiter, Rosina (2021). How can ethnography contribute to understanding (im)politeness? Journal of Politeness Research: Language, Behavior, Culture, 17(1) pp. 35–59.

Márquez Reiter, Rosina (2021). Confessions of lockdown breaches. Problematising morality during the Covid-19 pandemic. Journal of Pragmatics, 179 pp. 61–69.

Márquez Reiter, Rosina (2021). The Politics of Conviviality: on the ground experiences from Spanish-speaking Latin Americans in Elephant & Castle, London. Journal of Sociolinguistics, 25(5) pp. 662–681.

Márquez Reiter, Rosina and Cantarutti, Marina (2021). The value of vale: negotiating the progressivity of service in a market restaurant. Contrastive Pragmatics, 3(1) pp. 59–88.

Márquez Reiter, Rosina and Felix-Brasdefer, J. Cesar (2021). Service Encounter Discourse. In: Haugh, M.; Kadar, D. and Terkourafi, M. eds. The Handbook of Sociopragmatics. Cambridge Handbooks in Language and Linguistics. Cambridge: Cambridge University Press, pp. 496–519.

Márquez Reiter, Rosina and Hidalgo Dowing, Raquel (2021). Intercultural Communication in a globalised world: the case of Spanish. In: Koike, Dale A. and Félix-Brásdefer, J. Cesar eds. The Routledge Handbook of Spanish Pragmatics: Foundations and Interfaces. Routledge Spanish Language Handbooks. Routledge.

Marston, Hannah; Hadley, Robin; Pike, Graham and Hesketh, Ian (2021). Games for health & mHealth apps for police & blue light personnel: A research review. The Police Journal: Theory, Practice and Principles, 94(3) pp. 372–387.

Marston, Hannah; Morgan, D.J; Wilson-Menzfeld, G; Gates, J.R and Turner, R (2021). Written evidence [PTC0018]. UK Government.

Marston, Hannah and Musselwhite, Charles (2021). Improving Older People’s Lives Through Digital Technology and Practices. Gerontology and Geriatric Medicine, 7 pp. 1–4.

Marston, Hannah; Wilson, Gemma; Morgan, D. J. and Gates, Jessica (2021). Beyond Digital: Planning for a Hybrid World. In Covid-19 Committee: 1st Report of Session 2019-21 House of Lords.

Marston, Hannah R.; Niles-Yokum, Kelly and Alexandra Silva, Paula (2021). A Commentary on Blue Zones®: A Critical Review of Age-Friendly Environments in the 21st Century and Beyond. International Journal of Environmental Research and Public Health, 18(2)

McConville, Kevin (2021). Professional Identity Formation in Becoming a GP Trainer – Barriers and Enablers. Doctor of Education (EdD) thesis The Open University.

McCormick, Michael (2021). Employability: identity and student agency. Postgraduate Research Poster Competition, The Open University.

McCormick, Michael; Meade, Rosie and Tunnah, Edward (2021). Employability framework and personal development planning: closing the loop. In: Employability: breaking the mould (Norton, Stuart and Dalrymple, Roger eds.), Advance HE, pp. 67–75.

McFadden, Alison; Fitzpatrick, Bronagh; Shinwell, Shona; Tosh, Karen; Donnan, Peter; Wallace, Louise M; Johnson, Emily; MacGillivray, Steve; Gavine, Anna; Farre, Albert and Mactier, Helen (2021). Cue-based versus scheduled feeding for preterm infants transitioning from tube to oral feeding: the Cubs mixed-methods feasibility study. Health Technology Assessment, 25(74)

McGrath-Brookes, Michael; Hanley, Joe and Higgins, Martyn (2021). A Fisher-eye lens on social work reform. Journal of Social Work, 21(5) pp. 1261–1277.

McInally, Wendy and Gray-Brunton, Carol (2021). Research made simple: using multiperspective interpretative phenomenological analysis to explore healthcare phenomena. Evidence-Based Nursing, 24(3) pp. 71–73.

McInally, Wendy; Gray-Brunton, Carol; Chouliara, Zoe and Kyle, Richard G. (2021). Experiences of living with cancer of adolescents and young adults and their families: A narrative review and synthesis. Enfermería Clínica, 31(4) pp. 234–246.

McInally, Wendy; Gray‐Brunton, Carol; Chouliara, Zoe and Kyle, Richard G. (2021). Life Interrupted: Experiences of adolescents, young adults and their family living with malignant melanoma. Journal of Advanced Nursing, 77(9) pp. 3867–3879.

McInally, Wendy and McCann, Lisa (2021). Caring for children and young people with cancer. In: Glasper, Edward Alan; Richardson, James and Randall, Duncan eds. A Textbook of Children's and Young People's Nursing. London, UK: Elsevier, pp. 637–653.

Meredith, Allan (2021). Primary School Parent Governors In A Deprived South Wales Community: How Do Their Experiences Contribute To Our Understanding Of School Governance? Doctor of Education (EdD) thesis The Open University.

Micklethwaite, Daniel and Earle, Rod (2021). A Voice Within: An Autoethnographic Account of Moving from Closed to Open Prison Conditions by a Life‐Sentenced Prisoner. The Howard Journal of Crime and Justice, 60(4) pp. 529–545.

Mitchell, Kirstin R.; Purcell, Carrie; Simpson, Sharon A.; Broccatelli, Chiara; Bailey, Julia V.; Barry, Sarah J. E.; Elliott, Lawrie; Forsyth, Ross; Hunter, Rachael; McCann, Mark; McDaid, Lisa; Wetherall, Kirsty and Moore, Laurence (2021). Feasibility study of peer-led and school-based social network Intervention (STASH) to promote adolescent sexual health. Pilot and Feasibility Studies, 7, article no. 125.

Montgomery, Heather (2021). [Book review] Steinberg, Jonah. A garland of bones: child runaways in India. Journal of the Royal Anthropological Institute, 27(2) pp. 435–436.

Montgomery, Heather (2021). [Book review] Golden, Deborah; Erdreich, Lauren and Roberman, Sveta. Mothering, education and culture: Russian, Palestinian and Jewish middle‐class mothers in Israeli Society. Children & Society, 35(6) pp. 975–976.

Moore, Lucy (2021). Inside out: understanding professional practice and policy making in UK high-performance sport. A process sociological approach. International Journal of Sport Policy and Politics, 13(1) pp. 179–185.

Moore, Rhiannon and Kameshwara, Kalyan Kumar (2021). Can head teacher autonomy mitigate the effects of COVID-19 school closures in India? NORRAG Special Issue 6: States of Emergency in the Time of COVID-19 pp. 26–31.

Moore, Rhiannon; Rolleston, Caine and Grijalva, Ana (2021). Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India? Comparative Education Review, 65(4) pp. 667–690.

Mukherjee, S. J. (2021). ‘That girl, she hear what we talk’: provisional and ongoing consent in research with 4-5 year old children. The Open University, Milton Keynes, UK.

Mukherjee, Sarah Jane (2021). Learning language, learning through language and learning about language: the case for role-play in the ‘Summer of Play’. The Open University, Milton Keynes, UK.

Mukherjee, Sarah Jane and Charlesworth, Richard (2021). Towards hope, acceptance and overcoming adversity through Reading for Pleasure. In: The Applied Linguistics and Literacies Research Group (ALLRG) Seminar: ‘Beyond Reading for Pleasure’., 22 Jul 2021, online.

Mukherjee, Sarah Jane and Cremin, Teresa (2021). Readers, Texts and Talk: A Symposium for UKLA - Overcoming adversity through hope: Discussing picture fiction. In: UKLA 56th International Conference - We need to talk about Literacy: Why spoken language matters in literacy learning and teaching., Fri 2 - Sun 4 Jul 2021, Online.

Mullen, Rosemary; Kydd, Angela; Fleming, Anne and Mcmillan, Laura (2021). A practical guide to the systematic application of nominal group technique. Nurse Researcher, 29(1)

Murphy, Amanda C. and Zuaro, Beatrice (2021). Internationalization vs Englishization in Italian higher education: Reframing the issue. In: Wilkinson, Robert and Gabriëls, René eds. The Englishization of Higher Education in Europe. Amsterdam: Amsterdam University Press, pp. 163–188.

Murphy, Suzanne; Joffe, Victoria; Donald, Louisa; Radley, Jessica; Sunthararajah, Sailaa; Welch, Charlie; Bell, Kerry; Messer, David; Crafter, Sarah; Fairhurst, Caroline; Corbacho, Belen; Rodgers, Sara and Torgerson, David (2021). Evaluating 'Enhancing Pragmatic Language skills for Young children with Social communication impairments' (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies, 7, article no. 5.

Musgrave, Jackie and Payler, Jane (2021). Proposing a model for promoting Children's Health in Early Childhood Education and Care Settings. Children & Society, 35(5) pp. 766–783.

Narzisi, Katia and Simons, Joan (2021). Interventions that prevent or reduce obesity in children from birth to five years of age: A systematic review. Journal of Child Health Care, 25(2) pp. 320–334.

NCD Risk Factor Collaboration (NCD-RisC) (2021). Heterogeneous contributions of change in population distribution of body mass index to change in obesity and underweight. eLife, 10, article no. e60060.

Nelson, Elspeth (2021). The Importance Of Absence: An Investigation Into The Significance Of Resilience In Retention On Higher Education Courses In A Further Education College. Doctor of Education (EdD) thesis The Open University.

Newton, Victoria (2021). [Book Review] Ritual & Myths in Nursing: A Social History. Folklore, 132(1) pp. 104–105.

Newton, Victoria (2021). Book Review: The Kiss of Death: Contagion, Contamination and Folklore. Folklore, 132(3) pp. 330–331.

Nguyen, An (2021). ‘From targets to tools: A major overhaul on researching English Language Teaching in Vietnam’. In BAAL News British Association of Applied Linguistics.

Nguyen, An (2021). (Mis)alignment between English textbooks and test papers: A corpus-based discourse study from Vietnam. In: International Corpus Linguistics Conference 2021, 13-17 Jul 2021, Limerick, Ireland.

Nguyen, An (2021). Examining implications of English versus Local-language Medium Instruction programmes on students’ English self-efficacy and proficiency in Vietnamese Higher Education. In: 2nd International Conference on Language Teaching and Learning 2021, 19-20 Jun 2021, Hongkong SAR, China.

Nguyen, An (2021). Internationalisation of Vietnamese higher education through English Medium Instruction programmes: a literature review on outcomes. In: Vietnam Education Symposium 2021, 9-12 Sep 2021, Hochiminh City, Vietnam (Hybrid).

Nguyen, An (2021). English Medium Instruction and language proficiency gains: Evidence from Vietnam. In: Multilingual Learning: Policy and Practice 2021, 2-3 Dec 2021, Krakow, Poland (Hybrid).

Nilsson, Karin; Danielsson, Henrik; Elwér, Åsa; Messer, David; Henry, Lucy and Samuelsson, Stefan (2021). Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading. Journal of Cognition, 4(1), article no. 56.

Nilsson, Karin; Danielsson, Henrik; Elwér, Åsa; Messer, David; Henry, Lucy and Samuelsson, Stefan (2021). Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy. Journal of Cognition, 4(1), article no. 58.

Nouwen, Arie; Deschênes, Sonya S.; Balkhiyarova, Zhanna; Albertorio-Díaz, Juan R.; Prokopenko, Inga and Schmitz, Norbert (2021). Measurement Invariance Testing of the Patient Health Questionnaire-9 (PHQ-9) across People with and without Diabetes Mellitus from the NHANES, EHMS and UK Biobank datasets. Journal of Affective Disorders, 292 pp. 311–318.

O'Connor, Gráinne (2021). Experiences of People with Multiple Sclerosis and Their Use of Assistance Dogs: An Interpretative Phenomenological Analysis. Doctor of Philosophy (PhD) thesis The Open University.

O'Hagan, Lauren (2021). Instagram as an Exhibition Space: Reflections on Digital Remediation in the Time of COVID-19. Museum Management and Curatorship, 36(6) pp. 610–631.

O'Hagan, Lauren (2021). [Book review] Made in Ireland: studies in popular music edited by Áine Mangaoang, John O’Flynn and Lonán Ó Briain. Irish Studies Review, 29(4) pp. 542–544.

O'Hagan, Lauren (2021). A Voice for the Voiceless: Improving Provenance Practice for Working-Class Books. Journal of Librarianship & Information Science, 53(1) pp. 16–28.

O'Hagan, Lauren; Serafinelli, Elisa and Jackman, Anna (2021). Drones in Visual Culture: A Conversation with Anna Jackman, Lauren Alex O’Hagan and Elisa Serafinelli. Association for the Arts of the Present Journal

O'Hagan, Lauren Alex (2021). [Book Review] The Picture Postcard: A New Window into Edwardian Ireland, by Ann Wilson. Review of Irish Studies in Europe, 4(2) pp. 139–141.

O'Hagan, Lauren Alex (2021). Commercialising Public Health During the 1918-19 Spanish Flu Pandemic in Britain. Journal of Historical Research in Marketing, 13(3/4) pp. 161–187.

O'Hagan, Lauren Alex (2021). “Rory played the greens, not the blues”: Expressions of Irishness on the Rory Gallagher YouTube Channel. Irish Studies Review, 29(3) pp. 348–369.

O'Hagan, Lauren Alex (2021). The Sociocultural Functions of Edwardian Book Inscriptions: Taking a Multimodal Ethnohistorical Approach. Routledge Research in Literacy. New York, USA: Routledge.

O'Hagan, Lauren Alex and Serafinelli, Elisa (2021). The View from Above: A Drone’s Perspective on the World. Futurum.

O'Hagan, Lauren Alex and Spilioti, Tereza (2021). The Edwardian Selfies: A Transhistorical Approach to Celebrity Culture and Pictorial Bookplates. Discourse, Context and Media, 43, article no. 100522.

Oakley, Ben (2021). What is athletic development? In: Heaney, Caroline; Kentzer, Nichola and Oakley, Ben eds. Athletic Development: A Psychological Perspective. New York: Routledge, pp. 9–19.

Ohagan, Lauren (2021). Blinded by Science? Constructing Truth and Authority in Early 20th-Century Virol Advertisements. History of Retailing and Consumption, 7(2) pp. 162–102.

Ohagan, Lauren (2021). The Irish Rover: Phil Lynott and the Search for Identity. Popular Music and Society, 44(1) pp. 26–48.

Okada, Alexandra and da Matta, Cláudia Eliana (2021). A formação docente para educação profissional por meio de um curso de extensão com tecnologias emergentes e escolarização aberta. Dialogo Educacional, 21(71) pp. 1766–1793.

Okada, Alexandra and Matta, Claudia Eliane (2021). Teacher training for professional education through a course of extension on emerging Technologies with open schooling. Revista Diálogo Educacional, 21(71) pp. 1794–1819.

Oluseye, Ayomide Oreoluwa (2021). Exploring The Lived Experiences Of Unmarried Young Mothers In South-Western Nigeria. Doctor of Philosophy (PhD) thesis The Open University.

Owen, Nathaniel; Shrestha, Prithvi and Bax, Stephen (2021). Researching lexical thresholds and lexical profiles across the common European framework of reference for languages (CEFR) levels assessed in the Aptis test. ARAGs Research Reports Online, AR-G/2021(1)

Owen, Nathaniel; Shrestha, Prithvi and Hultgren, Anna Kristina (2021). Researching Academic Reading in Two Contrasting English as a Medium of Instruction Contexts at a University Level. In ETS Research Report Series (TOEFL Research Report No. RR-91). Educational Testing Service.

Owen, Nathaniel; Shrestha, Prithvi and Hultgren, Anna Kristina (2021). Researching Academic Reading in two contrasting EMI (English as a Medium of Instruction) university contexts, and implications for the design of EAP reading tests. In: 42nd Language Testing Research Colloquium (LTRC), International Language Testing Association (ILTA).

Owton, Helen (2021). The Thrill of Motorcycling: Quest for Flow. In http://www.open.ac.uk/blogs/OU-Sport/?p=2721 http://www.open.ac.uk/blogs/OU-Sport/?p=2721.

Oyinloye, Bukola (2021). Towards an Ọmọlúàbí code of research ethics: Applying a situated, participant-centred virtue ethics framework to fieldwork with disadvantaged populations in diverse cultural settings. Research Ethics, 17(4) pp. 401–422.

Oyinloye, Bukola (2021). Parents’ perspectives and practices around the schooling of children in rural Northern Nigeria. Doctor of Philosophy (PhD) thesis The Open University.

Palmgren-Neuvonen, Laura; Littleton, Karen and Hirvonen, Noora (2021). Dialogic spaces in divergent and convergent collaborative learning tasks. Information and Learning Sciences, 122(5/6) pp. 409–431.

Papathoma, Tina; Ferguson, Rebecca and Vogiatzis, Dimitrios (2021). Accessible learning, accessible analytics: a virtual evidence café. In: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21).

Parker, Roses S; McKeever, Stephen; Twycross, Alison and Wiseman, Theresa (2021). Understanding the toolbox: A mixed methods study of attitudes, barriers and facilitators in parental intervention of children’s cancer pain at home. Journal of Child Health Care, 25(1) pp. 126–145.

Parry, John (2021). Always the practitioner: reflections on a journey into the academy. In: Morris, Sean Michael; Rai, Lucy and Littleton, Karen eds. Voices Of Practice: Narrative Scholarship from the Margins. Washington, DC: Hybrid Pedagogy Inc., pp. 73–80.

Paterson, Laura L (2021). [Book review] Dennis Baron, What's your pronoun? Beyond he & she. Language in Society, 50(2) pp. 314–317.

Paterson, Laura L (2021). [Book review] Dennis Baron, What's your pronoun? Beyond he & she. New York, Liveright, 2020. Language in Society, 50(2) pp. 314–317.

Pawlyn, Jillian (2021). Reflections on writing journal articles. Learning Disability Practice, 24(5), article no. e2074.

Pinchbeck, Jessica (2021). “It’s more than just playing a sport”. A socio-cultural analysis of participation in netball across the lifespan. Doctor of Philosophy (PhD) thesis The Open University.

Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu and Mubaira, Simbarashe (2021). Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe. The EdTech Hub, London.

Preece, Victoria Kirstin (2021). Young children’s bodies: multiple perspectives on the embodied experience of starting school. Doctor of Education (EdD) thesis The Open University.

Price, Rachel and Davis, Katie A. (2021). Mental Health in Later Life. In: Chadwick, Angelina and Murphy, Neil eds. Mental Health: A non-specialist introduction for nursing and health care. Lantern Publishing, pp. 101–120.

Pulker, Helene; Stickler, Ursula and Vialleton, Elodie (2021). Well-rounded graduates – what languages can do. In: Plutino, Alessia and Polisca, Elena eds. Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net, pp. 23–35.

Purcell, Carrie; Smillie, Susie; Hilton Boon, Michele; Simpson, Sharon A and Taylor, Rod S (2021). Effectiveness of social network interventions to support cardiac rehabilitation and secondary prevention in the management of people with heart disease. Cochrane Database of Systematic Reviews, article no. CD013820.

Qureshi, Irtiza; Garcia, Rebecca; Ali, Nasreen and Randhawa, Gurch (2021). Understanding the disproportionate effects of COVID-19 on nurses from ethnic minority backgrounds. Nursing Standard, 36(9) pp. 29–34.

Rai, Lucy (2021). Writing for Social Work. Transforming Social Work. London: SAGE.

Rainford, Jon (2021). How institutional doxa shapes access to higher education through framings of ‘potential’. Power and Education, 13(3) pp. 171–186.

Rainford, Jon (2021). Stripping back the novelty: A critical reflection on the dual use of a comic-based approach to engage participants and publics. Methodological Innovations Online, 14(3) pp. 1–12.

Rainford, Jon (2021). Working with/in institutions: how policy enactment in widening participation is shaped through practitioners’ experience. British Journal of Sociology of Education, 42(2) pp. 287–303.

Ramsamy-Iranah, S. D.; Maguire, M.; Peace, S. and Pooneeth, V. (2021). Older Adults’ Perspectives on Transitions in the Kitchen. Journal of Aging and Environment, 35(2) pp. 207–224.

Rawles, Joanna (2021). How social work students develop the skill of professional judgement: Implications for practice educators. Journal of Practice Teaching and Learning, 17(3) pp. 10–30.

Redmore, Ned (2021). Day Service Culture From The Perspective Of Autistic Adults With Profound Learning Disabilities: A Methodological Development And Empirical Study In The Space Of Autism And Profound Learning Disability. Doctor of Philosophy (PhD) thesis The Open University.

Rets, Irina (2021). Linguistic accessibility of Open Educational Resources: Text Simplification As An Aid To Non-native Readers Of English. Doctor of Philosophy (PhD) thesis The Open University.

Reynolds, Deborah; Smith, Sarah and Vallely, Kat (2021). Empowering communication through speaking, reading and writing. In: McDonald, Roger and Gibson, Poppy eds. Inspiring Primary leaners: Insights and Inspiration Across the Curriculum. Routledge, pp. 5–23.

Richter, Anna and Humphry, Debbie (2021). [Editorial] Ja! Damit Berlin unser Zuhause bleibt! That Berlin will remain our home! حتى تظل برلين بيتنا Berlin evimiz kalsın diye! чтобы берлин оставался нашим домом Aby Berlin pozostał naszym domem! City, 25(5-6) pp. 561–569.

Rix, Jonathan; Garcia Carrizosa, Helena; Hayhoe, Simon; Seale, Jane and Sheehy, Kieron (2021). Emergent analysis and dissemination within participatory research. International Journal of Research & Method in Education, 44(3) pp. 287–302.

Rix, Jonathan and Ingham, Nigel (2021). The impact of education selection according to notions of intelligence: A systematic literature review. International Journal of Educational Research Open, 2-2, article no. 100037.

Robb, Martin (2021). ‘Men, we just deal with it differently’: researching sensitive issues with young men. International Journal of Social Research Methodology, 24(5) pp. 617–625.

Robb, Martin (2021). Boys and Fatherhood. In Childhood Studies - Oxford Bibliographies Oxford Bibliographies Online - Childhood Studies, Oxford University Press.

Robinson, Ian Wright (2021). Student and Staff Perceptions and Experiences of Employability at an English School Sixth-Form. Master of Philosophy (MPhil) thesis The Open University.

Rodrigues, Daniela; Muc, Magdalena; Machado-Rodrigues, Aristides M and Padez, Cristina (2021). Less obesity but higher inequalities in Portuguese children: Trends of childhood obesity between 2002--2016. Acta Paediatrica, 110(5) pp. 1526–1533.

Rodriguez Leon, Lucy (2021). Sensing and configuring the world with text: bringing neo-Vygotskian thinking into dialogue with more-than-human literacies in early childhood. Discourse: Studies in the cultural politics of education, 44(2) pp. 253–268.

Rodriguez-Leon, Lucy and Payler, Jane (2021). Surfacing complexity in shared book reading: the role of affordance, repetition and modal appropriation in children’s participation. Learning, Culture and Social Interaction, 28, article no. 100496.

Roelen, Keetie (2021). Child-sensitive social protection. In: Schuering, Esther and Loewe, Markus eds. Handbook on Social Protection Systems. Cheltenham: Edward Elgar Publishing, pp. 368–377.

Roelen, Keetie and Saha, Amrita (2021). Pathways to stronger futures? The role of social protection in reducing psychological risk factors for child development in Haiti. World Development, 142, article no. 105423.

Rogers, Dr Justin Mark and Ali, Dr Mariya (2021). ‘It's so much better than contact’: A qualitative study exploring children and young people's experiences of a sibling camp in the United Kingdom. Child & Family Social Work, 26(1) pp. 61–69.

Rogers, Justin; Whitelaw, Robert; Karunan, Victor and Ketnim, Pryn (2021). Children’s experiences of alternative care in mainland Southeast Asia – A scoping review of literature. Children and Youth Services Review, 120

Roque Gutierrez, Ernesto (2021). A Developmental Test of Cognitive Transfer. Postgraduate Research Poster Competition, The Open University.

Rose, Lauren (2021). Investigating Youth Physical Activity Experiences and Mental Wellbeing, Before, During and Post Covid 19. Postgraduate Research Poster Competition, The Open University.

Sah, Pramod K. (2021). Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education, 41(2) pp. 238–252.

Salgado, Luciana Salazar (2021). Entrevista com Johannes Angermuller. Scripta, 25(54) pp. 324–333.

Samra, Rajvinder and Hankivsky, Olena (2021). Adopting an intersectionality framework to address power and equity in medicine. The Lancet, 397(10277) pp. 857–859.

Samra, Rajvinder; Waterhouse, Philippa and Lucassen, Mathijs (2021). Combining and managing work-family-study roles and perceptions of institutional support. Distance Education, 42(1) pp. 88–105.

Sanchez Moreano, Santiago (2021). Reseña de Patzelt, Carolin; Spiegel, Carolin; Mutz, Katrin. 2018. Migración y contacto de lenguas en la Romania del siglo XXI / Migration et contact de langues au XXIe siècle. Estudios de lingüística española, 43 pp. 266–283.

Sanchez Moreano, Santiago and Blestel, Élodie (2021). Prácticas lingüísticas heterogéneas: Nuevas perspectivas. In: Sanchez Moreano, Santiago and Blestel, Élodie eds. Prácticas lingüísticasheterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias. Contact and Multilingualism (4). Berlin: Language Science Press, pp. 1–23.

Satar, Muge and Hauck, Mirjam (2021). Exploring Digital Equity in Online Learning Communities (Virtual Exchange). In: de Medeiros, Ana and Kelly, Debra eds. Language Debates - Theory and Reality in Language Learning, Teaching and Research. Language Acts and Worldmaking, 2. London: John Murray Press, pp. 270–290.

Seale, Jane; Colwell, Chetz; Coughlan, Tim; Heiman, Tali; Kaspi-Tsahor, Dana and Olenik-Shemesh, Dorit (2021). "Dreaming in colour’: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies". Education and Information Technologies, 26(2) pp. 1687–1719.

Seale, Jane; Garcia Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron and Hayhoe, Simon (2021). A participatory approach to the evaluation of participatory museum research projects. International Journal of Research and Method in Education, 44(1) pp. 20–40.

Seargeant, Philip (2021). Obituary: Jan Blommaert (1961–2021). Applied Linguistics Review, 14(2) pp. 415–420.

Selman, Lucy; Sowdon, Ryann and Borgstrom, Erica (2021). “Saying goodbye” during the COVID-19 pandemic: A document analysis of online newspapers with implications for end of life care. Palliative Medicine, 35(7) pp. 1277–1287.

Sheehy, Kieron; Kasule, George Wilson and Chamberlain, Liz (2021). Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice. International Journal of Disability, Development and Education., 68(4) pp. 600–615.

Sheehy, Kieron; Sujarwanto; Rofiah, Khofidotor and Budiyanto (2021). Should Meaningful Online Learning Experiences be Fun for Higher Education students in Indonesia? In: 8th LSME International Research Conference on Sustainable Development and Education (Kumar, Ravi; McKinney, Stephen; McAreavey, Martin; Parhi, Sarita; Jackson-Sil, Dolly; Gray, Peter and Shifau, Hassan eds.), London School of Management Education, London.

Shi, Lijing and Stickler, Ursula (2021). Eyetracking a meeting of minds – teachers’ and students’ joint attention during synchronous online language tutorials. Journal of China Computer-Assisted Language Learning, 1(1) pp. 145–169.

Shohel, M. Mahruf C.; Akter, Naznin; Rahman, Md Shajedur; Mahmud, Arif and Ahsan, Muhammad Shajjad (2021). Home Education in the United Kingdom: Policy, Practice, and Challenges. In: English, Rebecca ed. Global Perspectives on Home Education in the 21st Century. IGI Global, pp. 178–199.

Simons, Joan and Belton, Silice Patrice (2021). The voice of students from a Black, Asian or minority ethnic background. Widening Participation and Lifelong Learning, 23(3) pp. 137–146.

Singh, Jaspal (2021). Commentary: Epistemological Positionalities. Applied Linguistics, 42(6) pp. 1168–1175.

Singh, Jaspal (2021). Migration, hip hop and translation zones in Delhi. In: Lee, Tong King ed. The Routledge Handbook of Translation and the City. London: Routledge, pp. 308–325.

Singh, Jaspal (2021). The Sociolinguistic Saffronisation of India. In: Theodoropoulou, Irene and Tovar, Johanna eds. Research Companion to Language and Country Branding. Routledge Studies in Language and Identity. Abingdon: Routledge, pp. 57–71.

Singh, Jaspal Naveel (2021). Language, gender and sexuality in 2020: forward Global South. Gender and Language, 15(2) pp. 207–230.

Singh, Jaspal Naveel (2021). Transcultural Voices: Narrating Hip Hop Culture in Complex Delhi. Encounters, 22. Bristol: Multilingual Matters.

Singh, Jaspal Naveel (2021). Overstandin: Upscaling reading positions and rescaling texts/signs. Applied Linguistics Review, 12(3) pp. 445–462.

Smirnova, Natalia V.; Lillis, Theresa and Hultgren, Anna Kristina (2021). English and/or Russian medium publications? A case study exploring academic research writing in contemporary Russian academia. Journal of English for Academic Purposes, 53, article no. 101015.

Smith, Tamsin (2021). An Exploration of the Experiences of Mentors Supporting Clinical Skills’ Development in Student Nurses in Very Remote Rural Scotland. Doctor of Education (EdD) thesis The Open University.

Soruç, Adem; Altay, Mehmet; Curle, Samantha and Yuksel, Dogan (2021). Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain. System, 103, article no. 102651.

Souza, Margaret; Borgstrom, Erica and Zivkovic, Tanya (2021). Rethinking end of life care: attending to care, language and emotions. Social Science & Medicine, 291, article no. 114612.

Sowden, Ryann; Borgstrom, Erica and Selman, Lucy E. (2021). ‘It’s like being in a war with an invisible enemy’: A document analysis of bereavement due to COVID-19 in UK newspapers. PLOS ONE, 16(3) e0247904.

Spilioti, Tereza and Giaxoglou, Korina (2021). Translation and trans-scripting: languaging practices in the city of Aθens. In: Lee, Tong King ed. The Routledge Handbook of Translation and the City. Abingdon: Routledge, pp. 278–293.

Stafford, Mary (2021). Doctoral Researchers Abroad: Negotiating Language And Identity In A Multilingual Context. Doctor of Education (EdD) thesis The Open University.

Stevens, Emma (2021). Deprivation of Liberty Safeguards for adults in hospitals and/or care homes. ClinicalSkills.net.

Stevens, Emma; Price, Elizabeth and Walker, Elizabeth (2021). Making the mundane remarkable: an ethnography of the ‘dignity encounter’ in community district nursing. Ageing and Society, 43(4)

Stevens, Emma; Price, Elizabeth and Walker, Liz (2021). Dressings and dignity in community nursing. British Journal of Community Nursing, 26(11) pp. 526–531.

Stickler, Ursula (2021). Investigating language teachers’ ideals in images and interviews. System, 97, article no. 102424.

Stone, Kevin; McCusker, Pearse; Davidson, Gavin and Vicary, Sarah (2021). An Exploratory Survey of Mental Health Social Work in Europe. International Journal of Environmental Research and Public Health, 18(19), article no. 10462.

Strang, Jo (2021). Peer-Led Group Supervision A model to support and inspire social work students to be ‘active discoverers and constructors of their own knowledge’. The Journal of Practice Teaching and Learning, 18(3) pp. 69–89.

Stutchbury, Kris (2021). Critical realist research: Ethical issues and dilemmas as illustrated through a doctoral study in an African University. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking Critically and Ethically about Research for Education: Engaging with Voice and Empowerment in International Contexts. Abingdon: Routledge, pp. 154–170.

Stutchbury, Kris; Gallastegi, Lore and Woodward, Clare (2021). Zambian Education School-based Training (ZEST) Project: Cohort 3 Evaluation, May 2021. The Open University.

Stutchbury, Kris; Woodward, Clare; Gallastegi, Lore and Hanson, Rachel (2021). Supporting Teachers' Professional Development in Zambia in Covid Times. UKFIET - the Education and Development Forum, Cambridge, UK.

Sujarwanto; Sheehy, Kieron; Rofiah, Khofidotur and Budiyanto (2021). Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being, and Fun. IAFOR Journal of Education - Studies in Education: Sustainable Education for the Future, 9(6) pp. 9–30.

Summers, Neil (2021). ‘‘From schoolboy to counsellor: An auto ethnography of deconstructions and reconstructions of the self as a learner”. Journal of Psychiatric and Mental Health Nursing, 28(5) pp. 753–759.

Szabo, Csaba Z.; Stickler, Ursula and Adinolfi, Lina (2021). Predicting the academic achievement of multilingual students of English through vocabulary testing. International Journal of Bilingual Education and Bilingualism, 24(10) pp. 1531–1542.

Tagg, Caroline; Lee, Carmen; Vásquez, Camilla; Eriksson, Göran; Anderson, Clare and Fitzgerald, Richard (2021). [Editorial] Discourse, context & media: Relevance in a changing world. Discourse, Context & Media, 39, article no. 100468.

Tagg, Caroline and Lyons, Agnieszka (2021). Repertoires on the move: exploiting technological affordances and contexts in mobile messaging interactions. International Journal of Multilingualism, 18(2) pp. 244–266.

Tagg, Caroline and Lyons, Agnieszka (2021). Polymedia repertoires of networked individuals: A day-in-the-life approach. Pragmatics and Society, 12(5) pp. 725–755.

Tagg, Caroline and Seargeant, Philip (2021). Context design and critical language/media awareness: implications for a social digital literacies education. Linguistics and Education, 62, article no. 100776.

Taggart, L.; Tripp, H.; Conder, J.; Whitehead, L.; Scott, J.; Rouse, L.; Redquest, B.; Lunsky, Y. and Truesdale, M. (2021). International Consensus Guidelines: Reasonable Adjustments in the Management of Type 2 Diabetes in Adults with Intellectual & Developmental Disabilities. International Association for the Scientific Study of Intellectual & Developmental Disabilities (IASSIDD) Health Specialist Interest Group (www.iasssidd.org).

Tan, Laura Terzhao (2021). When East Meets West: Exploring the Acculturation Experiences of East Asian Online Learners. Doctor of Education (EdD) thesis The Open University.

Tang, Jinlan; Kan, Qian; Wang, Na and Hu, Xiaona (2021). Exploring language learning and corrective feedback in an eTandem project. Journal of China Computer-Assisted Language Learning, 1(1)

Tatlow-Golden, Mimi and Montgomery, Heather (2021). Childhood Studies and child psychology: Disciplines in dialogue? Children & Society, 35(1) pp. 3–17.

Tatlow‐Golden, Mimi; Jewell, Jo; Zhiteneva, Olga; Wickramasinghe, Kremlin; Breda, João and Boyland, Emma (2021). Rising to the challenge: Introducing protocols to monitor food marketing to children from the World Health Organization Regional Office for Europe. Obesity Reviews, 22(S6), article no. e13212.

Teggi, Diana (2021). End of Life Care in Care Homes: Practices and Issues. In: British Society of Gerontology (BSG) 50th Annual Conference : Stream: Impact of and response to Covid-19: lessons for future pandemics, BSG 2021, 7-9 Jul 2021, Leicester.

Teggi, Diana (2021). The Management of Death in Care Homes: Homemaking and Death Panel. In: The 15th International Conference on the Social Context of Death, Dying and Disposal: Diversity and Decolonisation, 1-4 Sep 2021, [Online].

Teggi, Diana (2021). End of Life Care in English Care Homes: Governance, Care Work and The Good Death. In: 15th ESA European Sociological Association Conference 2021 : Sociological Knowledges for Alternative Futures, 31 Aug - 3 Sep 2021, [Online].

Therova, Dana (2021). A Corpus-Based Study of Academic Vocabulary in Foundation-Level Students' Assessed Academic Writing at a UK University. Doctor of Philosophy (PhD) thesis The Open University.

Therova, Dana (2021). The acquisition and development of academic vocabulary: Learners' perspectives. Journal of Academic Language and Learning, 15(1) pp. 85–101.

Tilley, Elizabeth; Christian, Paul; Ledger, Susan and Walmsley, Jan (2021). Madhouse: Reclaiming the History of Learning Difficulties through Acting and Activism. Journal of Literary & Cultural Disability Studies, 15(3) pp. 347–363.

Tilley, Elizabeth; Strnadová, Iva; Ledger, Sue; Walmsley, Jan; Loblinzk, Julie; Christian, Paul Anthoney and Arnold, Zara Jane (2021). ‘Working together is like a partnership of entangled knowledge’: exploring the sensitivities of doing participatory data analysis with people with learning disabilities. International Journal of Social Research Methodology, 24(5) pp. 567–579.

Tope, Clare (2021). ‘Noticing’ examples presented in primary mathematics textbooks. Teacher Education Advancement Network Journal, 13(1) pp. 43–53.

Traianou, Anna and Hammersley, Martyn (2021). Is there a right not to be researched? Is there a right to do research? Some questions about informed consent and the principle of autonomy. International Journal of Social Research Methodology, 24(4) pp. 443–452.

Trimarco, Paola (2021). A Corpus-based Study of Negative Shading in the Short Stories of Edgar Allan Poe. Academia Letters, article no. 2398.

Turner, R.S; Harrison, C; Gavin, R and Marston, Hannah (2021). UK, US and NATO Written Evidence [UNA0004]. UK Government.

Turner, Wendy; Hallawell, Bob and Haider, Sharif (2021). Simulation: informing and enhancing curriculum in Health, Wellbeing and Social Care. The Open University, Milton Keynes, UK.

Twiner, A.; Littleton, K.; Whitelock, D. and Coffin, C. (2021). Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making. Learning, Culture and Social Interaction, 30 Part A, article no. 100520.

Twiner, Alison; Lucassen, Mathijs and Tatlow-Golden, Mimi (2021). Engaging with research findings and exploring Dancemotion pilot programme content: Supporting children’s understanding of different emotions through creative, dance-based movement. In: British Educational Research Association Annual Conference, 13-16 Sep 2021, Online.

Twiner, Alison; Major, Louis; Irvan, Ryan and Wegerif, Rupert (2021). Simulated Virtual Internships: Expanding classroom learning dialogues with voices from enterprise. In: European Association for Research on Learning and Instruction Conference, Aug 2021, Online.

Twiner, Alison; Major, Louis and Wegerif, Rupert (2021). ‘Collaborating2Create’: A conceptual tool to develop learners’ capacity for collaborative creativity through Virtual Internships in schools. In Online repository of the American Educational Research Association Online repository of the American Educational Research Association.

Twiner, Alison; Major, Louis and Wegerif, Rupert (2021). ‘Collaborating2Create’: Developing learners’ capacity for collaborative creativity through linking education and enterprise. In: American Educational Research Association Conference, Apr 2021, Online.

Twiner, Alison; Waters, Mark; Major, Louis; Podmore, Jason and Wegerif, Rupert (2021). Pushing the boundaries of remote learning within virtual online environments to develop dialogue and collaboration. In: British Educational Research Association Annual Conference, Sep 2021.

Twycross, Alison (2021). Living with long Covid: some reflections 14 months down the line. Evidence Based Nursing, 24(3) pp. 69–70.

Twycross, Alison and Barrett, David (2021). Effectiveness of empathy education for undergraduate nursing students. Evidence Based Nursing, 24(4) p. 119.

Vallely, Kat (2021). Consistency, nurture and relationship building. In Embedding Mental Wellbeing: Methods and Benefits Collaborative Enhancement Project 2021 QAA.

Vallely, Kat (2021). Identity development, relationship building and achieving a sense of belonging. In Embedding Mental Wellbeing: Methods and Benefits Collaborative Enhancement Project 2021 QAA.

van der Bom, Isabelle and Paterson, Laura (2021). Postscript: Reflections on establishing the Journal of Language and Discrimination. Journal of Language and Discrimination, 5(1) pp. 78–86.

van der Bom, Isabelle and Paterson, Laura L. (2021). Postscript: Reflections on establishing the Journal of Language and Discrimination. Journal of Language and Discrimination, 5(1) pp. 78–86.

van Hoof, J.; Marston, H. R.; Kazak, J.K. and Buffel, T. (2021). Ten questions concerning age-friendly cities and communities and the built environment. Building and Environment, 199, article no. 107922.

van Hoof, Joost and Marston, Hannah R. (2021). [Editorial] Age-Friendly Cities and Communities: State of the Art and Future Perspectives. International Journal of Environmental Research and Public Health, 18(4), article no. 1644.

Viana, Vander; Stickler, Ursula and Michael, Maureen (2021). Giving voice to Applied Linguistics from the Global South. System, 96, article no. 102423.

Vicary, Sarah (2021). The Settlement House Movement Revisited: A Transnational History Conclusion. In: Gal, J; Kongeter, S and Vicary, S eds. Research in Social Work. Bristol University Press, pp. 221–229.

Visser, Renske; Borgstrom, Erica and Holti, Richard (2021). The Overlap Between Geriatric Medicine and Palliative Care: A Scoping Literature Review. Journal of Applied Gerontology, 40(4) pp. 355–364.

Walker, Kim Alexandra (2021). Engaging With Community: Exploring The Role Of Primary School Governing Boards In Developing And Implementing A ‘Vision’ For Special Educational Needs. Doctor of Education (EdD) thesis The Open University.

Wallis, Rachel (2021). Evaluating the learning of number concepts through measures: ​A design-based research project​. In: British Society for Research into Learning Mathematics, Spring Conference 2021, 6 Mar 2021, Online.

Walmsley, Jan (2021). [Book Review] Those they called idiots: the idea of the disabled mind from 1700 to the present day by Simon Jarrett. Disability & Society, 36(4) pp. 678–679.

Waterhouse, Philippa; Bennett, Rachel; Aravinda, Guntupalli and Mokomone, Zitha (2021). 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. Cham: Palgrave Macmillan, pp. 1–19.

Waterkeyn, Tamsin (2021). Sociocultural Impacts of English and Globalisation on Women in Higher Education in Saudi Arabia. Doctor of Education (EdD) thesis The Open University.

Wearmouth, Janice and Fensham-Smith, Amber (2021). Introduction. In: Wearmouth, Janice and Lindley, Karen eds. Bringing the Curriculum to Life: Engaging Learners in the English Education System. London: Open University Press McGraw Hill, pp. 1–9.

Whale, Katie; Beasant, Lucy; Wright, Anne J; Yardley, Lucy; Wallace, Louise M; Moody, Louise and Joinson, Carol (2021). A Smartphone App for Supporting the Self-management of Daytime Urinary Incontinence in Adolescents: Development and Formative Evaluation Study of URApp. JMIR pediatrics and parenting, 4(4), article no. e26212.

Willis, Angela Dawn (2021). The Experience of Joe: A Sociocultural Study of an Autistic Pupil in a Mainstream Secondary School. Doctor of Education (EdD) thesis The Open University.

Wilson, Sonia (2021). To Mix or Not to Mix: Parental attitudes towards translanguaging and language management choices. International Journal of Bilingualism, 25(1) pp. 58–76.

Witney, Tom and Keogh, Peter (2021). Relatively normal? Navigating emergent sensitivity in generating and analysing accounts of ‘normality’. International Journal of Social Research Methodology, 24(5) pp. 537–543.

Wolfenden, Freda (2021). Innovation in teacher policy and practice for education recovery. TTF, Paris.

Yates, Jennifer; Stanyon, Miriam; Samra, Rajvinder and Clare, Linda (2021). Challenges in disclosing and receiving a diagnosis of dementia: A systematic review of practice from the perspectives of people with dementia, carers, and healthcare professionals. International Psychogeriatrics, 33(11) pp. 1161–1192.

Yuksel, Dogan; Curle, Samantha and Kaya, Sibel (2021). What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey. Journal for the Psychology of Language Learning, 3(1) pp. 50–62.

Yüksel, Doğan; Soruç, Adem and McKinley, Jim (2021). Teachers’ beliefs and practices about oral corrective feedback in university EFL classes. International Journal of Applied Linguistics, 31(3) pp. 362–382.

Yusuf, Z. K.; Wensley, D.; Owton, Helen; Singh, S. J. and Allen Collinson, J. A. C. (2021). P43 Experiences of asthma in the UK-resident adult South Asian population: a qualitative study. In: Thorax, 76 A88-A89.

Yusuf, ZK; Wensley, D; Singh, SJ; Owton, H and Allen-Collinson, JAC (2021). Experiences of asthma in the UK-resident adult South Asian population: a qualitative study. Thorax, 76, article no. A88-A89.

2020To Top

(2020). The psychology of sustainability and psychological capital: new lenses to examine well-being in the translation profession. European Journal of Sustainable Development Research, 4(4), article no. em0127.

Barnden, John and Gargett, Andrew eds. (2020). Producing Figurative Expression: Theoretical, experimental and practical perspectives. Figurative Thought and Language, 10. John Benjamins.

Bradbury, Steven; Lusted, Jim and Van Sterkenberg, Jacco eds. (2020). 'Race', Ethnicity, Racism and Sport Coaching. Routledge Critical Perspectives on Equality and Social Justice in Sport and Leisure. Abingdon: Routledge.

Gal, John; Köngeter, Stefan and Vicary, Sarah eds. (2020). The Settlement House Movement Revisited: A Transnational History. Research in Social Work. Bristol: Policy Press.

Lallana, Amparo; Hernández Martín, Lourdes and Fuertes Gutierrez, Mara eds. (2020). Five years of ELEUK conferences: a selection of short papers from 2019. Reserch-publishing.net.

O'Hagan, Lauren Alex ed. (2020). Rebellious Writing: Contesting Marginalisation in Edwardian Britain. Writing and Culture in the Long Nineteenth Century,, 10. New York, NY: Peter Lang.

Preedy, Maggie and Álvarez, Inma eds. (2020). My EdD journey. OU graduates' stories. Milton Keynes: The Open University.

Social Work History Network eds. (2020). Bulletin of the Social Work History Network, 7(1)

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

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

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

Addae-Kyeremeh, Eric (2020). Educational leadership at local and community level: Supporting ‘Quality Education’ even in times of adversity. The Open University.

Addae-Kyeremeh, Eric (2020). Teachers’ access to and use of evidence. In: Fox, Alison and Poultney, Val eds. Professional Learning Communities and Teacher Enquiry. Evidence-based Teaching for Enquiring Teachers (1). St Albans: Critical Publishing, pp. 80–92.

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

Albury, Charlotte; Strain, David; Le Brocq, Sarah; Logue, Jennifer and Lloyd, Cathy (2020). The importance of language in engagement between health-care professionals and people living with obesity: a joint consensus statement. The Lancet:Diabetes & Endocrinology, 8(5) pp. 447–455.

Allison, Rosalie; Lecky, Donna M.; Beech, Elizabeth; Ashiru-Oredope, Diane; Costelloe, Céire; Owens, Rebecca and McNulty, Cliodna A.M. (2020). What Resources Do NHS Commissioning Organisations Use to Support Antimicrobial Stewardship in Primary Care in England? Antibiotics, 9(4), article no. 158.

Álvarez, Inma (2020). Danza a distancia. Ajustes en educación. In: Nuevos paradigmas: COVID19 y su huella en la gestión y creación dancística, 22 May 2020, Online.

Alvarez, Inma., Fuertes Gutiérrez, Mara. and Bárkányi, Zsuzsanna. (2020) Supporting the teaching of pronunciation in the language curriculum. in Ubachs, George (ed.) The Envisioning Report for Empowering Universities (4th Edition). Maastricht, The Netherlands, European Association of Distance Teaching Universities, pp.12-14.

Álvarez, Inma; Montoro, Carlos; de Medeiros, Ana; Kelly, Debra and Hazard, Alice (2020). Language learning experiences of postgraduate research students in the UK. Language Learning Journal, 48(5) pp. 672–684.

Angermuller, Johannes (2020). Poststructuralist Discourse Studies: From Structure to Practice. In: de Fina, Anna and Georgakopoulou, Alexandra eds. The Cambridge Handbook of Discourse Studies. Cambridge University Press, pp. 235–254.

Antrobus, Mark; Brazier, Jon; Herbert, Adam; Stebbings, Georgina; Day, Stephen; Heffernan, Shane; Kilduff, Liam; Cullen, Tom; Raleigh, Stuart and Williams, Alun (2020). Association between COMT polymorphism but not BDNF-AS or NOS3 and elite rugby athlete status. In: 25th Annual ECSS Congress, 28-30 Oct 2020, Seville, ES.

Antwi-Baffour, Samuel; Malibha-Pinchbeck, Memory; Stratton, Dan; Jorfi, Samireh; Lange, Sigrun and Inal, Jameel (2020). Plasma mEV levels in Ghanain malaria patients with low parasitaemia are higher than those of healthy controls, raising the potential for parasite markers in mEVs as diagnostic targets. Journal of Extracellular Vesicles, 9(1), article no. 1697124.

Astin, Felicity; Stephenson, John; Wakefield, Jonathan; Evans, Ben; Rob, Priyanka; Joanna, Garside and Harris, Emma (2020). Night-time Noise Levels and Patients’ Sleep Experiences in a Medical Assessment Unit in Northern England. The Open Nursing Journal, 14(1) pp. 80–91.

Baillie, Lesley and Thomas, Nicola (2020). Personal information documents for people with dementia: healthcare staff’s perceptions and experiences. Dementia, 19(3) pp. 574–589.

Baker, Sally; Jack, Victoria; Moser-Mercer, Barbara; Charitonos, Koula and Fox, Alison (2020). Ethics-in-practice in fragile contexts: The value of the CERD ethical appraisal framework. In BERA News BERA.

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

Bárkányi, Zsuzsanna and G. Kiss, Zoltan (2020). Neutralisation and contrast preservation: Voicing assimilation in Hungarian three-consonant clusters. Linguistic Variation, 20(1) pp. 56–83.

Barrett, David and Twycross, Alison (2020). Student mental health and well-being: are universities doing enough? Evidence-Based Nursing, 23 pp. 33–34.

Bateson, Deborah J.; Lohr, Patricia A.; Norman, Wendy V.; Moreau, Caroline; Gemzell-Danielsson, Kristina; Blumenthal, Paul D.; Hoggart, Lesley; Li, Hang-Wun Raymond; Aiken, Abigail R. A. and Black, Kirsten I. (2020). [Editorial] The impact of COVID-19 on contraception and abortion care policy and practice: experiences from selected countries. BMJ Sexual & Reproductive Health, 46 pp. 241–243.

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

Berry, Leon; Rienties, Bart; Littlejohn, Allison and Sastry, Venkat (2020). A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior. Military Psychology, 32(2) pp. 198–211.

Bloom, Ashley; Critten, Sarah; Johnson, Helen and Wood, Clare (2020). Evaluating a method for eliciting children's voice about educational support with children with speech, language and communication needs. British Journal of Special Education, 47(2) pp. 170–207.

Bloom, Ashley; Critten, Sarah; Johnson, Helen and Wood, Clare (2020). A critical review of methods for eliciting voice from children with speech, language and communication needs. Journal of Research in Special Educational Needs, 20(4) pp. 308–320.

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

Borgstrom, Erica; Cohn, Simon and Driessen, Annelieke (2020). ‘We come in as “the nothing”’: Researching non-intervention in palliative care. Medicine Anthropology Theory, 7(2) pp. 202–213.

Borgstrom, Erica (2020). What is a good death? A critical discourse policy analysis. BMJ Supportive & Palliative Care

Borgstrom, Erica; Cohn, Simon; Driessen, Annelieke; Dumble, Katie; Martin, Jonathan and Yardley, Sarah (2020). Multidisciplinary Team Meetings as Care in Practice: an ethnography of hospital and community palliative care in the UK. In: 11th World Research Congress of the European Association for Palliative Care World Research Congress, 14-16 May 2020, Palermo, Italy.

Borgstrom, Erica; Lucassen, Mathijs; Jones, Rebecca; Amoah, Sas; Axtell-Powell, Georgia and Cooke, Georgie (2020). Life or Death Decisions: online engagement using films to explore advance care planning. In: Palliative Care Congress, 19-20 Mar 2020, Telford, England.

Botana, Marta and Álvarez Puente, Inma (2020). Investigación performativa en doctorados en danza en España. In: La investigación en danza (Álvarez Puente, Inma; Gimenez-Morte, Carmen; Lopez Rodriguez, Raquel; Martinez Costa, Miriam and Soprano Manzo, Virginia eds.), Ediciones Mahali, Valencia, pp. 423–428.

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

Boyd, Lesley (2020). Using learning networks to drive module improvements in the Open University: a personal and professional journey. Postgraduate Research Poster Competition, The Open University.

Boyle, Geraldine (2020). The Moral Resilience of Young People Who Care. Ethics and Social Welfare, 14(3) pp. 266–281.

Brazier, Jon; Antrobus, Mark; Stebbings, Georgina; Day, Stephen; Callus, Peter; Erskine, Robert; Bennett, Mark; Kilduff, Liam and Williams, Alun (2020). Anthropometric and Physiological Characteristics of Elite Male Rugby Athletes. Journal of Strength and Conditioning Research, 34(6) pp. 1790–1801.

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

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

Brown, Lee; Galbraith, Andy; Doyle, Gary and Hastings, Kim (2020). Physiological profiles of elite Parachute Regiment infantry boxers. Journal of Australian Strength and Conditioning, 28(6)

Buckler, Alison (2020). Being and becoming in teacher education: student-teachers’ freedom to learn in a College of Education in Ghana. Compare: A Journal of Comparative and International Education, 50(6) pp. 844–864.

Buckler, Alison; Chamberlain, Liz; Stutchbury, Kris and Hedges, Claire (2020). Minimising the ‘distance’ in distance learning during a global health crisis: Framing an international education response to Covid-19. UKFIET The Education and Development Forum.

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

Budiyanto; Sheehy, Kieron; Kaye, Helen and Rofiaha, Khofidotur (2020). Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism. Athens Journal of Education, 7(1) pp. 77–98.

Busher, Hugh and Fox, Alison (2020). The amoral academy? A critical discussion of research ethics in the neo-liberal university. Educational Philosophy and Theory, 53(5) pp. 469–478.

Butcher, John (2020). What has been learned from 20 years of published articles on widening participation and lifelong learning? Higher Education Policy Institute.

Butcher, John (2020). Unheard: the voices of part-time adult learners. Higher Education Policy Institute, Oxford.

Canning, Natalie (2020). The significance of children’s play and empowerment: An observational tool. In TACTYC Occassional Paper Series Occassional Paper 14, TACTYC.

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

Cantarutti, Marina (2020). The Multimodal and Sequential Design of Co-Animation as a Practice for Association in English Interaction. Doctor of Philosophy (PhD) thesis University of York.

Carden, Catherine (2020). Work-Life Balance [Podcast]. Bowden Education.

Carden, Catherine (2020). The Impact of 1:1 Mentoring on Early Career Teachers. Bowden Education.

Carden, Catherine (2020). A Listening Ear: Investing in mentoring may seem like a luxury, but it might well be the best staff development money you ever spend. In Teach Primary Teach Co.

Carden, Catherine (2020). Putting People at the Centre of Your Leadership. Bowden Education.

Carden, Catherine (2020). We Train Dogs - we must educate teachers (part 2). Bowden Education.

Carden, Catherine and Barnes, Jonathan (2020). Mr Creativity - a candle in the wind. Canterbury Christ Church University, Canterbury, UK.

Carden, Catherine and Bower, Virginia (2020). Onwards and Upwards. Teach Co.

Carden, Catherine; Twiselton, Sam; Gumbrell, David and Bethune, Adrian (2020). Reframing the Debate on Teacher Mental Health and Wellbeing. Shawmind.

Carter, Emma; Rose, Pauline; Sabates, Ricardo and Akyeampong, Kwame (2020). Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana. International Journal of Educational Research, 100 p. 101541.

Carter, Emma; Sabates, Ricardo; Rose, Pauline and Akyeampong, Kwame (2020). Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana. International Journal of Educational Development, 76 p. 102195.

Cartwright, Marion (2020). An Exploration of Diverse Historical Influences on Leading and Managing Continuing Professional Development in Colleges in the Post-Incorporated English Further Education Sector. Doctor of Philosophy (PhD) thesis The Open University.

Chalachanová, Anna; Nind, Melanie; Power, Andy; Tilley, Elizabeth; Walmsley, Jan; Westergård, Britt-Evy; Ostby, May; Heia, Torill; Magne Gerhardsen, Alf; Magnus Oterhals, Ole and King, Matthew (2020). Building Relationships in Inclusive Research in Diverse Contexts. Scandinavian Journal of Disability Research, 22(1) pp. 147–157.

Chaloner, Christopher P. (2020). Out of Time? The Experience of First-time Fatherhood After 40: An Interpretative Phenomenological Analysis. Doctor of Philosophy (PhD) thesis The Open University.

Chamberlain, Liz (2020). Remedying the impact of school closures: be kind, thank a teacher. OpenLearn, Milton Keynes, UK.

Chamberlain, Liz (2020). Findings from research: Capturing children and young people's views on rights. In @InnovateJournal Journal of Innovate Teaching School Partnership, Milton Keynes.

Chamberlain, Liz (2020). Opportunities missed: Then the rains came down and washed the writing away. British Educational Research Association.

Chamberlain, Liz; Lacina, Jan; Bintz, William P.; Jimerson, JoBeth; Payne, Kim and Zingale, Remy (2020). Literacy in lockdown: learning and teaching in COVID-19 school closures. The Reading Teacher, 74(3) pp. 243–253.

Choak, Clare (2020). British Criminological Amnesia: Making the Case for a Black and Postcolonial Feminist Criminology. Decolonization of Criminology and Justice, 2(1) pp. 37–58.

Cichon, Ewelina; Kiejna, Andrzej; Kokoszka, Andrzej; Gondek, Tomasz; Rajba, Beata; Lloyd, Cathy and Sartorius, Norman (2020). Validation of the Polish version of WHO-5 as a screening instrument for depression in adults with diabetes. Diabetes Research and Clinical Practice, 159, article no. 107970.

Cichoń, Ewelina; Kiejna, Andrzej; Kokoszka, Andrzej; Gondek, Tomasz M.; Radzio, Rafał; Jastrzębski, Adam; Andrzejewska, Beata E.; Alosaimi, Fahad D.; Lloyd, Cathy E. and Sartorius, Norman (2020). People with diabetes need a lower cut-off than others for depression screening with PHQ-9. PLOS ONE, 15(10), article no. e0240209.

Coleman, Lynn and Tuck, Jackie (2020). ’We do not have a writing culture’: exploring the nature of ‘academic drift’ through a study of lecturer perspectives on student writing in a vocational university. Journal of Vocational Education & Training, 72(4) pp. 575–594.

Coleman, Phil and Vance, Gillian (2020). A Critical Realist Review of Pre-Registration Nursing Student Stress. International Journal of Studies in Nursing, 5(2) pp. 28–40.

Coleman, Phil Michael (2020). A Critical Realist review of practice learning experiences within pre-registration nursing programmes. EAS Journal of Nursing and Midwifery, 2(3) pp. 202–212.

Comas-Quinn, Anna (2020). Experiences of Online Volunteer Translation and Implications for Translation Education. Doctor of Education (EdD) thesis The Open University.

Conde Gafaro, Barbara and Yildiz, Hilal Seda (2020). Supporting Learners' Self-regulation in LMOOCs: What Have We Done and How Far We Can Go? In: Proceedings of the Seventh ACM Conference on Learning @ Scale, ACM.

Cooke, Carolyn; Burnard, Pam; Colucci-Gray, Laura and Sinha, Pallawi (2020). Transdisciplinarity: Making the case and heeding the evidence for letting arts and science teach together with a new turn for music education. In: Australian and New Zealand Association for Research in Music Education (ANZARME) 2020 ONLINE CONFERENCE, 42nd Conference, 4 Oct 2020, Online.

Cooper, Victoria (2020). Childhood identities and materiality. In: Cooper, Victoria and Holford, Naomi eds. Exploring childhood and youth. Abingdon: Routledge, pp. 7–20.

Copperman, Jeanette and Malies, Steven (2020). ‘The soul of the community’: two practitioners reflect on history, place and community in two community-based practices from 1980 to 1995: St Hilda’s Community Centre in Bethnal Green and Waterloo Action Centre in Waterloo, South London. In: Gal, John; Köngeter, Stefan and Vicary, Sarah eds. The Settlement House Movement Revisited A Transnational History. Bristol: Bristol University Press.

Cornock, Marc (2020). Organ donation in the United Kingdom. Orthopaedic & Trauma Times

Cornock, Marc (2020). A summary of law and ethics for the new health care practitioner. Orthopaedic & Trauma Times, 36 pp. 30–37.

Cornock, Marc (2020). To indemnify or not: professional indemnity arrangements. Orthopaedic & Trauma Times, 38 pp. 6–11.

Cornock, Marc (2020). Indemnity during the COVID-19 pandemic: Professional indemnity arrangements for returnees and volunteers. Orthopaedic & Trauma Times, 38 pp. 12–14.

Cornock, Marc (2020). Revisiting informed consent. Orthopaedic & Trauma Times, 38 pp. 29–42.

Coughlan, Tim; Lister, Kate and Lucassen, Mathijs (2020). Development and evaluation of the Our Journey platform through the ‘Linked Journeys’ project. Jisc.

Crawley, Christine Ann (2020). A case study exploring the impact of social media technology on students in a UK secondary school. Doctor of Education (EdD) thesis The Open University.

Cremin, Teresa (2020). Reading for Pleasure: challenges and opportunities. In: Davison, Jon and Daly, Caroline eds. Debates in English Teaching. Debates in Subject Teaching. London: Routledge.

Cremin, Teresa and Durning, Aimee (2020). Inspiring a love of reading: Professional learning to develop a culture of reading for pleasure. In: Hargreaves, Eleanore and Rolls, Luke eds. Reimagining Professional Development in Schools. Routledge.

Cremin, Teresa; Myhill, Debra; Eyres, Ian; Wilson, Anthony; Oliver, Lucy and Nash, Tricia (2020). Teachers as writers: Learning together with others. Literacy, 54(2) pp. 49–59.

Critten, Sarah; Holliman, Andrew J.; Hughes, David J.; Wood, Clare; Cunnane, Helen; Pillinger, Claire and Deacon, S. Hélène (2020). A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing, 34(2) pp. 371–389.

Critten, Valerie (2020). From education to employment: A transition story. In: Fielden, Sandra; Moore, Mark and Bend, Gemma Louise eds. The Palgrave Handbook of Disability at Work. Cham: Palgrave Macmillan, pp. 115–130.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Ramchand, Mythili; Wolfenden, Freda; Sen, Sohini; Paltiwale, Sumegh; Balli, Omkar and Chatterjee, Ananya (2020). Digital Badges for Teacher Professional Development in India: Interim Project Report. The Open University & Tata Institute of Social Sciences.

Culpeper, Jonathan and Kan, Qian (2020). Communicative styles, rapport and student engagement: An online peer mentoring scheme. Applied Linguistics, 41(5) pp. 756–786.

Curry, George and Butcher, John (2020). To what extent does structure and voice in Access level curriculum improve the learning experience of widening participation students’. In: Broadhead, Samantha; Butcher, John; Davison, Ellie; Fowle, Wendy; Hill, Mike; Martin, Louise; McKendry, Stephanie; Norton, Francis; Raven, Neil; Sanderson, Bernadette and Williams, Steven Wynn eds. Delivering the Public Good of Higher Education: Widening Participation, Place and Lifelong Learning. Peterborough: Forum for Access and Continuing Education, pp. 91–106.

Dattatreyan, Ethiraj Gabriel and Singh, Jaspal (2020). Ciphers, ‘hoods and digital DIY studios in India: Negotiating aspirational individuality and hip hop collectivity. Global Hip Hop Studies, 1(1) pp. 25–45.

de Leeuw, Renske R.; Little, Cathy and Rix, Jonathan (2020). Something needs to be said – Some thoughts on the possibilities and limitations of ‘voice’. International Journal of Educational Research, 104, article no. 101694.

Dennis, Carol Azumah (2020). [Book Review] Identity and resistance in further education by Bennett, P., & Smith, R., Routledge, London 2018. Journal of Vocational Education & Training, 72(4) pp. 595–596.

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

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

Douglas, Jenny (2020). Developing intersectionality- informed research methodologies. In Research Matters Social Research Association.

Dowdeswell, Emily (2020). What is the role of fun in learning? Postgraduate Research Poster Competition, The Open University.

Driessen, Annelieke; Borgstrom, Erica and Cohn, Simon (2020). Placing death and dying:the work of making place at the end of life. In: Palliative Care Congress, 19-20 Mar 2020, Telford.

Duggan, Brett; Glover, Alison and Grover, Tanwen (2020). Evaluation of the School Based Supply Cluster Model Project: Follow-up report. The Welsh Government.

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

Dunne, Máiréad; Crossouard, Barbara; Agbaire, Jennifer and Bakari, Salihu (2020). Beyond the Modern: Muslim Youth Imaginaries of Nation in Northern Nigeria. Sociology, 54(6) pp. 1122–1140.

Earle, Rod (2020). Degrees of Freedom - prison education at The Open University. In Discover Society Discover Society.

Earle, Rod (2020). Review Essay: They think it's all over...'. Theoretical Criminology, 24(3) pp. 543–548.

Earle, Rod (2020). Book Review: Labelled a Black Villain: and Understanding the Social Deprivation Mindset. By Trevor Hercules. Reviewer: Rod Earle. In CrimeTalk CrimeTalk, CrimeTalk.

Earle, Rod and Davies, Bill (2020). Glimpses across 50 years of prison life from members of British Convict Criminology. Prison Service Journal(250) pp. 13–19.

Earle, Sarah; Ledger, Sue; Tilley, Elizabeth; Walmsley, Jan; Chapman, Rohhss and Townson, Lou (2020). A critical reflection on accessing women with learning disabilities to participate in research about sensitive subjects through organisational partnerships. British Journal of Learning Disabilities, 48(2) pp. 162–169.

Earle, Sarah; O'Dell, Lindsay; Davies, Alison and Rixon, Andrew (2020). Views and Experiences of Sex, Sexuality and Relationships Following Spinal Cord Injury: A Systematic Review and Narrative Synthesis of the Qualitative Literature. Sexuality and Disability, 38(4) pp. 567–595.

Ebubedike, Margaret (2020). How government can support learning during school closures in Nigeria: No more missed opportunities. UKFIET The Education and Development Forum.

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

Evans, Mel and Tagg, Caroline (2020). Women's spelling in Early Modern English: perspectives from new media. In: Condorelli, Marco ed. Advances in Historical Orthography, c. 1500-1800. Cambridge: Cambridge University Press, pp. 191–218.

Fensham-Smith, Amber (2020). Should we really call this home schooling? Reflections from the research field. BERA.

Fensham-Smith, Amber (2020). What are the issues in rethinking fieldwork-practically, theoretically, ethically? The Open University.

Fensham-Smith, Amber (2020). Towards co-operative working in alternative education. The Freedom to Learn Project, Phoenix Education Trust.

Fensham-Smith, Amber and Flack, Zoe (2020). A systematic review of methodologies in UK Home Education studies: Recommendations for development and practice. In: BERA conference 2020, 8-10 Sep 2020 (conference cancelled), University of Liverpool.

Ferguson, Rebecca; Childs, Mark; Okada, Alexandra; Sheehy, Kieron; Tatlow-Golden, Mimi and Childs, Anna (2020). Creating a Framework of fun and Learning: Using Balloons to Build Consensus. In: 14th European Conference on Games Based Learning - ECGBL 2020, 23-25 Sep 2020, Brighton (held virtually due to COVID).

Flack, Zoe and Fensham-Smith, Amber (2020). Using Photovoice to Elevate Children’s Participation in Home Education Research: Opportunities, Challenges and Unanswered Questions. In: Educational Research (Re)connecting Communities, ECER, 25-28 Aug 2020 - Cancelled, University of Glasgow.

Fleming, Theresa; Sutcliffe, Kylie; Lucassen, Mathijs; Pine, Russell and Donkin, Liesje (2020). Serious Games and Gamification in Clinical Psychology. Reference Module in Neuroscience and Biobehavioral Psychology, Elsevier.

Foley, Karen (2020). The Student Hub Live: The Open University’s Solution to Facilitating the Development of an Academic Community in Distance Learning through Collaborative Online Interaction. In: Dennis, Chris; Abbott, Stuart; Matheson, Ruth and Tangney, Sue eds. Flexibility and Pedagogy in Higher Education: Delivering Flexibility in Learning through Online Learning Communities. Brill | Sense, pp. 179–191.

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

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

França, Alex Bacadini; Gordon, Adam Lee; Samra, Rajvinder; Duarte, Evelise Saia Rodolpho and Jacinto, Alessandro Ferrari (2020). Symptoms of mood disorders in family carers of older people with dementia who experience caregiver burden: a network approach. Age and Ageing, 49(4) pp. 628–633.

France, Rachel (2020). Volunteers in End-of-Life Care: How is their Role Constructed? Doctor of Philosophy (PhD) thesis The Open University.

France, Rachel; Vseteckova, Jitka; Lapwood, Susie; Roberts, Nia; Jones, Nicholas and Flemming, Kate (2020). How can patients with COVID-19 and their family or unpaid carers be enabled and supported to manage palliative care treatment safely and effectively at home? In Centre for Evidence-Based Medicine Centre for Evidence-Based Medicine.

Freeman, S.; Marston, H.; Olynick, J.; Musselwhite, C.; Kulczycki, C.; Genoe, R. and Xiong, B. (2020). Intergenerational Effects on the Impacts of Technology Use in Later Life: Insights from an International, Multi-Site Study. International Journal of Environmental Research and Public Health, 17(16), article no. 5711.

Freeman, Shannon; Marston, Hannah R; Musselwhite, Charles; Olynick, Janna; Genoe, Rebecca; Kulczycki, Cory and Xiong, Beibei (2020). Intergenerational connections through technology: Insights from the Technology Use in Later Life multi-site study. Innovation in Aging, 4(Supplement) pp. 928–929.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Introducción. Revista de Didáctica Español Lengua Extranjera, 31 III-V.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Enseñanza de la gramática en ELE: resultados de investigación y nuevas propuestas. In Fuertes Gutierrez, Mara and García Folgado, María José eds. Revista de Didáctica Español Lengua Extranjera MarcoELE, Valencia.

Gagne, Christophe and Wilton-Godberfforde, Emilia (2020). English to French Translation: A Practical Manual. Abingdon: Routledge.

Gal, John; Kongeter, Stefan and Vicary, Sarah (2020). Introduction. In: Gal, John; Kongeter, Stefan and Vicary, Sarah eds. Settlement House Movement Revisted: A Transnational History. Research in Social Work. Policy Press, pp. 1–11.

Garbrah, William; Kankkunen, Päivi and Välimäki, Tarja (2020). Gerontological nurse teachers' abilities and influence on students' willingness in older people nursing: A cross-sectional, correlational survey. Nurse Education Today, 90, article no. 104461.

Garbrah, William; Kankkunen, Päivi and Välimäki, Tarja (2020). Development and validation of gerontological nurse teacher scale. Nurse Education in Practice, 44, article no. 102763.

Garcia, Rebecca; Ali, Nasreen; Guppy, Andrew; Griffiths, Malcolm and Randhawa, Gurch (2020). Ethnic differences in risk factors for adverse birth outcomes between Pakistani, Bangladeshi and White British mothers. Journal of Advanced Nursing, 76(1) pp. 174–182.

Garcia, Rebecca; Ali, Nasreen; Malcolm, Griffiths and Gurch, Randhawa (2020). A qualitative study exploring the experiences of bereavement after stillbirth in Pakistani, Bangladeshi and White British mothers living in Luton, UK. Midwifery, 91, article no. 102833.

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

Garcia-Ponce, Edgar Emmanuell and Tagg, Caroline (2020). Role of EFL teachers’ beliefs in speaking practice: The case of a Mexican university. System, 95, article no. 102376.

Gargett, Andrew; Firth, Rob and Aletras, Nikolaos (2020). LegalOps: A Summarization Corpus of Legal Opinions. In: 2020 IEEE International Conference on Big Data (Big Data), IEEE, pp. 2117–2120.

Gargett, Andrew and Leung, Tommi (2020). Building the Emirati Arabic FrameNet. In: Proceedings of the International FrameNet Workshop 2020: Towards a Global, Multilingual FrameNet, European Language Resources Association, Marseille, France pp. 70–76.

Gaved, Mark; Hanson, Rachel and Stutchbury, Kris (2020). Mobile offline networked learning for teacher Continuing Professional Development in Zambia. In: Proceedings of mLearn2020: the 19th World Conference on Mobile, Blended and Seamless Learning.

Giaxoglou, Korina (2020). Mobilizing Grief and Remembrance with and for Networked Publics: towards a Typology of Hyper-Mourning. European Journal of Life Writing, 9 pp. 264–284.

Giaxoglou, Korina (2020). From Rest in Peace to #R.I.P.: tracing shifts in the language of mourning. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: historicising English language practices. Topics in English Linguistics. De Gruyter Mouton, pp. 129–148.

Giaxoglou, Korina and Johansson, Marjut (2020). Introduction: Networked practices of emotion and stancetaking in reactions to mediatized events and crises. Pragmatics, 30(2) pp. 169–178.

Giaxoglou, Korina and Spilioti, Tereza (2020). The Shared Story of #JeSuisAylan on Twitter: Story Participation and Stancetaking in Visual Small Stories. Pragmatics, 30(2) pp. 277–302.

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

Gimenez, Julio; Baldwin, Mark; Breen, Paul; Green, Julia; Roque Gutierrez, Ernesto; Paterson, Richard; Pearson, Jayne; Percy, Martin; Specht, Doug and Waddell, Guy (2020). Reproduced, reinterpreted, lost: Trajectories of scientific knowledge across contexts. Text & Talk, 40(3) pp. 293–324.

Goiana-da-Silva, Francisco; Severo, Milton; Cruz e Silva, David; Gregório, Maria João; Allen, Luke N.; Muc, Magdalena; Morais Nunes, Alexandre; Torres, Duarte; Miraldo, Marisa; Ashrafian, Hutan; Rito, Ana; Wickramasinghe, Kremlin; Breda, João; Darzi, Ara and Araújo, Fernando (2020). Projected impact of the Portuguese sugar-sweetened beverage tax on obesity incidence across different age groups: A modelling study. PLoS medicine, 17(3), article no. e1003036.

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

Golding, Tyrrell and Dunn, Clare (2020). Recognising Prior Experiential Learning: Challenges and Opportunities for Advancing Employability and Accrediting Lifelong Learning. In: Employability Conference 2020: expanding the narrative for a rapidly changing world, 11 Mar 2020, The Open University, Milton Keynes.

Graham, Helen; Green, Victoria; Headon, Kassie; Ingham, Nigel; Ledger, Susan; Minnion, Andy; Richards, Rowena and Tilley, Elizabeth (2020). The public and the relational: The collaborative practices of the Inclusive Archive of Learning Disability History. In: Popple, Simon; Prescott, Andrew and Mutibwa, Daniel H. eds. Communities, Archives and New Collaborative Practices. Connected Communities. Bristol: Policy Press, pp. 219–234.

Gregory, Ian N. and Paterson, Laura L. (2020). English Language and History: Geographical Representations of Poverty in Historical Newspapers. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. London: Routledge, pp. 418–439.

Gregson, Jon; Pitt, Beck and Seal, Timothy (2020). TIDE Digital Strategy Report. Transformation by Innovation in Distance Education (TIDE), Milton Keynes.

Haider, Sharif (2020). Equality and Human Rights. In: Future of Care, 3 Mar 2020, London.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Player conceptualizations of creativity in digital entertainment games. Convergence: The International Journal of Research into New Media Technologies, 26(5-6) pp. 1226–1247.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Expressivity of Creativity and Creative Design Considerations in Digital Games. Computers in Human Behavior, 105, article no. 106206.

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

Hammersley, Martyn (2020). The Influence of Felix Kaufmann’s Methodology on Harold Garfinkel’s Ethnomethodology. Philosophy of the Social Sciences, 50(1) pp. 23–44.

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

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

Hammersley, Martyn (2020). Reflections on the Methodological Approach of Systematic Reviews. In: Zawacki-Richter, Olaf; Kerres, Michael; Bedenlier, Svenja; Bond, Melissa and Buntins, Katja eds. Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Wiesbaden, Germany: Springer VS, pp. 23–39.

Hampel, Regine (2020). Disruptive technologies and language learner identity in the digital age. In: 2020 STELLA Symposium: Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings, STELLA 2020, 15-16 Oct 2020, Stockholm, Sweden.

Hanley, Joe (2020). [Book Review] The politics of children’s services reform: Re-examining two decades of policy change by Carl Purcell (2020). Critical and Radical Social Work, 8(2) pp. 293–294.

Hanley, Joe (2020). The negative impact of student evaluations on higher education research. In: Luo, Y.; Saengkhattiya, T.; Bonful, L; Yu, W.; Li, L.; Fazal, N.; Ahmed, H. and Watts, M. eds. The Voice of Educators and Education Students. London: Brunel University, pp. 178–184.

Haroune, Valerie and King, Liz (2020). Factors contributing to parental ‘vaccine hesitancy’ for childhood immunisations. Nursing Children and Young People, 32(4) pp. 20–25.

Harris, Emma; Barker, Caroline; Burton, Kim; Lucock, Mike and Astin, Felicity (2020). Self-management support activities in primary care: A qualitative study to compare provision across common health problems. Patient Education and Counseling, 103(12) pp. 2532–2539.

Harris, Nicky; Noyes, Jane; Fraser, Lorna; Lapwood, Susie; Harrop, Emily; Blackburn, Maddie; Price, Jayne; Chambers, Lizzie and Bluebond-Langer, Myra (2020). Managing and sharing research data in children's palliative care: Risks, benefits and imponderables. Journal of advanced nursing, 76(11) pp. 2794–2797.

Hauck, Mirjam and Müller-Hartmann, Andreas (2020). Introduction. In: Hauck, Mirjam and Müller-Hartmann, Andreas eds. Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference. Research-publishing.net, pp. 1–10.

Hauck, Mirjam; Müller-Hartmann, Andreas; Rienties, Bart and Rogaten, Jekaterina (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35.

Hayward, Louise; Makara, Kara; MacBride George; Morrison-Love, David; Spencer, Ernie; Barnes, Jan; Davies, Heddwen; Hughes, Sioned; Ryder, Nanna; Sharpling, Elaine; Stacey, David and Wallis, Rachel (2020). So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales. University of Glasgow and University of Wales Trinity Saint David.

Heathcote, Dean; Savage, Simon and Hosseinian-Far, Amin (2020). Factors Affecting University Choice Behaviour in the UK Higher Education. Education Sciences, 10(8), article no. 199.

Hempel-Jorgensen, Amelia; Swann, Joan; Plowright-Pepper, Linda; Cremin, Teresa; Safford, Kimberly; Mittelmeier, Jenna and Canning, Natalie (2020). Evaluation of Hackney Learning Trust's Reading Programmes. The Open University, Milton Keynes.

Hendry, Helen (2020). Becoming a teacher of early reading: charting the knowledge and practices of pre-service and newly qualified teachers. Literacy, 54(1) pp. 58–69.

Henning, Lucy (2020). I’m gonna get it for my birthday: Young children’s interpretive reproduction of literacy practices in school. Journal of Early Childhood Literacy, 20(4) pp. 706–731.

Hernáiz, Rodrigo (2020). Studies on linguistic and orthographic variation in Old Babylonian letters. Alter Orient und Altes Testament, 465. Münster: Ugarit-Verlag.

Hernaiz Gomez, Rodrigo (2020). The grammaticalization of manner expressions into complementizers: Insights from Semitic languages. In: The grammaticalization of manner expressions into complementizers, 26 Aug - 1 Sep 2020, Bucharest (online).

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers and Education, 143, article no. 103675.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Tutors’ understanding of students’ emotional experiences in assessed, online, collaborative activities. In: CALRG Annual Conference 2020, 15-17 Jun 2020, Milton Keynes, UK.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). The impact of emotions on student participation in an assessed, online, collaborative activity. In: European Distance and E-Learning Network (EDEN) Proceedings: Human and Artificial Intelligence for the Society of the Future, European Distance and E-Learning Network, Budapest, Hungary pp. 143–152.

Hilliard, Jake; Wong, Patrick; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Using real time student feedback as an emotion awareness and regulation tool in an assessed, online, collaborative project. In: The 9th eSTEeM Annual Conference, 29-30 Apr 2020, Milton Keynes, England.

Horne, Jo; Kentzer, Nichola; Smith, Lee; Trott, Mike; Abington, Jane and Vseteckova, Jitka (2020). Participation in group outings, gender related profiling and preferences of outings for carers of individuals living with dementia: systematic review. Prospero - International prospective register of systematic reviews.

Horne, Jo; Kentzer, Nichola; Smith, Lee; Trott, Mike and Vseteckova, Jitka (2020). A systematic review on the prevalence of physical activity in informal / unpaid carers in the UK. Prospero - International prospective register of systematic reviews.

Horne, Jo; Vseteckova, Jitka; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review protocol on the barriers and facilitators to physical activity in informal/unpaid carers in the UK. PROSPERO: International prospective register of systematic reviews, CRD42020167742.

Horne, Jo; Vseteckova, Jitka; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review on the barriers and facilitators to physical activity in informal / unpaid carers in the UK. In Prospero - International prospective register of systematic reviews Prospero.

Horsley, Karen (2020). Seeing the bigger picture: exploring the knowledge and stories of young children from migrant backgrounds through documentary photography. The Open University.

Howson, Oliver; Adeliyi, Adeola; Willis, Alistair; Hirst, Tony; Charlton, Patricia; Gooch, Daniel; Rosewell, Jonathan; Richards, Mike; Wermelinger, Michel; Piwek, Paul; Savage, Simon; Lowndes, Charly; Thomas, Elaine and Smith, Andrew (2020). Best Practices in using Technological Infrastructures. The Institute of Coding.

Hubscher-Davidson, Severine (2020). Translation and the Double Bind of Imaginative Resistance. Translation Studies, 13(3) pp. 251–270.

Hubscher-Davidson, Severine (2020). The impact of COVID-19 on linguists and their mental health. In OpenLearn OpenLearn.

Hubscher-Davidson, Severine (2020). Lockdown Teaching, or What Online Teaching is not About. In: APTIS Webinar Series, Association of UK Programmes in Translation and Interpreting Studies, May 2020, [Online].

Hubscher-Davidson, Severine (2020). Language, Health, and Psychology: Exploring the Links. In: Research Seminar Series, University of Coventry, Nov 2020.

Hubscher-Davidson, Severine (2020). Translation as Disturbance: Emotion Management for a Sustainable Profession. In: Translation as Disturbance: Emotion Management for a Sustainable Profession, 18 Nov 2020, [Online].

Hubscher-Davidson, Severine (2020). Designing an experimental training intervention to improve the emotional intelligence of translators. In: 7th CATIC Conference, UCL, 17 Jul - 20 Jul 2021, London, UK.

Hubscher-Davidson, Severine and Devaux, Jerome (2020). Top tips for (a)synchronous sessions – MA in Translations. In: APTIS Webinar Series, Association of UK Programmes in Translation and Interpreting Studies, May 2020, [Online].

Hultgren, Anna Kristina (2020). Introduction: Global English and Social Justice. Nordic Journal of English Studies, 19(3) pp. 1–9.

Hultgren, Anna Kristina (2020). Global English: From “Tyrannosaurus Rex” to “Red Herring”. Nordic Journal of English Studies, 19(3) pp. 10–34.

Hultgren, Anna Kristina (2020). Epilogue: Ways Forward for Global English. Nordic Journal of English Studies, 19(3) pp. 199–206.

Humphry, Debbie (2020). From residualisation to individualization? Social tenants’ experiences in post-Olympics East Village. Housing, Theory and Society, 37(4) pp. 458–480.

Humphry, Debbie (2020). Campaigning in the time of coronavirus. City, 24(3-4) pp. 423–430.

Humphry, Debbie; Clifford, Ellen; Greene, Andy; Peters, Paula and Walker, Keith (2020). Introduction to, and Interview with, Disabled People Against Cuts. City, 24(1-2) pp. 376–399.

Ibbotson, Paul (2020). What it Takes to Talk: Exploring Developmental Cognitive Linguistics. Cognitive Linguistics Research [CLR], 64. Berlin: De Gruyter Mouton.

Irwin-Rogers, Keir; de-Lappe, Joseph and Phoenix, Jo (2020). Antisocial Shifts in Social Policy and Serious Violence between Young People: Evidence from the Cross-Party Youth Violence Commission. British Journal of Community Justice, 16(2/3) pp. 4–27.

Jacinto, Alessandro Ferrari; Gordon, Adam Lee; Samra, Rajvinder; Steiner, Ana Beatriz; Mayoral, Vania Ferreira de Sá and Citero, Vanessa de Albuquerque (2020). Comparing knowledge and attitudes to dementia care in Brazilian and UK GPs to guide future decisions about educational interventions. Gerontology and Geriatrics Education, 41(2) pp. 250–257.

Jane, Seale (2020). Were we right? A re-evaluation of the perceived potential of technology to transform the educational opportunities and outcomes of learners with special educational needs. History of Education, 49(2) pp. 247–264.

Jen, Sarah and Jones, Rebecca (2020). Courage to Cobble Something New: Creative Representations of Bisexuality and Aging. Innovation in Aging, 4(Supplement) p. 611.

Jewitt, Katharine (2020). An exploration of rationale behind non submission of final assignment in B100 An introduction to business and management. The Open University.

Jewitt, Katharine (2020). Connecting Students with Customized Technology Solutions: Embedding Partnership in a Digital Learning Strategy. Journal of Higher Education Policy and Leadership Studies, 1(3) pp. 16–25.

Jewitt, Katharine (2020). Take 5: The best way to generate ideas? London Metropolitan University.

Jones, Kerry; Draper, Jan and Davies, Alison (2020). Nurses' early and ongoing encounters with the dying and the dead: a scoping review of the international literature. International Journal of Palliative Nursing, 26(6) pp. 310–324.

Jones, Charlotte; Naylor, Ruth; Rafaeli, Tal; Mlambo, Yeukai; Nielsen, Ann; Wolfenden, Freda and Godwin, Katie (2020). 'Redesigning the Education Workforce' Background Paper for Transforming the Education Workforce: Learning Teams for a Learning Generation. Transforming the Education Workforce Report; The Education Commission, New York.

Jones, Emma; Graffin, Neil; Samra, Rajvinder and Lucassen, Mathijs (2020). Mental Health and Wellbeing in the Legal Profession. Bristol Shorts Research. Bristol: Bristol University Press.

Jones, Kerry; Methley, Abigail; Boyle, Geraldine; Garcia, Rebecca; Smith, K and Vseteckova, Jitka (2020). Protocol: A systematic review of the effectiveness of Acceptance and Commitment Therapy (ACT) compared with other psychological therapies in managing grief experienced by bereaved spouses or partners of adults who had received palliative care in the UK. In Prospero - International Prospective register of Systematic Reviews Prospero - International Prospective register of Systematic Reviews.

Jones, Kerry; Methley, Abigail; Boyle, Geraldine; Garcia, Rebecca and Vseteckova, Jitka (2020). A systematic review of the effectiveness of Acceptance and Commitment Therapy (ACT) compared with other psychological therapies in managing grief experienced by bereaved spouses or partners of adults who had received palliative care in the UK. In Prospero NIHR: National Institute for Health Research.

Jones, Rebecca (2020). Later life sex and Rubin’s ‘Charmed Circle'. Sexuality and Culture, 24 pp. 1480–1498.

Jones, Rebecca and Lottman, Ralf (2020). Bisexuell und Altern(n). In: Zeyen, Tamara-Louise; Brunnett, Regina; Lottman, Ralf and Kegelmann, Mechthild eds. LSBTIQ* und Alter(n): Ein Lehrbuch für Pflege und Soziale Arbeit. Göttingen: Vandenhoeck & Ruprecht, pp. 103–110.

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

Josephidou, Joanne (2020). A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play. Early Years: An international research journal, 40(1) pp. 95–108.

Kambouri-Danos, Maria and Pieridou, Myria (2020). Qualitative doctoral research in educational settings: Reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9(1) pp. 21–31.

Kan, Qian and Tang, Jinlan (2020). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China. In: Information Resources Management Association ed. Mobile Devices in Education: Breakthroughs in Research and Practice. IGI Global, pp. 180–209.

Kearvell-White, Jennifer (2020). Executive Function Characteristics of Younger Adolescents Identified with Special Educational Needs. Doctor of Philosophy (PhD) thesis The Open University.

Kemp, Nicola; Durrant, Ian and Josephidou, Jo (2020). Making connections with their world: outdoor provision for under-twos in early childhood settings in Kent. Froebel Trust.

Kemp, Nicola and Josephidou, Jo (2020). Where are the babies? Engaging the under twos with the outdoors. The Froebel Trust.

King-Owen, Jackie (2020). Service User Involvement in Social Work Education: A Case Study. Centre for Welfare Reform.

Komaromy, Carol (2020). The performance of researching sensitive issues. Mortality, 25(3) pp. 364–377.

Kubiak, Chris; Walker, Susan; Draper, Jan; Acton, Faye; Clark, Elisabeth; Rogers, Jill; Rogers, Melanie and Dearnley, Christine (2020). ‘They come with their own ideas of what they want’: Healthcare educator, advanced practice student and manager perspectives on learning outcomes. Journal of Education and Work, 33(4) pp. 312–325.

Kucirkova, Natalia and Littleton, Karen (2020). The Distance between the 'Self' and the 'Other' in Children's Digital Books. Frontiers in Psychology, 11, article no. 589281.

Kucirkova, Natalia (2020). Why Fathers Who Read to Their Children Are the Coolest. Psychology Today.

Kucirkova, Natalia (2020). Digital Shadows Remain Even if You Can't See Them. Psychology Today.

Kucirkova, Natalia (2020). Next Time We Zoom, Show Me Your Hands. Psychology Today.

Kucirkova, Natalia (2020). A Time Without Touch Is an Opportunity to Rethink Its Place. Psychology Today.

Kucirkova, Natalia (2020). And a Selfie Must Follow, as the Night the Day. Psychology Today.

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

Kucirkova, Natalia and Hoel, Trude (2020). The silver lining in corona times: video-call shared reading with children. London School of Economics (LSE).

Kucirkova, Natalia and Mackey, Margaret (2020). Digital literacies and children’s personalized books: Locating the 'self'. London Review of Education, 18(2) pp. 151–162.

Kukulska-Hulme, Agnes and Lee, Helen (2020). Mobile Collaboration for Language Learning and Cultural Learning. In: Dressman, Mark and Sadler, Randall William eds. The Handbook of Informal Language Learning. Blackwell Handbooks in Linguistics. Chichester: Wiley Blackwell, pp. 169–180.

Kukulska-Hulme, Agnes and Lee, Helen (2020). Intelligent assistants in language learning: an analysis of features and limitations. In: CALL for Widening Participation: Short Papers from EUROCALL 2020 (Frederiksen, Karen-Margrete; Larsen, Sanne; Bradley, Linda and Thouësny, Sylvie eds.), Research-publishing.net, pp. 172–176.

Larkin, Mary and Milne, Alisoun (2020). The carer-related knowledge exchange network (CAREN): enhancing the relationship between research and evidence and policy and practice. Evidence & Policy: A Journal of Research, Debate and Practice, 16(3) pp. 491–501.

Larkin, Mary (2020). Caring about student carers. In: Research and Scholarship Seminar, 6 Feb 2020, Walton Hall, The Open University.

Larkin, Mary (2020). ‘Sustaining unpaid care: the National Institute for Health and Care Excellence (NICE) guideline Carers: Provision of support for adult carers, Sustainable Care. In: Sustainable Care: Challenges and Solutions for a Sustainable Future Conference,, 1-2 Apr 2020, Sheffield.

Larkin, Mary (2020). Caring about student carers. In: Access, Participation and Success 6th Biennial International Conference, 22-23 Apr 2020, Milton Keynes.

Larkin, Mary (2020). Caring about Student carers. In: Scholarship from across the faculties: from creativity and innovation, 13 Oct 2020, Walton Hall.

Lawes, Tanya (2020). "Is that normal?" What the Experiences of Apprentices Teach us about Practice and Policy. Doctor of Education (EdD) thesis The Open University.

Lee, Helen (2020). Gesture in multimodal language learner interaction via videoconferencing on mobile devices. Doctor of Philosophy (PhD) thesis The Open University.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2020). Exploring the core ‘preoccupation’ of social work writing: A corpus-assisted discourse study. Journal of Corpora and Discourse Studies, 3 pp. 1–26.

Leedham, Maria (2020). ‘Social workers dismissed concerns’: A corpus-assisted discourse study of the portrayal of a profession in UK newspapers. In: Corpus Assisted Discourse Studies (CADS) International Conference 2020, 17-19 Jun 2020, Sussex University (online).

Lekobane, Khaufelo Raymond and Roelen, Keetie (2020). Leaving No One Behind: Multidimensional Child Poverty in Botswana. Child Indicators Research, 13(6) pp. 2003–2030.

Levell, Jade (2020). Using Connell’s masculinity theory to understand the way in which ex-gang-involved men coped with childhood domestic violence. Journal of Gender-Based Violence, 4(2) pp. 207–221.

Levell, Jade (2020). The Road Home: Masculinity, Vulnerability, And Violence : A Narrative Study Using Music Elicitation With Men Who Had Childhood Experience Of Domestic Violence/Abuse And On-Road/Gang-Involvement. Doctor of Philosophy (PhD) thesis The Open University.

Lewis, Tim (2020). From tandem learning to e-tandem learning: how languages are learnt in tandem exchanges. In: Gola, Sabina; Pierrard, Michel; Tops, Evie and Van Raemdonck, Dan eds. Enseigner et apprendre les langues au XXIe siècle. Méthodes alternatives et nouveaux dispositifs d’accompagnement. GRAMM-R. Brussels: P.I.E. PETER LANG.

Li, Guofang and Sah, Pramod K. (2020). Critical Pedagogy for Preservice Teacher Education in the US: An Agenda for a Plurilingual Reality of Superdiversity. In: Steinberg, Shirley R. and Down, Barry eds. The SAGE Handbook of Critical Pedagogies, Volume 3. London: SAGE Publications Ltd., pp. 884–898.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2020). Time, the Written Record, and Professional Practice: The Case of Contemporary Social Work. Written Communication, 37(4) pp. 431–486.

Lindsay, Hilary (2020). From fledgling to fledged: how accountants in academia develop their research capabilities. Accounting Education: An International Journal pp. 1–19.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education, 35(5) pp. 620–635.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Learning Needs, Barriers, Differences and Study Requirements: How Students Identify as ‘disabled’ in Higher Education. Widening Participation and Lifelong Learning, 22(1) pp. 95–111.

Lloyd, C. E.; Sartorius, N.; Ahmed, H. U.; Alvarez, A.; Bahendeka, S.; Bobrov, A. E.; Burti, L.; Chaturvedi, S. K.; Gaebel, W.; de Girolamo, G.; Gondek, T. M.; Guinzbourg, M.; Heinze, M. G.; Khan, A.; Kiejna, A.; Kokoszka, A.; Kamala, T.; Lalic, N. M.; Lecic-Tosevski, D.; Mannucci, E.; Mankovsky, B.; Müssig, K.; Mutiso, V.; Ndetei, D.; Nouwen, A.; Rabbani, G.; Srikanta, S. S.; Starostina, E. G.; Shevchuk, M.; Taj, R.; Valentini, U.; van Dam, K.; Vukovic, O. and Wölwer, W. (2020). Factors associated with the onset of major depressive disorder in adults with type 2 diabetes living in 12 different countries: results from the INTERPRET-DD prospective study. Epidemiology and Psychiatric Sciences, 29(e134) pp. 1–9.

Love, Samantha Mildred (2020). Early Career Teachers' Experiences of Classroom Observation: A Case Study. Doctor of Education (EdD) thesis The Open University.

Lu, Yanhui; Xing, Pengbo; Cai, Xue; Luo, Dan; Li, Ruxue; Lloyd, Cathy; Sartorius, Norman and Li, Mingzi (2020). Prevalence and Risk Factors for Diabetic Peripheral Neuropathy in Type 2 Diabetic Patients From 14 Countries: Estimates of the INTERPRET-DD Study. Frontiers in Public Health, 8, article no. 534372.

MacKenzie, Alison; Bower, Christine and Owaineh, Mohammed (2020). Barriers to Effective, Equitable and Quality Education: A Rights-based, Participatory Research Assessment of Inclusion of Children with Disabilities in Palestine. The International Journal of Children’s Rights, 28(4) pp. 805–832.

MacKenzie, Alison; Bower, Christine and Owaineh, Mohammed (2020). Gratitude versus children's rights: An exploration mothers’ attitudes towards disability and inclusive education in Palestine. International Journal of Educational Research Open, 1, article no. 100001.

Madeley, Anna-Marie (2020). Operationalising Domain 4: Additional Care for Women and Newborn Infants with Complications. The Practising Midwife, 23(5) pp. 18–22.

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

Mander, Sarah and Williams-Brown, Zeta (2020). Reflecting upon how we wrote 'Childhood Well-being and Resilience: Influences on Educational Outcomes'. Education Observatory, University of Wolverhampton.

Márquez Reiter, Rosina (2020). La provisión de servicios. In: M. Victoria, Escandell-Vidal; Amenós Pons, José and Ahern, Aoife Kathleen eds. Pragmatica. Alkal: Madrid.

Márquez Reiter, Rosina and Frohlich, David M. (2020). A pragmatics of intimacy. Internet Pragmatics, 3(1) pp. 1–33.

Marshall, Lydia; Outhred, Rachel and Moore, Rhiannon (2020). Interrupted Education in India (Andhra Pradesh and Telangana): Support for Students During the COVID-19 School Shutdowns. Headlines Report; Young Lives, Oxford.

Marston, Hannah and Azadvar, Ahmad (2020). Defeating the Boss Level … Exploring Inter-and-Multigenerational Gaming Experiences. Computer Games Journal, 9 pp. 121–126.

Marston, Hannah; Ivan, Loredana; Fernández-Ardèvol, Mireia; Rosales Climent, Andrea; Gómez-León, Madlin; Blanche, Daniel; Earle, Sarah; Ko, Pei-Chun; Colas, Sophie; Bilir, Burcu; Öztürk Çalıkoğlu, Halime; Arslan, Hasan; Kanozia, Rubal; Kriebernegg, Ulla; Großschädl, Franziska; Reer, Felix; Quandt, Thorsten; Sandra C, Buttigieg; Paula, Alexandra Silva; Vera, Gallistl and Rebekka, Rohner (2020). COVID-19: Technology, Social Connections, Loneliness & Leisure Activities: An International Study Protocol. Frontiers in Sociology, 5, article no. 574811.

Marston, Hannah; Ko, PC; Leon Gomez, M; Silva, A; Buttigieg, S.C. and Ivan, L (2020). Evidence to the COVID-19 Committee (LBC0224). UK Government.

Marston, Hannah and Kowert, Rachel (2020). What role can videogames play in the COVID-19 pandemic? Emerald Open Research, 2, article no. 34.

Marston, Hannah and Miranda Duro, María del Carmen (2020). Revisiting the Twentieth Century Through the Lens of Generation X and Digital Games: A Scoping Review. The Computer Games Journal, 9 pp. 127–161.

Marston, Hannah and Morgan, Deborah J. (2020). Technology & Social Media during COVID-19 Pandemic. International Psychogeriatric Association, 37(2)

Marston, Hannah; Niles-Yokum, Kelly; Earle, Sarah; Gomez, Barbara and Lee, David (2020). OK Cupid, Stop Bumbling around and Match Me Tinder: Using Dating Apps Across the Life Course. Gerontology and Geriatric Medicine, 6 pp. 1–20.

Marston, Hannah; Wilson, G; Morgan, D.J and Gates, J.R. (2020). Written evidence [LOL0017]. UK Government Covid-19 Committee.

Marston, Hannah; Wilson, Gemma; Morgan, Deborah J. and Gates, Jessica (2020). The reliance and impact of digital technologies on the social and emotional wellbeing of citizens during the Covid-19 pandemic. UK Government.

Matras, Yaron; Howley, Gerry and Jones, Charlotte (2020). Attitudes to the language and identity of Romanian Roma migrants in a UK school setting. Intercultural Education, 31(3) pp. 359–375.

Maxwell, Karen J.; Hoggart, Lesley; Bloomer, Fiona; Rowlands, Sam and Purcell, Carrie (2020). Normalising abortion: what role can health professionals play? BMJ Sexual and Reproductive Health, 47(1) pp. 32–36.

McConville, Kevin (2020). Professional identity formation in becoming a GP Trainer: barriers and enablers. Postgraduate Research Poster Competition, The Open University.

McInally, Wendy (2020). Life Interrupted: Young people and their family/significant other living with malignant melanoma: an interpretive phenomenological analysis. In: SIOP 2020, 14-17 Oct 2020, Virtual.

McInally, Wendy (2020). Life Interrupted: An Interpretative Phenomenological Analysis of Young People and their Family/Significant Other Living With Malignant Melanoma [SIOP Abstract: 0515 / #681]. Pediatric Blood & Cancer, 67 p. 233.

Mendes, Philip and Rogers, Justin (2020). Young People Transitioning from Out-of-Home Care: What are the Lessons from Extended Care Programmes in the USA and England for Australia? The British Journal of Social Work, 50(5) pp. 1513–1530.

Mentrup, Stefanie; Harris, Emma; Gomersall, Tim; Köpke, Sascha and Astin, Felicity (2020). Patients’ Experiences of Cardiovascular Health Education and Risk Communication: A Qualitative Synthesis. Qualitative Health Research, 30(1) pp. 88–104.

Merry, Sally N.; Hopkins, Sarah; Lucassen, Mathijs F. G.; Stasiak, Karolina; Weisz, John R.; Frampton, Christopher M. A.; Bearman, Sarah Kate; Ugueto, Ana M.; Herren, Jennifer; Cribb-Su’a, Ainsleigh; Kingi-Uluave, Denise; Loy, Jik; Hartdegen, Morgyn and Crengle, Sue (2020). Effect of Clinician Training in the Modular Approach to Therapy for Children vs Usual Care on Clinical Outcomes and Use of Empirically Supported Treatments: A Randomized Clinical Trial. JAMA Network Open, 3(8), article no. e2011799.

Messer, D. J.; Moran, A. and Henry, L. A. (2020). Executive Functioning in Children. In: Hupp, S and Jewell, J. D. eds. The Encyclopedia of Child and Adolescent Development., Volume 3. New York: Wiley.

Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre and Scott, Peter (2020). Inquiry-Based Learning on the Cloud. In: Information Resources Management Association ed. Cognitive Analytics: Concepts, Methodologies, Tools, and Applications. IGI Global, pp. 529–549.

Mitchell, Helena Ann (2020). Guyanese Women's Experiences of Invisibility in Health Care in England. Frontiers in Sociology, 5, article no. 23.

Mitchell, Helena Ann; Allan, Helen and Koch, Tina (2020). Guyanese expatriate women ask: ‘Is it a touch of sugar?’. Action Research, 18(4) pp. 433–447.

Mitchell, Kirstin R; Purcell, Carrie; Forsyth, Ross; Barry, Sarah; Hunter, Rachael; Simpson, Sharon A; McDaid, Lisa; Elliot, Lawrie; McCann, Mark; Wetherall, Kirsty; Broccatelli, Chiara; Bailey, Julia V and Moore, Laurence (2020). A peer-led intervention to promote sexual health in secondary schools: the STASH feasibility study. Public Health Research, 8(15) pp. 1–152.

Mitchell, Paul Mark; Coast, Joanna; Myring, Gareth; Ricciardi, Federico; Vickerstaff, Victoria; Jones, Louise; Zafar, Shazia; Cudmore, Sarah; Jordan, Joanne; McKibben, Laurie; Graham-Wisener, Lisa; Finucane, Anne M.; Hewison, Alistair; Haraldsdottir, Erna; Brazil, Kevin and Kernohan, W. George (2020). Exploring the costs, consequences and efficiency of three types of palliative care day services in the UK: a pragmatic before-and-after descriptive cohort study. BMC Palliative Care, 19(1), article no. 119.

Mlambo, Yeukai; Neilsen, Ann; Silova, Iveta; Wolfenden, Freda; Rafaeli, Tal and Jones, Charlotte (2020). Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce. In Redesigning the Education Workforce: A design thinking approach The Education Commission, New York.

Moreira, Darlinda and Butcher, John (2020). Editorial. Widening Participation and Lifelong Learning, 22(3) pp. 1–7.

Morgan, D.J; Marston, Hannah and Hadley, R.A (2020). Written evidence [LBC0135]. UK Government Covid-19 Committee.

Morgan, Deborah J.; Marston, Hannah and Hadley, Robin (2020). Evidence to the COVID-19 Committee (LBC0135). UK Government.

Morgana, Valentina and Shrestha, Prithvi N. (2020). Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom. In: Information Resources Management Association ed. Mobile Devices in Education: Breakthroughs in Research and Practice. IGI Global, pp. 881–902.

Morrison, Sipho A. (2020). Flow and its Relationship with the Mathematical Classroom. Doctor of Philosophy (PhD) thesis The Open University.

Murphy, Kerry; Cullen, Jane; Addae-Kyeremeh, Eric; Stutchbury, Kris; Velasco, Maria; Davies, Sarah-Jane; Ansine, Janice; Herman, Clem; Biard, Olivier and Mallet, Joshua (2020). OpenSTEM Africa: Strengthening science education in Ghana. In: The 9th eSTEeM Annual Conference: Informing Student Success – From Scholarship to Practice, 29-30 Apr 2020, The Open University, Milton Keynes, UK.

Murphy, Gráinne; Corcoran, Ciara; Tatlow-Golden, Mimi; Boyland, Emma and Rooney, Brendan (2020). See, Like, Share, Remember: Adolescents’ Responses to Unhealthy-, Healthy- and Non-Food Advertising in Social Media. International Journal of Environmental Research and Public Health, 17(7), article no. 2181.

Musgrave, Jackie and Levy, Rachael (2020). Including Children with Chronic Health Conditions in Early Childhood Education and Care Settings. Journal of Early Childhood Research, 18(2) pp. 159–173.

Nao, Marion (2020). ‘The lady doth protest too much, methinks’: Truth negating implications and effects of an epistemic frame trap. Language & Communication, 73 pp. 18–28.

Nao, Marion (2020). Insights into the Workings of an Epistemic Frame Trap. In Imperfect Cognitions The Imperfect Cognitions Network.

NCD Risk Factor Collaboration (NCD-RisC) (2020). Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants. The Lancet, 396(10261) pp. 1511–1524.

Newton, Victoria; Dickson, Jane and Hoggart, Lesley (2020). Young women’s fertility knowledge: partial knowledge and implications for contraceptive risk-taking. BMJ Sexual & Reproductive Health, 46(2)

Nguyen, An (2020). Mind the (theme) gap between assessment and curriculum: a mixed-method study on the National High School Examination of English in Vietnam from 2018 to 2020. IOE - University College London, Faculty of Education, London. (Unpublished)

O'Hagan, Lauren (2020). Packaging Inner Piece: A Sociohistorical Exploration of Nerve Food in Great Britain. Food and History, 17(2) pp. 183–222.

O'Hagan, Lauren (2020). “Home Rule is Rome Rule”: Exploring Anti-Home Rule Postcards in Edwardian Ireland. Visual Studies, 35(4) pp. 330–346.

O'Hagan, Lauren (2020). Autodidactic Book Series in Edwardian Britain, 1901-1914. The Book Collector

O'Hagan, Lauren Alex (2020). Contesting Women’s Right to Vote: Anti-Suffrage Postcards in Edwardian Britain. Visual Culture in Britain, 21(3) pp. 330–362.

O'Hagan, Lauren Alex (2020). Steal Not This Book My Honest Friend: Threats, Warnings and Curses in the Edwardian Book. Textual Cultures, 13(2) pp. 244–274.

O'Hagan, Lauren Alex (2020). Pure in Body, Pure in Mind? A Sociohistorical Perspective on the Marketisation of Pure Foods in Great Britain. Discourse, Context and Media, 34, article no. 100325.

Ohagan, Lauren (2020). Social Posturing in the Edwardian Bookplate, 1901-1914. Book Collector

Ohagan, Lauren (2020). The Anatomy of a Battle Jacket: A Multimodal Ethnographic Perspective. Journal of Contemporary Ethnography, 50(2) pp. 147–175.

Okada, Alexandra; Quadros da Rosa, Luziana and Vieira de Souza, Marcio (2020). Open schooling with inquiry maps in network education: Supporting Responsible Research and Innovation (RRI) and fun in learning. Exitus, 10(1), article no. e020053.

Okada, Alexandra and Sheehy, Kieron (2020). The value of fun in online learning: a study supported by responsible research and innovation and open data. Revista e-Curriculum, 18(2) pp. 319–343.

Okada, Alexandra and Sheehy, Kieron (2020). Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19. Frontiers in Education, 5(1), article no. 584351.

Oldridge, Louise and Larkin, Mary (2020). Unpaid Care Global Growth and Policies for Sustainability. In: Leal Filho, Walter; Azul, Anabela Marisa; Brandli, Luciana; Salvia, Amanda Lange and Wall, Tony eds. Encyclopedia of the UN Sustainable Development Goals. Gender Equality. Cham: Springer.

Orrnert, Anna (2020). Interventions to promote wellbeing of refugees in high- and middle-income countries. K4D Helpdesk Report 736; Institute of Development Studies, Brighton, UK.

Outhred, Rachel; Marshall, Lydia and Moore, Rhiannon (2020). Interrupted Education in Ethiopia: Support for Students During COVID-19 School Closures. Headline Report; Young Lives, Oxford.

Owens, Rebecca; Earle, Sarah; McNulty, Cliodna and Tilley, Elizabeth (2020). What works in community health education for adults with learning disabilities: A scoping review of the literature. Journal of Applied Research in Intellectual Disabilities, 33(6) pp. 1268–1283.

O’Farrelly, Christine; Booth, Ailbhe; Tatlow-Golden, Mimi and Barker, Beth (2020). Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly, 50(2) pp. 3–16.

Pacini, A. M. and Shrestha, P. (2020). Mental Health Interventions for Schools in Nepal: A Scoping Review Protocol. Centre for Open Science Repository.

Pacini, Adele; Vseteckova, Jitka and Pappas, Yannis (2020). Psychological therapy for older adults in the time of COVID-19: Older adults’ perceptions on the acceptability of online versus face to face versions of a mindfulness for later life group. Biomedical Journal of Scientific and Technical Research, 31(1) pp. 23912–23916.

Papathoma, Tina; Ferguson, Rebecca; Iniesto, Francisco; Rets, Irina; Vogiatzis, Dimitrios and Murphy, Victoria (2020). Guidance on how Learning at Scale can be made more accessible. In: Proceedings of the Seventh ACM Conference on Learning@ Scale, Aug 12-14, Georgia Tech, Atlanta, GA, pp. 289–292.

Parker, Roses S; Wiseman, Theresa; Twycross, Alison and McKeever, Stephen (2020). Manifestation and parental assessment of children’s cancer pain at home: an exploratory mixed methods study. Journal of Clinical Nursing, 29(21-22) pp. 4128–4147.

Parmar, Alpa; Earle, Rod and Phillips, Coretta (2020). Race matters in criminology: Introduction to the Special Issue. Theoretical Criminology, 24(3) pp. 421–426.

Paterson, Laura L. (2020). Non-sexist Language Policy and the Rise (and Fall?) of Combined Pronouns in British and American Written English. Journal of English Linguistics, 48(3) pp. 258–281.

Paterson, Laura L. (2020). Electronic supplement analysis of multiple texts: Exploring discourses of UK poverty in Below the Line comments. International Journal of Corpus Linguistics, 25(1) pp. 62–88.

Paterson, Laura L. (2020). Mapping Austerity: Geographical Text Analysis of UK Place-Names in The Guardian and The Daily Telegraph. In: Greibel, Tim; Evert, Stefan and Heinrich, Philipp eds. Multimodal Approaches to Media Discourses Reconstructing the Age of Austerity in the United Kingdom. Abingdon: Routledge, pp. 65–87.

Paterson, Laura L. and Turner, Georgina (2020). Approaches to discourses of marriage. Critical Discourse Studies, 17(2) pp. 133–137.

Patterson, Laura (2020). Researching suicide stories. Postgraduate Research Poster Competition, The Open University.

Pawlyn, Jillian (2020). [Book Review] Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion. PMLD link, 32 (2)(96) pp. 47–48.

Payler, Jane and Bennett, Stephanie (2020). Workforce composition, qualifications and professional development in Montessori early childhood education and care settings in England. Montessori St. Nicholas Charity and The Open University, Milton Keynes, UK.

Payler, Jane; Cooper, Victoria and Bennett, Stephanie (2020). Children and young people living through a serious family illness: structural, interpersonal and personal perspectives. Children & Society, 34(1) pp. 62–77.

Peace, Sheila and Darton, Robin (2020). Reflections on Cross-Cultural Comparison of the Impact of Housing Modification/Adaptation* for Supporting Older People at Home: A Discussion. Journal of Aging and Environment, 34(2) pp. 210–231.

Pearce, Caroline and Komaromy, Carol (2020). Recovering the body in grief: Physical absence and embodied presence. Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 26(4) pp. 393–410.

Pérez Cavana, Maria Luisa (2020). A Teaching Persona. The Linguist, 59(4) pp. 22–23.

Phillips, Coretta; Earle, Rod; Parmar, Alpa and Smith, Daniel (2020). Dear British criminology: Where has all the race and racism gone? Theoretical Criminology, 24(3) pp. 427–446.

Piwek, Paul and Savage, Simon (2020). Challenges with Learning to Program and Problem Solve: An Analysis of Student Online Discussions. In: SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education, ACM, New York, pp. 494–499.

Pleines, Christine (2020). Learning Through Vicarious Participation in Online Language Tutorials. Doctor of Education (EdD) thesis The Open University.

Pleines, Christine (2020). Understanding vicarious participation in online language learning. Distance Education, 41(4) pp. 453–471.

Plowright-Pepper, Linda (2020). “I like to climb and pick coconuts”. Moving Towards A Child-Guided Agentic Participatory Research Methodology: 7 To 11 Years Children’s Experiences Of Physical Activity. Doctor of Philosophy (PhD) thesis The Open University.

Pulker, Hélène and Kukulska-Hulme, Agnes (2020). Openness re-examined: teachers' practices with open educational resources in online language teaching. Distance Education, 41(2) pp. 216–229.

Purcell, Carrie; Daw, Paulina; Kerr, Claire; Cleland, J; Cowie, Aynsley; Dalal, Hasnain M; Ibbotson, Tracy; Murphy, Clare and Taylor, Rod (2020). Protocol for an implementation study of an evidence-based home cardiac rehabilitation programme for people with heart failure and their caregivers in Scotland (SCOT:REACH-HF). BMJ Open, 10(12), article no. e040771.

Purcell, Carrie; Maxwell, Karen; Bloomer, Fiona; Rowlands, Sam and Hoggart, Lesley (2020). Toward normalising abortion: Findings from a qualitative secondary analysis study. Culture, Health and Sexuality, 22(12) pp. 1349–1364.

Qureshi, Irtiza; Ali, Nasreen; Garcia, Rebecca and Randhawa, Gurch (2020). Interventions to Widen Participation for Black and Asian Minority Ethnic Men into the Nursing Profession: A Scoping Review. Diversity and Equality in Healthcare, 17(2) pp. 107–114.

Rai, Lucy (2020). [Editorial] The shifting landscape of open and distance learning. Open Learning: The Journal of Open, Distance and e-learning, 35(1) pp. 1–3.

Rai, Lucy (2020). Reflecting on open and distance educational practices based on insights from educational practitioners and learners. Open Learning: The Journal of Open, Distance and e-learning, 35(2) pp. 103–104.

Rai, Lucy and Simpson, Jenny (2020). Listening to stories of study: Identity and the awarding gap experienced by Ethnic Minority students in the context of distance education. Open Learning: The Journal of Open, Distance and e-learning, 38(2) pp. 149–164.

Rajeh, Nisreen; Grant, Janet; Farsi, Jamila and Tekian, Ara (2020). Contextual Analysis of Stakeholder Opinion on Management and Leadership Competencies for Undergraduate Medical Education: Informing Course Design. Journal of Medical Education and Curricular Development, 7 pp. 1–24.

Ramsden Marston, Hannah; Shore, Linda and White, P.J. (2020). How does a (Smart) Age-friendly Ecosystem look in a Post-Pandemic Society? International journal of environmental research and public health, 17(21), article no. 8276.

Rankin, Debbie; Black, Michaela; Flanagan, Bronac; Hughes, Catherine F; Moore, Adrian; Hoey, Leane; Wallace, Jonathan; Gill, Chris; Carlin, Paul; Molloy, Anne M; Cunningham, Conal and McNulty, Helene (2020). Identifying Key Predictors of Cognitive Dysfunction in Older People Using Supervised Machine Learning Techniques: Observational Study. JMIR Medical Informatics, 8(9), article no. e20995.

Ratle, Olivier; Robinson, Sarah; Bristow, Alexandra and Kerr, Ron (2020). Mechanisms of micro-terror? Early career CMS academics’ experiences of ‘targets and terror’ in contemporary business schools. Management Learning, 51(4) pp. 452–471.

Rawles, Joanna (2020). Critical Thinking and Reflective Practice. In: Parker, Jonathan ed. Introducing Social Work. London: Sage, pp. 102–112.

Redmore, Ned (2020). [Book Review] Seen and Heard: Exploring Participation, Engagement and Voice for Children with Disabilities. Children & Society, 34(3) pp. 234–235.

Reeve, Fiona (2020). Inequalities in access to further and higher education. In: Cooper, Victoria and Holford, Naomi eds. Exploring Childhood and Youth. Abingdon, UK: Routledge, pp. 123–136.

Rets, Irina; Rienties, Bart and Lewis, Timothy (2020). Transforming pre-service teacher education through Virtual Exchange: a mixed-method analysis of perceived TPACK development. Interactive Learning Environments, 31(3) pp. 1229–1241.

Rix, Jonathan (2020). Our need for certainty in an uncertain world: the difference between special education and inclusion? British Journal of Special Education, 47(3) pp. 283–307.

Rix, Jonathan; Garcia Carrizosa, Helena; Seale, Jane; Sheehy, Kieron and Hayhoe, Simon (2020). The while of participation: A systematic review of participatory research involving people with sensory impairments and/or intellectual impairments. Disability and Society, 35(7) pp. 1031–1057.

Rix, Jonathan; Parry, John and Malibha-Pinchbeck, Memory (2020). "Building a better picture" – Practitioners’ views of using a listening approach with young disabled children. Journal of Early Childhood Research, 18(1) pp. 3–17.

Robb, Martin (2020). ‘From Your Ever Anxious and Loving Father’: Faith, Fatherhood, and Masculinity in One Man’s Letters to His Son during the First World War. Genealogy, 4(1), article no. 32.

Robb, Martin (2020). Fathers and Forefathers: Men and Their Children in Genealogical Perspective. Genealogy, 4(2) e65.

Rodriguez León, Lucy Jane (2020). Literacy Experiences: An Exploration Of Young Children's Orientations, Identities, And Affective Relations With Text. Doctor of Philosophy (PhD) thesis The Open University.

Roelen, Keetie; Ackley, Caroline; Boyce, Paul; Farina, Nicolas and Ripoll, Santiago (2020). COVID-19 in LMICs: The Need to Place Stigma Front and Centre to Its Response. The European Journal of Development Research, 32(5) pp. 1592–1612.

Roelen, Keetie and Taylor, Emily (2020). Assessing mental health in a context of extreme poverty: Validation of the rosenberg self-esteem scale in rural Haiti. PLOS ONE, 15(12), article no. e0243457.

Rogers, Justin M and Karunan, Victor (2020). Is the deinstitutionalisation of alternative care a ‘wicked problem’? A qualitative study exploring the perceptions of child welfare practitioners and policy actors in Thailand. International Social Work, 63(5) pp. 626–639.

Rogers, Justin Mark and Cheung, Johnson Chun-Sing (2020). Civic Crowdfunding for Social Work Research: Opportunities, Challenges and Strategies. The British Journal of Social Work, 51(7) pp. 2782–2801.

Rosa, Luziana Quadros da; Souza, Marcio Vieira de and Okada, Alexandra (2020). Open schooling with RRI for a significant participation of indigenous communities in network education. The Brazilian Journal of Education Policy and Administration, 36(3) pp. 1046–1067.

Rose, Lauren T. and Soundy, Andrew (2020). The Positive Impact and Associated Mechanisms of Physical Activity on Mental Health in Underprivileged Children and Adolescents: An Integrative Review. Behavioral Sciences, 10(11) e171.

Rouse, Lorna; Tilley, Elizabeth; Walmsley, Jan and Picken, Shaun (2020). Filling in the Gaps: The role of self-advocacy groups in supporting the health and wellbeing of people with learning disabilities throughout the pandemic. The Open University, Milton Keynes, UK.

Rouse, Lorna Jane (2020). The Social Construction of Quality Diabetes Care Appointments in Primary Care by Adults with Mild-to-Moderate Learning Disabilities, Their Supporters and Healthcare Professionals. Doctor of Philosophy (PhD) thesis The Open University.

Safford, Kimberly (2020). Climate Change - All Change: evaluation of the primary school pilot for architecture. The Museum of Childhood.

Samra, Rajvinder (2020). The edges of human performance in psychiatry. The British Journal of Psychiatry, 216(6) pp. 294–295.

Sánchez Moreano, Santiago (2020). Análisis de la interacción social en contextos de movilidad y de superdiversidad. Iberoromania, 2020(91) pp. 28–51.

Sánchez Moreano, Santiago (2020). Desplazamiento lingüístico y revitalización de repertorios plurilingües en contextos de ciudad. In: Haboud Bumachar, Marleen; Sánchez Avendaño, Carlos and Garcés Velásquez, Fernando eds. Desplazamiento lingüístico y revitalización: reflexiones y metodologías emergentes. Desafíos en la Diversidad collection (2). Quito: Editorial Abya- Yala, pp. 183–214.

Saunders, Claire (2020). Building a community of writers in a university. Postgraduate Research Poster Competition, The Open University.

Saunders, Claire (2020). Building a community of writers in a university: An ethnographic study. Doctor of Education (EdD) thesis The Open University.

Schiro, Julie L.; Shan, Liran Christine; Tatlow-Golden, Mimi; Li, Chenguang and Wall, Patrick (2020). #Healthy: smart digital food safety and nutrition communication strategies—a critical commentary. npj Science of Food, 4(1), article no. 14.

Schmitt, Christian J. (2020). [Book review] Matteo Farina. Facebook and conversation analysis: The structure and organization of comment threads. Internet Pragmatics, 3(1) pp. 121–126.

Schneider, Stefanie (2020). A critical analysis of the role of intercultural communication in the Common European Framework of Reference for Languages (CEFR) Companion Volume (2020). Journal of Spanish Language Teaching, 7(2) pp. 193–199.

Seale, Jane (2020). Keeping connected and staying well: the role of technology in supporting people with learning disabilities during the coronavirus pandemic. The Open University.

Seale, Jane; King, Laura; Jorgensen, Mary; Havel, Alice; Asuncion, Jennison and Fichten, Catherine (2020). Engaging Ignored Stakeholders of Higher Education Accessibility Practice: Analysing the experiences of an international network of practitioners and researchers. Journal of Enabling Technologies, 14(1) pp. 15–29.

Seargeant, Philip (2020). The Art of Political Storytelling: Why Stories Win Votes in Post-truth Politics. London: Bloomsbury.

Seargeant, Philip (2020). The existential paradoxes of English: Book review of Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment. Journal of English as a Lingua Franca, 9(2) pp. 309–312.

Seargeant, Philip (2020). "New" media and self-fashioning: The construction of a political persona by Elizabeth I and Donald Trump. In: Tagg, C. and Evans, M. eds. Message and Medium: English Language Practices Across Old and New Media. Topics in English Linguistics [TiEL] Series. Berlin: de Gruyter Mouton.

Seargeant, Philip and Edwards, Alison (2020). Beyond English as a second or foreign language: Local uses and the cultural politics of identification. In: Schreier, D; Hundt, M and Schneider, Edgar eds. The Cambridge Handbook of World Englishes. Cambridge University Press, pp. 311–359.

Seaward, Phillippa Jane (2020). A Case Study Of Learning, Support And Disruption For Distance Learners In Student-Led Facebook Study Groups. Doctor of Education (EdD) thesis The Open University.

Sheehy, Kieron (2020). Eugenics and the lives of disabled children. In: Cooper, Victoria and Holford, Naomi eds. Exploring Childhood and Youth. London: Routledge.

Sheerman, Laura; Marston, Hannah R.; Musselwhite, Charles and Morgan, Deborah J. (2020). COVID-19 and the secret virtual assistants: the social weapons for a state of emergency. Emerald Open Research, 2(19)

Shrestha, Prithvi (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives. Cham: Springer.

Shrestha, Prithvi (2020). Designing an online business communication course in English by responding to student needs through an evidence-based approach. Journal of China Computer-Assisted Language Learning, 1(1) pp. 47–79.

Shrestha, Prithvi N. (2020). [Book review] From a Trickle to a Torrent: Education, Migration and Social Change in a Himalayan Valley of Nepal. By Geoff Childs and Namgyal Choedup. Mountain Research and Development, 39(3) M1-M2.

Simons, Joan; Carter, Bernie and Craske, Jennie (2020). Developing a framework to support the delivery of effective pain management for children: an exploratory qualitative study. Pain Research and Management, 2020, article no. 5476425.

Simons, Joan; Leverett, Stephen and Beaumont, Kythe (2020). Success of distance learning graduates and the role of intrinsic motivation. Open Learning: The Journal of Open and Distance Learning, 35(3) pp. 277–293.

Simons, Joan and Snowden, Michael (2020). A qualitative study exploring the perceptions of part time distance learning students learning gain using the ‘Three Gains’ Employability model. International Journal of Multidisciplinary Comparative Studies, 7(1 - 3) pp. 5–18.

Singh, Jaspal (2020). Loudness registers: Normalizing cosmopolitan identities in a narrative of ethnic othering. Journal of Sociolinguistics, 24(2) pp. 209–227.

Singh, Jaspal (2020). Appropriate meaning: Discursive struggle and polyphonic semiosis in Indian hip hop. In: Zizek, Boris and Piepenbring, Hanna N. eds. Formen der Aneignung des Fremden. Intercultural Studies. Schriftenreihe des Zentrums für Interkulturelle Studien (ZIS), 10. Heidelberg: Universitätsverlag Winter, pp. 129–144.

Smith, Elizabeth; Critten, Valerie and Vardill, Robert (2020). Assessing progress in children with severe/profound intellectual disabilities: what are the issues? Disability & Society, 35(10) pp. 1688–1692.

Sowden, Ryann; Selman, Lucy and Borgstrom, Erica (2020). “Praying for your loved one wearing masks and gloves is what night-mares feels like.” What do newspapers tell us about experiences of grief, bereavement and death from COVID-19? In: Elizabeth Blackwell Institute Focus Week: COVID-19, 26/09/2020.

Spicer, Barbara (2020). ‘Translating Women: Breaking Borders and Building Bridges in the English-language Book Industry’ IMLR, 31 October–1 November 2019. Journal of Romance Studies, 20(1) pp. 189–191.

Spicer, Barbara (2020). All about Eve: Evolutionary anatomy of a literary translation from first draft to published product through a feminist lens. Postgraduate Research Poster Competition, The Open University.

Stickler, Ursula; Hampel, Regine and Emke, Martina (2020). A developmental framework for online language teaching skills. Australian Journal of Applied Linguistics, 3(1) pp. 133–151.

Stickler, Ursula; Hampel, Regine; Heiser, Sarah; Ernest, Pauline; Hopkins, Joseph; Germain-Rutherford, Aline and Emke, Martina (2020). ReN: Perspectives and Trajectories of the Language Teacher in the 21st Century (TPLang21). International Journal of Applied Linguistics, 30(2) pp. 344–349.

Stone, Kevin; Vicary, Sarah; Scott, Charlotte and Buckland, Rosie (2020). Ethical Approval and Being a Virtuous Social Work Researcher. The Experience of Multi-site Research in UK Health and Social Care: An Approved Mental Health Professional Case Study. Ethics and Social Welfare, 14(1) pp. 156–171.

Stutchbury, Kris; Chamberlain, Liz and Rodriguez-Leon, Lucy (2020). Supporting the teaching of early reading: An evaluation of the TESSA: Teaching Early Reading with African Storybook Badged Online Course (BOC). The Open University, Milton Keynes.

Stutchbury, Kris and Gallastegi, Lore (2020). Zambian Education School-based Training (ZEST) Project: Cohort 2 Evaluation, April 2020. The Open University.

Swanborough-Nilson, Christine Ann (2020). Actions and Words: Meaning Making in a Bilingual Arabic/English Kindergarten. Doctor of Education (EdD) thesis The Open University.

Swift, Amelia and Twycross, Alison (2020). Using ways of knowing in nursing to develop educational strategies that support knowledge mobilization. Paediatric and Neonatal Pain, 2(4) pp. 139–147.

Tagg, Caroline (2020). [Book review] The Pragmatics of Text Messaging: Making Meaning in Messages, Michelle A. McSweeney, Routledge, New York (2018). Journal of Pragmatics, 155 pp. 346–348.

Tagg, Caroline (2020). English language and social media. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. Routledge Handbooks in English Language Studies. Routledge, pp. 568–586.

Tagg, Caroline and Evans, Mel eds. (2020). Message and Medium: English Language Practices Across Old and New Media. Topics in English linguistics, 105. Berlin: De Gruyter Mouton.

Tagg, Caroline and Evans, Mel (2020). Spelling in context: a transhistorical pragmatic perspective on orthographic practices in English. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: English language practices across old and new media. Topics in English Linguistics. Berlin: De Gruyter Mouton, pp. 55–79.

Tatlow-Golden, Mimi and Garde, Amandine (2020). Digital food marketing to children: Exploitation, surveillace and rights violations. Global Food Security, 27, article no. 100423.

Tatlow-Golden, Mimi and Parker, Dan (2020). The Devil is in the Detail: Challenging the UK Department of Health’s 2019 Impact Assessment of the Extent of Online Marketing of Unhealthy Foods to Children. International Journal of Environmental Research and Public Health, 17(19), article no. e7231.

Taverner, Phil; Larkin, Mary; Vseteckova, Jitka; Kentzer, Nichola; Horne, Jo; Penson, Martin; Robb, Martin; Berry, Alex; Spencer, Melinda and Methley, Abigail (2020). How can Adult Carers get the best support during Covid-19 pandemic and beyond? Open Learn, Milton Keynes.

Teggi, Diana (2020). Care homes as hospices for the prevalent form of dying: An analysis of long-term care provision towards the end of life in England. Social Science & Medicine, 260, article no. 113150.

Teggi, Diana (2020). Care homes as hospices: the problem with long-term care provision towards the end of life in England. In LSE British Politics and Policy Blog London School of Economics.

Teszenyi, Eleonora; Devecchi, Christina and Richardson, Tanya (2020). Enhancing learning for Early Years Foundation Degree students: empowerment through heutagogy and reflecting on the notion of knowledgeable others. Polish Journal of Educational Studies, 72(1) pp. 25–44.

Therova, Dana (2020). Review of Academic Word Lists. TESL-EJ, 24(1)

Therova, Dana (2020). General Word Lists: Overview and Evaluation. Vocabulary Learning and Instruction, 9(1) pp. 51–61.

Tilley, Elizabeth; Ledger, Susan and de Haas, Catherine (2020). Enabling people with profound and multiple learning disabilities to belong in public and community archive collections. In: Nind, Melanie and Strnadová, Iva eds. Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion. London: Routledge, pp. 176–195.

Tilley, Elizabeth; Strnadová, Iva; Danker, Joanne; Walmsley, Jan and Loblinzk, Julie (2020). The impact of self‐advocacy organizations on the subjective well‐being of people with intellectual disabilities: A systematic review of the literature. Journal of Applied Research in Intellectual Disabilities, 33(6) pp. 1151–1165.

Tweed, Joy and Wallace, Louise M (2020). Guardians of public interest: the expectation and experience of non-executive directors in National Health Service commissioning boards in England. Journal of health organization and management, 35(1) pp. 53–67.

Utter, Jennifer; Lucassen, Mathijs; Denny, Simon; Fleming, Terry; Peiris-John, Roshini and Clark, Terryann (2020). Using the Internet to access health-related information: results from a nationally representative sample of New Zealand secondary school students. International Journal of Adolescent Medicine and Health, 32(2), article no. 20170096.

van der Bom, Isabelle and Paterson, Laura L. (2020). Revisiting the welfare state through the decades: Investigating the discursive construction of the welfare state in the Times from 1940-2009. In: Gomez-Jimenez, Eva M. and Toolan, Michael eds. The Discursive Construction of Economic Inequality: CADS Approaches to the British Media. Bloomsbury, pp. 49–68.

van Hoof, Joost; Boerenfijn, Peter; Beneken Gennamd Kolmer, Deidre M.; Marston, Hannah R.; Kazak, Jan K. and Verbeek, Hilde (2020). Environmental Design For An Ageing Population. In: Phelan, Amanda and O'Shea, Diarmuid eds. Changing Horizons in the 21st Century: Perspectives on Ageing. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 268–290.

van Hoof, Joost; Dikken, Jeroen; Buttigieg, Sandra C.; van den Hoven, Rudy F.M; Kroon, Esther and Marston, Hannah (2020). Age-friendly cities in the Netherlands: An explorative study of facilitators and hindrances in the built environment and ageism in design. Indoor and Built Environment, 29(3) pp. 417–437.

Vicary, Sarah (2020). Conclusion. In: Gal, John; Kongeter, Stefan and Vicary, Sarah eds. Settlement House Movement Revisted. Research in Social Work. Policy Press, pp. 221–229.

Vicary, Sarah; Stone, Kevin; Hemmington, Jill and Leah, Caroline (2020). Research Informed Practice; Practice Informed Research [Editorial]. Practice: Social Work in Action, 32(4) pp. 247–251.

Vicary, Sarah; Stone, Kevin; McCusker, Pearse; Davidson, Gavin and Spencer-Lane, Tim (2020). “It's about how much we can do, and not how little we can get away with”: Coronavirus-related legislative changes for social care in the United Kingdom. International Journal of Law and Psychiatry, 72, article no. 101601.

Vicary, Sarah; Stone, Kevin and Spencer-Lane, Tim (2020). The Approved Mental Health Professional Practice Handbook. Bristol: Policy Press.

von Lindeiner-Stráský, Karina; Pulker, Hélène; Bárkányi, Zsuzsanna; Pleines, Christine and Vialleton, Elodie (2020). Tookit "Moving your Language Teaching Online". Open Learn Create.

Vseteckova, J.; Mahon, A.; Boyle, G.; Jones, K. and Garcia, R. (2020). Frailty and Spousal/Partner Bereavement in Older People: A Systematic Scoping Review Protocol. Biomedical Journal of Scientific and Technical Research, 24(4)

Vseteckova, Jitka; Álvarez, Inma and Horackova, Clare (2020). What is the early mobility of female doctoral holders, what types and subjects were their doctoral degrees in and what is the reported impact of early career mobility on physical and mental health and well-being of female doctoral holders? A systematic review. In Prospero - International Prospective register of Systematic Reviews Prospero - International Prospective register of Systematic Reviews.

Vseteckova, Jitka; Boyle, Sally and Higgins, Martyn (2020). Use of current parenting models used in social care in the UK for families with young children identified as vulnerable: a systematic review. Centre for Reviews and Dissemination, University of York.

Vseteckova, Jitka; Dadova, Klara; Gracia, Rosaria; Ryan, Gemma; Borgstrom, Erica; Abington, Jane; Gopinath, Manik and Pappas, Yannis (2020). Barriers and facilitators to adherence to walking group exercise in older people living with dementia in the community: a systematic review. European Review of Aging and Physical Activity, 17, article no. 15.

Vseteckova, Jitka; Horne, Joanna; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review on the prevalence of physical activity in informal / unpaid carers worldwide. In Prospero: International prospective register of systematic reviews Prospero - International prospective register of systematic reviews, CRD42020184204.

Vseteckova, Jitka; Horne, Joanna; Smith, Lee; Trott, Mike and Kentzer, Nichola (2020). A systematic review on the barriers and facilitators to physical activity in informal / unpaid carers worldwide. In Prospero: International prospective register of systematic reviews Prospero - International prospective register of systematic reviews, CRD42020184196.

Vseteckova, Jitka; Jones, Kerry; Boyle, Geraldine; Garcia, Rebecca and Methley, Abigail (2020). Protocol: A systematic review of the effectiveness of Acceptance and Commitment Therapy (ACT) compared with other psychological therapies in managing grief experienced by bereaved spouses or partners of adults who had received palliative care worldwide. In Prospero: International prospective register of systematic reviews Prospero - International Prospective register of Systematic Reviews.

Vseteckova, Jitka; Kentzer, Nichola; Horne, Jo; Penson, Martin; Robb, Martin; Larkin, Mary; Berry, Alex; Spencer, Melinda; Methley, Abigail and Taverner, Phil (2020). Young carers,COVID-19 and physical activity. OpenLearn, Milton Keynes.

Vseteckova, Jitka; Kentzer, Nichola; Horne, Jo; Robb, Martin; Larkin, Mary; Berry, Alex; Spencer, Melinda; Methley, Abigail and Taverner, Phil (2020). The effects of self-isolation and lack of physical activity on carers. Open Learn, Milton Keynes.

Vseteckova, Jitka; Methley, Abigail and Jones, Kerry (2020). A systematic review on use of green spaces in supporting recovery from trauma in older people living in community in the UK. In Prospero: International prospective register of systematic reviews Prospero - International prospective register of systematic reviews, CRD42020183058.

Waterhouse, Philippa; Samra, Rajvinder and Lucassen, Mathijs (2020). Mental distress and its relationship to distance education students’ work and family roles. Distance Education, 41(4) pp. 540–558.

Wells, J.E.T. and Langdown, B. (2020). Sports science for golf: A survey of high-skilled golfers’ “perceptions” and “practices”. Journal of Sports Sciences, 38(8) pp. 918–927.

White, P.J.; Marston, Hannah; Shore, Linda and Turner, Robert (2020). Learning from COVID-19: Design, Age-friendly Technology, Hacking and Mental Models. Emerald Open Research, 2(21)

Whitelock, Denise; Edwards, Chris and Okada, Alexandra (2020). Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted through the e-Assessment Process? Journal of Learning for Development - JL4D, 7(1) pp. 46–60.

Williams, Jacqueline (2020). An Exploration Of The Development Of Resilience In Student Midwives. Doctor of Education (EdD) thesis The Open University.

Williams, Jacqueline (2020). An exploration into the development of resilience in student midwives. Postgraduate Research Poster Competition, The Open University.

Wilson, Sonia (2020). Family language policy through the eyes of bilingual children: the case of French heritage speakers in the UK. Journal of Multilingual and Multicultural Development, 41(2) pp. 121–139.

Witney, Tom (2020). Doing serodiscordant intimacy in the era of HIV biomedicalisation: A qualitative investigation of the lived experience of gay and bisexual men in serodiscordant relationships in the UK. Doctor of Philosophy (PhD) thesis The Open University.

Wolfenden, Freda; Adinolfi, Lina and Cross, Simon (2020). Exploring open digital badges in teacher education: a case study from India. Journal of Learning for Development - JL4D, 7(1) pp. 108–115.

Xu, Yuwei; Warin, Jo and Robb, Martin (2020). Beyond gender binaries: pedagogies and practices in early childhood education and care (ECEC). Early Years, 40(1) pp. 1–4.

Zitkus, Emilene; Harris, Emma; Miles, Gary and Astin, Felicity (2020). Design to improve patients' sleep experience in NHS hospital wards: involving students in solving 'real world' problems. Design for Health, 4(3) pp. 345–364.

2019To Top

Borgstrom, Erica; Ellis, Julie and Woodthorpe, Kate eds. (2019). Researching Death, Dying and Bereavement. Routledge.

Briz, Antonio; Martínez Alcalde, María José; Mendizábal, Nieves; Fuertes Gutierrez, Mara; Blas, José Luis and Porcar, Margarita eds. (2019). Estudios lingüísticos en homenaje a Emilio Ridruejo. Valencia: Universitat de València.

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

Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. (2019). New case studies of openness in and beyond the language classroom. research-publishing.net.

Earle, Rod and Mehigan, James eds. (2019). Degrees of Freedom: Prison Education at The Open University. UK: Policy Press.

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

King, Andrew; Almack, Kathryn and Jones, Rebecca L. eds. (2019). Intersections of ageing, gender and sexualities: Multidisciplinary international perspectives. Ageing in a Global Context. Bristol: Policy Press.

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

Social Work History Network eds. (2019). Bulletin of the Social Work History Network, 6(1)

Access All, Areas; Ledger, Susan and Walmsley, Jan (2019). Sharing Learning Disability History - Inclusive Methods and Activities. In Making Heritage Accessible - The Madhouse My House? History of Learning Disability Project Guide Access All Areas, London.

Adamis, Dimitrios; Tatlow-Golden, Mimi; Gavin, Blánaid and McNicholas, Fiona (2019). General practitioners’ (GP) attitudes and knowledge about attention deficit hyperactivity disorder (ADHD) in Ireland. Irish Journal of Medical Science, 188(1) pp. 231–239.

Addae-Kyeremeh, Eric; Cullen, Jane and Abreh, Might Kojo (2019). Designing and developing educational resources for teacher education via Open and Distance Learning (ODL), A case study from Ghana. In: SEDO conference Theme: Promoting Innovative Educational Practices for Sustainable Development, 29-30 Jan 2019, Cape Coast, Ghana.

Afroze, Jiniya (2019). Threads Of Everyday Violence: Childhood In An Urdu-Speaking Bihari Camp In Bangladesh. Doctor of Philosophy (PhD) thesis The Open University.

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

Allen-Collinson, Jacquelyn; Jennings, George; Vaittinen, Anu and Owton, Helen (2019). Weather-wise? Sporting embodiment, weather work and weather learning in running and triathlon. International Review for the Sociology of Sport, 54(7) pp. 777–792.

Álvarez, Inma (2019). Panel discussion: what implications do digital culture & technology have for the future of modern languages research? In: Mapping Multilingualism and Digital Culture, 22 Jun 2017, King's College London.

Álvarez Sánchez, Roberto; Beristain Iraola, Andoni; Epelde Unanue, Gorka and Carlin, Paul (2019). TAQIH, a tool for tabular data quality assessment and improvement in the context of health data. Computer Methods and Programs in Biomedicine, 181, article no. 104824.

Ang, Jen and Copperman, Jeanette (2019). How we can help vulnerable EU citizens living in the UK. Professional Social Work Magazine.

Angermuller, Johannes (2019). Categorizar e posicionar os sujeitos em filosofia: a controvérsia entre Derrida e Foucault compreendida de um ponto de vista discursivo. Polifonia, 26(43) pp. 332–357.

Angermuller, Johannes (2019). Catégoriser et positionner les sujets en philosophie: la controverse entre Derrida et Foucault envisagée d’un point de vue sociopragmatique. Argumentation et analyse du discours(22) pp. 1–16.

Angermuller, Johannes (2019). ¿Quien dijo posestructuralismo? La creación de una generación intelectual. Madrid: Dado Ediciones.

Angermuller, Johannes (2019). Análisis del discurso después del estructuralismo. Los enunciados polifónicos en el espacio social. In: Herzog, Benno and Ruiz, Jorge eds. Análisis sociológico del discurso. Enfoques, métodos y procedimientos. Universitat de Valencia, pp. 100–123.

Angermuller, Johannes (2019). Bedeutung festlegen. Die vielen Stimmen der postliberalen Hegemonie in Russland. In: Wiedemann, Thomas and Lohmeier, Christine eds. Diskursanalyse für die Kommunikationswissenschaft: Theorie, Vorgehen, Erweiterungen. Berlin: Springer Fachmedien Wiesbaden, pp. 147–171.

Angermuller, Johannes and Hamann, Julian (2019). The celebrity logics of the academic field. The unequal distribution of citation visibility of Applied Linguistics professors in Germany, France, and the United Kingdom. Journal for Discourse Studies, 1 pp. 77–93.

Angermuller, Johannes and Kollmorgen, Raj (2019). Discourse Approaches. In: Merkel, Wolfgang; Kollmorgen, Raj and Wagener, Hans-Jürgen eds. The Handbook of Political, Social, and Economic Transformation. Oxford: Oxford University Press, pp. 212–220.

Ashery, Oreet and Giaxoglou, Korina (2019). Digital Death and the Digital Afterlife: Oreet Ashery in Conversation with Korina Giaxoglou. In: Zielińska, Joanna ed. Performance Works. Milan: Mousse Publishing for Ujazdowski Castle Center for Contemporary Art in Warsaw.

Asprey, Esther and Tagg, Caroline (2019). The pragmatic use of vocatives in private one-to-one digital communication. Internet Pragmatics, 2(1) pp. 83–111.

Baillie, Lesley (2019). Exchanging focus groups for individual interviews during qualitative data collection: a discussion. Nurse Researcher, 27(2)

Baillie, Lesley and Thomas, Nicola (2019). Changing from 12‐hr to 8‐hr day shifts: A qualitative exploration of effects on organising nursing care and staffing. Journal of Clinical Nursing, 28(1-2) pp. 148–158.

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

Bárkányi, Zsuzsanna and Fuertes Gutiérrez, Mara (2019). Dialectal Variation and Spanish Language Teaching (SLT): Perspectives from the United Kingdom. Journal of Spanish Language Teaching, 6(2) pp. 199–216.

Baroni, Alice; Dooly, Melinda; Garcés García, Pilar; Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Lewis, Tim; Mueller-Hartmann, Andreas; O’Dowd, Robert; Rienties, Bart and Rogaten, Jekaterina (2019). Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net.

Barrett, P.; O’Donnell, K.; Fitzgerald, M.; Schmidt, A. J.; Hickson, F.; Quinlan, M.; Keogh, P.; O’Connor, L.; McCartney, D. and Igoe, D. (2019). Drug use among men who have sex with men in Ireland: Prevalence and associated factors from a national online survey. International Journal of Drug Policy, 64 pp. 5–12.

Bartolini, Nadia; MacKian, Sara and Pile, Steve (2019). Spirit knows: materiality, memory and the recovery of Spiritualist places and practices in Stoke-on-Trent. Social & Cultural Geography, 20(8) pp. 1114–1137.

Bature, Fidelia; Vseteckova, Jitka; Pang, Dong; Pappas, Yannis and Guinn, Barbara (2019). Retrospective medical record research: Reflections of a unsponsored researcher. BJSTR Biomed J Sci & Tech Res, 21(4) pp. 16080–16086.

Baxter, Jacqueline and Floyd, Alan (2019). Strategic narrative in multi-academy trusts in England: Principal drivers for expansion. British Educational Research Journal, 45(5) pp. 1050–1071.

Beaven, Tita (2019). 'Your language development': harnessing openness to integrate independent language learning into the curriculum. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New case studies of openness in and beyond the language classroom. Research-publishing.net, pp. 145–156.

Berer, Marge and Hoggart, Lesley (2019). [Editorial] Progress toward Decriminalization of Abortion and Universal Access to Safe Abortions: National Trends and Strategies. Health and human rights, 21(2) pp. 79–83.

Bertilsdotter Rosqvist, Hanna; Kourti, Marianthi; Jackson-Perry, David; Brownlow, Charlotte; Fletcher, Kirsty; Bendelman, Daniel and O'Dell, Lindsay (2019). Doing it differently: emancipatory autism studies within a neurodiverse academic space. Disability & Society, 34(7-8) pp. 1082–1101.

Black, Michaela; Wallace, Jonathan; Rankin, Debbie; Carlin, Paul; Bond, Raymond; Mulvenna, Maurice; Cleland, Brian; Fischaber, Scott; Epelde, Gorka; Nikolic, Gorana; Pajula, Juha and Connolly, Regina (2019). Meaningful Integration of Data, Analytics and Services of Computer-Based Medical Systems: The MIDAS Touch. In: 2019 IEEE 32nd International Symposium on Computer-Based Medical Systems (CBMS), pp. 104–105.

Blackburn, M. C. (2019). Sexuality, Relationships and Reproductive Choices in Young Adults with Life-Limiting and/or Life-Threatening Conditions. Doctor of Philosophy (PhD) thesis The Open University.

Blackwood, Bronagh; Agus, Ashley; Boyle, Roisin; Clarke, Mike; Hemming, Karla; Jordan, Joanne; Macrae, Duncan; McAuley, Daniel Francis; McDowell, Cliona; McIlmurray, Lisa; Morris, Kevin P; Murray, Margaret; Parslow, Roger; Peters, Mark J; Tume, Lyvonne N and Walsh, Tim (2019). Sedation AND Weaning In Children (SANDWICH): protocol for a cluster randomised stepped wedge trial. BMJ Open, 9(11)

Boampong, Michael (2019). Transnational practices and children’s local lives in times of economic crisis. In: Von Benzon, Nadia and Wilkinson, Catherine eds. Intersectionality and Difference in Childhood and Youth : Global Perspectives. London: Routledge, pp. 198–212.

Boampong, Michael (2019). Ghana. In: Wells, Karen ed. Teen Lives around the World: A Global Encyclopedia, Volume 1. Santa Barbara, CA: ABC-CLIO, pp. 163–173.

Body, A; Lau, E and Josephidou, Joanne (2019). Our Charitable Children. University of Kent; Canterbury Christ Church University, UK.

Bolton, Nerys (2019). Making Sense of Research in Nursing, Health and Social Care. Journal of Perioperative Practice, 29(9) p. 261.

Borgstrom, E.; Schiff, R.; Khan, S. A.; Hindley, E.; Thayabaran, D.; Savage, E.; Gough, N. and Holti, R. (2019). Practices, Issues and Possibilities at the interface between Geriatrics and Palliative Care: An Exploratory study (InGaP). Age and Ageing, 48(Supplement) i27-i30.

Borgstrom, Erica and Barclay, Stephen (2019). Experience-based design, co-design and experience-based co-design in palliative and end-of-life care. BMJ Supportive & Palliative Care, 9(1) pp. 60–66.

Borgstrom, Erica; Ellis, Julie and Woodthorpe, Kate (2019). “We don’t want to go and be idle ducks”: family practices at the end of life. Sociology, 53(6) pp. 1127–1142.

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

Boyd, Lesley (2019). Using Technology-Enabled Learning Networks to Drive Module Improvements in the UK Open University. Journal of Interactive Media in Education, 2019(1), article no. 16.

Boyle, Geraldine (2019). Beyond lipstick and woodwork: Why gender matters when living with dementia. In: Pickard, Susan and Robinson, Jude eds. Ageing, the Body and the Gender Regime: Health, illness and disease across the life course. Abingdon: Routledge, pp. 113–127.

Boyle, Sally; Higgins, Martyn and Vseteckova, Jitka (2019). The impact of motivational interviewing by social workers on service users - systematic review of literature. In PROSPERO International prospective register of systematic reviews PROSPERO International prospective register of systematic reviews, CRD89852.

Boyle, Sally; Vseteckova, Jitka and Higgins, Martyn (2019). Impact of Motivational Interviewing by Social Workers on Service Users - a systematic review. Research on Social Work Practice, 29(8) pp. 863–875.

Brazier, Jon; Antrobus, Mark; Stebbings, Georgina K.; Day, Stephen H.; Heffernan, Shane M.; Cross, Matthew J. and Williams, Alun (2019). Tendon and Ligament Injuries in Elite Rugby: The Potential Genetic Influence. Sports, 7(6), article no. 138.

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

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

Budiyanto and Sheehy, Kieron (2019). Developing Signalong Indonesia: issues of politics, pedagogy and perceptions. In: Grove, Nicola and Launonen, Kaisa eds. Manual Sign Acquisition by Children with Developmental Disabilities. Nova Science.

Burkill, Sarah and Waterhouse, Philippa (2019). Sources of Sex Information Used by Young British Women Who Have Sex with Women (WSW) and Women Who Have Sex Exclusively with Men (WSEM): Evidence from the National Survey of Sexual Attitudes and Lifestyles. Sexuality Research and Social Policy, 16(1) pp. 22–30.

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

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

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

Butcher, John (2019). Free adult education is vital for a healthy economy - finally UK politicians are starting to get this. In The Conversation The Conversation.

Butcher, John (2019). Introduction to Special Edition: Students from Refugee and Asylum Seeker Backgrounds and Meaningful Participation in Higher Education. Widening Participation and Lifelong Learning, 21(2) pp. 1–3.

Butcher, John; Clarke, Anactoria; Wood, Carlton; McPherson, Elaine and Fowle, Wendy (2019). How does a STEM Access module prepare adult learners to succeed in undergraduate science? Journal of Further and Higher Education, 43(9) pp. 1271–1283.

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

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

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

Carden, C. and Warnock, J. (2019). Fight for your rights. In Teach Primary Teach Primary, Teach Co.

Carden, Catherine (2019). Teacher well being and work-life balance [Podcast]. Faculti.

Carden, Catherine (2019). Is a Work-Life Balance Unattainable for School Leaders? In Primary School Management Teach Co.

Carden, Catherine (2019). Are you a School Leader or a Manager? Teach Co.

Carden, Catherine (2019). How to Support School Leaders in Tough Times. In Primary School Management Teach Co.

Carden, Catherine and Bower, Virginia (2019). The Un-Boot Camp. Bowden Education.

Carden, Catherine and Bower, Virginia (2019). The Importance and Value of Professional Learning and Development. Bowden Education.

Carden, Catherine and Warnock, Joanne (2019). How we took our school from special measures to good. In Primary School Management Teach Co.

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

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

Chamberlain, Liz; Afroze, Jiniya; Cooper, Victoria and Collins, Trevor (2019). Representing children's rights from discussion through to illustration and interpretation. The Open University Children’s Research Centre and Amnesty UK International, Milton Keynes.

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

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

Charalambous, Angeliki (2019). Identification and Assessment of Social Emotional and Behavioural Difficulties (SEBD) Among Children With and Without Special Educational Needs (SEN) based on Parent and Teacher Perceptions: A Comparison Study. Doctor of Education (EdD) thesis The Open University.

Charitonos, Koula; Littlejohn, Allison; Kaatrakoski, Heli; Fox, Alison; Chaudhari, Vasudha; Seal, Timothy and Tegama, Natalie (2019). Technology-supported Capacity Building on AMR Surveillance: Findings from the Pilot Phase. The Open University.

Charitonos, Koula; Littlejohn, Allison and Seal, Timothy (2019). Emerging directions in research on laboratory capacity strengthening for drug resistant infections in low-and-middle-income countries. In: EARLI 2019, 12-16 Aug 2019, Aachen, Germany.

Chatterton, Claire (2019). Dame Sarah Swift. The Bulletin of the UK Association for the History of Nursing, 7(1) pp. 80–83.

Chatterton, Claire and Mitchell, Ann (2019). Women with Postpartum Psychosis and their babies: Then and Now. The Bulletin of the UK Association for the History of Nursing, 7(1) pp. 64–72.

Chaturvedi, Santosh K; Manche Gowda, Shayanth; Uddin Ahmed, Helal; Alosaimi, Fahad D; Andreone, Nicola; Bobrov, Alexey; Bulgari, Viola; Carrà, Giuseppe; Castelnuovo, Gianluca; de Girolamo, Giovanni; Gondek, Tomasz; Jovanovic, Nikola; Kamala, Thummala; Kiejna, Andrzej; Lalic, Nebojsa; Lecic-Tosevski, Dusica; Minhas, Fareed; Mutiso, Victoria; Ndetei, David; Rabbani, Golam; Somruk, Suntibenchakul; Srikanta, Sathyanarayana; Taj, Rizwan; Valentini, Umberto; Vukovic, Olivera; Wölwer, Wolfgang; Cimino, Larry; Nouwen, Arie; Lloyd, Cathy and Sartorius, Norman (2019). More anxious than depressed: prevalence and correlates in a 15-nation study of anxiety disorders in people with type 2 diabetes mellitus. General Psychiatry, 32(4), article no. e100076.

Chiang, Szu-Ying; Fenaughty, John; Lucassen, Mathijs F. G. and Fleming, Theresa (2019). Navigating double marginalisation: Migrant Chinese sexual and gender minority young people’s views on mental health challenges and supports. Culture, Health and Sexuality, 21(7) pp. 807–821.

Clark, Samuel J and Pawlyn, Jillian (2019). Inhaler and nebuliser technique for people with a learning disability. Learning Disability Practice, 22(1)

Clegg, Helen; Owton, Helen and Allen-Collinson, Jacquelyn (2019). Attracting and Retaining Boys in Ballet: A Qualitative Study of Female Dance Teachers. Journal of Dance Education, 19(4) pp. 158–167.

Cleland, Brian; Wallace, Jonathan; Bond, Raymond; Muuraiskangas, Salla; Pajula, Juha; Epelde, Gorka; Arrúe, Mónica; Álvarez, Roberto; Black, Michaela; Mulvenna, Maurice; Rankin, Deborah and Carlin, Paul (2019). Usability Evaluation of a Co-created Big Data Analytics Platform for Health Policy-Making. In: Human Interface and the Management of Information. Visual Information and Knowledge Management. HCII2019 (Yamamoto, S and Mori, H eds.), Lecture Notes in Computer Science.

Clifford, Elisabeth; Pleines, Christine; Thomas, Hilary and Winchester, Susanne (2019). Learners as teachers? An evaluation of peer interaction and correction in a German language MOOC. In: CALL and complexity – short papers from EUROCALL 2019 (Meunier, F.; Van de Vyver, J.; Bradley, L. and Thouesny, S. eds.), Research-publishing.net, pp. 88–93.

Clough, Helen and Foley, Karen (2019). "Is There Anybody There?": Engaging With Open University Distance Learners. In: Joe, Jennifer and Knight, Elisabeth eds. Social Media for Communication and Instruction in Academic Libraries. IGI Global, pp. 151–172.

Coleman, Phil (2019). Cultural differences in General and Psychiatric Nurses: A critical analysis using Social Identity Theory. Aporia: The Nursing Journal, 10(2) pp. 17–27.

Coleman, Phil (2019). An examination of Positivist and Critical Realist Philosophical Approaches to Nursing Research. International Journal of Caring Sciences, 12(2) pp. 1218–1224.

Coleman, Phil (2019). In-depth interviewing as a research method in healthcare practice and education: value, limitations and considerations. International Journal of Caring Sciences, 12(3)

Coleman, Phil (2019). Purpose, Quality and Value in Critical Realist Research within Nurse Education. Nurse Media Journal of Nursing, 9(1) pp. 103–116.

Colucci-Gray, Laura; Burnard, Pamela; Gray, Donald and Cooke, Carolyn (2019). Critical Review of STEAM (Science, Technology, Engineering, Arts and Mathematics): Re-visioning Education? In Noblit, George W. and Beach, Dennis eds. Oxford Research Encyclopedia of Education Oxford University Press..

Colucci-Gray, Laura and Cooke, Carolyn (2019). Complex Knowing: Promoting Response-Ability Within Music and Science Teacher Education. In: Taylor, Carol A. and Bayley, Annouchka eds. Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Palgrave Macmillan, pp. 165–185.

Comas-Quinn, Anna (2019). Using online volunteer translation communities for language learning in formal education. In: Plutino, Alessia; Borthwick, Kate and Corradini, Erika eds. New educational landscapes: innovative perspectives in language learning and technology. research-publishing.net, pp. 41–46.

Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara (2019). Introduction to new case studies of openness in and beyond the language classroom. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New case studies of openness in and beyond the language classroom. Research-publishing.net, pp. 1–8.

Comas-Quinn, Anna and Fuertes Gutierrez, Mara (2019). Working with online communities: translating TED Talks. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New Case Studies of Openness in and beyond the Classroom. research-publishing.net, pp. 101–113.

Conde Gafaro, Barbara (2019). Exploring Self-Regulated Language Learning with MOOCs. Journal of Interactive Media in Education, 2019(1), article no. 14.

Conde Gafaro, Barbara (2019). MOOCs in the Language Classroom: Using MOOCs as Complementary Materials to Support Self-Regulated Language Learning. In: Andujar, Alberto ed. Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning. Advances in Educational Technologies and Instructional Design (AETID). IGI Global, pp. 194–211.

Conde Gafaro, Barbara (2019). Repurposing MOOCs For Self-Regulated Language Learning In An English For Academic Purposes Course. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New Case Studies Of Openness In And BeyondThe Language Classroom. Voillans, France: Research-publishing.net., pp. 115–128.

Constantinou, Georgina; Garcia, Rebecca; Cook, Erica and Randhawa, Gurch (2019). Children’s unmet palliative care needs: a scoping review of parents’ perspectives. BMJ Supportive & Palliative Care, 9(4) pp. 439–450.

Cooke, Carolyn (2019). On Methodological Accounts of Improvisation and "Making with" in Science and Music. In: Burnard, Pam and Colucci-Gray, Laura eds. Why Science and Art Creativities Matter: (Re-)Configuring STEAM for Future-making Education. Critical Issues in the Future of Learning and Teaching, 18. Leiden: Brill I Sense.

Cooper, Victoria; Payler, Jane and Bennett, Stephanie (2019). Beyond talk: Learning from children and young people experiencing a family health crisis. In: Robb, Martin; Montgomery, Heather and Thompson, Rachel eds. Critical Practice with Children and Young People (2nd edition). Bristol: Policy press, pp. 143–160.

Cornock, Marc (2019). Record keeping and documentation: a legal perspective. Orthopaedic & Trauma Times(35) pp. 34–38.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 51–73.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 75–91.

Cremin, Teresa (2019). Reading communities: why, what and how? NATE, Primary Matters Magazine.

Cremin, Teresa (2019). Helping teachers develop their knowledge of children’s literature and other texts. In Books for Keeps Books for keeps.

Cremin, Teresa (2019). Teachers’ knowledge of children’s literature: the cornerstone of reading for pleasure. Scottish Book Trust.

Cremin, Teresa (2019). Poetry, Pleasure and Play. The Children's poetry summit.

Cremin, Teresa and Twiner, Alison (2019). Less is More – focusing on feedback. Teachers as Writers.

Cremin, Teresa (2019). Reading communities: why, what and how? In Primary Matters NATE, Sheffield.

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

Cremin, Teresa (2019). The Personal in the Professional. In: Ogier, Susan ed. A Broad and Balanced Curriculum in Primary Schools: Educating the whole child. Exploring the Primary Curriculum. Sage, pp. 219–229.

Cremin, Teresa and Myhill, Debra (2019). Creative writers as arts educators. In: Noblit, George ed. Oxford Research Encyclopedia of Education. New York: Oxford University Press.

Critten, Valerie and Kucirkova, Natalia (2019). ‘It Brings it all Back, all those Good Times; it Makes Me Go Close to Tears’. Creating Digital Personalised Stories with People who have Dementia. Dementia, 18(3) pp. 864–881.

Critten, Valerie; Messer, David and Sheehy, Kieron (2019). Delays in the reading and spelling of children with cerebral palsy: Associations with phonological and visual processes. Research in Developmental Disabilities, 85 pp. 131–142.

Cross, Simon; Adinolfi, Lina and Wolfenden, Freda (2019). TESS-India: An approach to supporting teacher development and improving classroom practice. The Open University, Milton Keynes, UK.

Cross, Simon; Sharples, Mike; Healing, Graham and Ellis, Jim (2019). Distance Learners’ Use of Handheld Technologies: Mobile Learning Activity, Changing Study Habits, and the ‘Place’ of Anywhere Learning. International Review of Research in Open and Distributed Learning, 20(2) pp. 223–241.

Curry, Mary Jane and Lillis, Theresa (2019). Unpacking the lore on multilingual scholars publishing in English: A discussion paper. Publications, 7(2), article no. 27.

Daffern, Tessa and Critten, Sarah (2019). Student and Teacher Perspectives on Spelling. Australian Journal of Language and Literacy, 42(1) pp. 40–57.

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

De Felice, Rachele and Moreton, Emma (2019). Identifying speech acts in a corpus of historical migrant correspondence. Studia Neophilologica, 91(2) pp. 154–174.

De Geest, Els and Lee, Clare (2019). Promoting a Positive Learning Environment. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon: Routledge, pp. 90–103.

Deering, Kris; Pawson, Chris; Summers, Neil and Williams, Jo (2019). Patient perspectives of helpful risk management practices within mental health services. A mixed studies systematic review of primary research. Journal of Psychiatric and Mental Health, 26(5-6) pp. 185–197.

Degano, Chiara and Zuaro, Beatrice (2019). Oral Examinations in EMI: A Focus on Pragmatic Competence. Textus: English studies in Italy, 32(1) pp. 141–162.

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

Dennis, Carol Azumah; Springbett, Octavia and Walker, Lizzie (2019). Further Education, Leadership and Ethical action: thinking with Hannah Arendt. Educational Management Administration & Leadership, 47(2) pp. 189–205.

Devecchi, Cristina; Turner, Wendy; Ash, Daniel Paul and Murray, Jane (2019). Learning by doing: Local Communities work and learn together to prevent and reduce ESL and drop-out. European Commission.

Douglas, Jenny (2019). Black women's activism and organisation in public health - struggles and strategies for better health and wellbeing. Caribbean Review of Gender Studies(13) pp. 51–68.

Douglas, Jenny (2019). Conducting intersectionality-informed mixed-methods research to explore cigarette smoking among young African-Caribbean women in the UK. In: Third Regional Mixed Methods Research Conference, 26-28 Mar 2019, The University of the West Indies,Trinidad & Tobago.

Douglas, Jenny (2019). An Intersectionality based framework for tobacco control. In: Hankivsky, Olena and Jordon-Zachery, Julia S. eds. The Palgrave Handbook of Intersectionality in Public Policy. The Politics of Intersectionality. London: Palgrave, pp. 309–328.

Douglas, Jenny (2019). Working effectively with African Caribbean young women: an intersectional approach. In: Robb, Martin; Montgomery, Heather and Thomson, Rachel eds. Critical Practice with Children and Young People (2nd ed). Bristol: Policy Press, pp. 91–108.

Duggan, Brett; Glover, Alison; Grover, Tanwen and Feehan, Annalisa (2019). Evaluation of the School Based Supply Cluster Model Project. The Welsh Government.

Earle, Rod (2019). [Book Review] Everyday Desistance: The Transition to Adulthood Among Formerly Incarcerated Youth. Children & Society, 33(1) pp. 92–93.

Earle, Rod (2019). Little white lies: Whiteness, reflexivity, race and criminology. British Society of Criminology Newsletter, 84. pp. 5-14.

Earle, Rod (2019). Narrative Convictions, Conviction Narratives: The Prospects of Convict Criminology. In: Fleetwood, Jennifer; Presser, Lois; Sandberg, Sveinung and Ugelvik, Thomas eds. The Emerald Handbook of Narrative Criminology. Bingley, UK: Emerald Publishing Limited, pp. 63–86.

Earle, Rod and Mehigan, James (2019). Opening and Introductions: Education for the many, prison for the few. In: Earle, Rod and Mehigan, James eds. Degrees of Freedom: The Open University in Prison. UK: Policy Press.

Earle, Rod and Mehigan, James (2019). Open universities, close prisons: critical arguments for the future. In: Earle, Rod and Mehigan, James eds. Degrees of Freedom: The Open University in Prison. UK: Policy Press.

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

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

Emke, Martina (2019). Freelance Language Teachers' Professional Development On ... And With ... And Through Twitter. Doctor of Education (EdD) thesis The Open University.

Emke, Martina (2019). Always In-between. In: Bangou, Francis; Waterhouse, Monica and Fleming, Douglas eds. Deterritorializing Language, Teaching, Learning, and Research. Critical New Literacies: The Praxis of English Language Teaching and Learning, Volume 9. Brill, pp. 199–223.

Erling, Elizabeth J.; Hasan Chowdhury, Qumrul; Solly, Mike and Seargeant, Philip (2019). “Successful” migration, (English) language skills and global inequality: The case of Bangladeshi migrants to the Middle East. Multilingua, 38(3) pp. 253–281.

Ernest, Pauline; Hopkins, Joseph; Emke, Martina; Germain-Rutherford, Aline; Heiser, Sarah; Robbins, Jackie and Stickler, Ursula (2019). New Media in Language Education. In: Newby, David; Cavalli, Marisa and Heyworth, Frank eds. Changing contexts, evolving competences: 25 years of inspiring innovation in language education. Strasbourg: Council of Europe Publishing, pp. 89–99.

Ernesto, Macaro; Hultgren, Anna Kristina; Andy, Kirkpatrick and David, Lasagabaster (2019). English medium instruction: Global views and countries in focus: Introduction to the symposium held at the Department of Education, University of Oxford on Wednesday 4 November 2015. In: Language Teaching, 52(2) pp. 231–248.

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

Eyres, Ian and Akhter, Rehnuma (2019). Raising Standards of English: Questions of Proficiency. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury, pp. 129–144.

Fenaughty, John; Lucassen, Mathijs; Clark, Terryann and Denny, Simon (2019). Factors associated with academic achievement for sexual and gender minority and heterosexual cisgender students: Implications from a nationally representative study. Journal of Youth and Adolescence, 48(10) pp. 1883–1898.

Fensham-Smith, Amber (2019). Becoming a Home-Educator in a Networked World: Towards the Democratisation of Education Alternatives? Other Education: The Journal of Educational Alternatives, 8(1) pp. 27–57.

Fernández-Toro, Maria (2019). Multilingualism and musical practices: Singing in “other” languages. In: BAAL Multilingualism SIG Inaugural event, 8 Jul 2019, London.

Flack, Zoe M. and Fensham-Smith, Amber J. (2019). A systematic review of methods in UK home education studies: recommendations for development and practice. In: University of Brighton Second Education Research and Enterprise Conference, 14 Jun 2019, Brighton.

Fleming, Theresa M.; Stasiak, Karolina; Emma, Moselen; Eve, Hermansson-Webb; Shepherd, Matthew; Lucassen, Mathijs; Bavin, Lynda M. and Merry, Sally (2019). Revising Computerized Therapy for Wider Appeal Among Adolescents: Youth Perspectives on a Revised Version of SPARX. Frontiers in Psychiatry, 10, article no. 802.

Floyd, Alan and Preston, Diane (2019). Why do UK academics become Associate Deans and what are their future career plans? Journal of Higher Education Policy and Management, 41(4) pp. 430–443.

Foley, Karen and Marr, Liz (2019). Scaffolding Extracurricular Online Events to Support Distance Learning University Students. Journal of Interactive Media in Education, 2019(1), article no. 17.

Foley, Pam (2019). [Book Review] Transactional Distance and Adaptive Learning, Planning for the Future of Higher Education by F. Saba and R.L. Shearer (2018), Routledge. Journal of Interactive Media in Education, 2019(1), article no. 6.

Fowle, Wendy and Butcher, John (2019). 'Taking me back to my school days...'The experiences of adult learners from disadvantaged backgrounds in a distance learning HE environment. In: Broadhead, S. and Butcher, John eds. Transformative Higher Education - Access, Inclusion and Lifelong Learning. London: Forum for Access and Continuing Education, pp. 169–192.

Fox, Alison; Addison-Pettit, Paula; Lee, Clare and Stutchbury, Kris (2019). Using a Masters course to explore the challenges and opportunities of incorporating Sustainability into a range of educational contexts. In: Climate Change and the Role of Education (Filho, Walter Leal and Hemstock, Sarah eds.), Climate Change Management Series, Springer, London, pp. 219–236.

Fox, Alison and Mitchell, Rafael (2019). Ethical learning from an educational ethnography: the application of an ethical framework in doctoral supervision. In: Busher, Hugh and Fox, Alison eds. Implementing Ethics in Educational Ethnography: Regulation and Practice. London: Routledge, pp. 110–126.

Fuertes Gutierrez, Mara (2019). El español como lengua extranjera en contextos anglófonos. Propuestas para la reflexión interlingüística. Textos. Didáctica de la Lengua y de la Literatura, 84 pp. 19–25.

Fuertes Gutierrez, Mara (2019). La enseñanza del subjuntivo en el aula de ELE: 1987-2017. In: III International Conference on Teaching Grammar, 22-25 Jan 2019, Valencia (Spain).

Fuertes Gutierrez, Mara (2019). Pedagogical Grammar and Spanish Subjunctive: Findings, Attainments and Challenges. In: Briz, Antonio; Martínez Alcande, María José; Mendizábal, Nieves; Fuertes Gutierrez, Mara; Blas, José Luis and Porcar, Margarita eds. Estudios lingüísticos en homenaje a Emilio Ridruejo. València: Universitat de València, pp. 477–491.

Fuertes Gutierrez, Mara (2019). Español como segunda lengua y como lengua extranjera. In: Ridruejo, Emilio ed. Manual de lingüística española. Manuals of Romance Linguistics (14). Mouton-De Gruyter, pp. 657–684.

Gallacher, Jim and Reeve, Fiona (2019). FE and skills in Scotland: the implications of a policy led and ‘managed’ approach? Journal of Education and work, 32(3) pp. 238–250.

Gallastegi, Lore and Stutchbury, Kris (2019). Zambian Education School-based Training (ZEST) Project: Cohort 1 Evaluation, June 2019. The Open University.

Gallastegi, Lore; Stutchbury, Kris and Woodward, Clare (2019). Taking ownership: Including all teachers in SBCPD. In: Pan-Commonwealth Forum 9 (PCF9), 9-12 Sep 2019, Edinburgh.

Galway, Karen; Forbes, Trisha; Mallon, Sharon; Santin, Olinda; Best, Paul; Neff, Jennifer; Leavey, Gerry and Pitman, Alexandra (2019). Adapting Digital Social Prescribing for Suicide Bereavement Support: The Findings of a Consultation Exercise to Explore the Acceptability of Implementing Digital Social Prescribing within an Existing Postvention Service. International Journal of Environmental Research and Public Health, 16(22), article no. 4561.

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

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

Gathoni, Alice (2019). Social Media in the Lives of Youth with Disabilities in Higher Education in Kenya: Agency, Inclusion and Aspirations. Doctor of Philosophy (PhD) thesis The Open University.

Georgakopoulou, Alexandra and Giaxoglou, Korina (2019). Emplotment in the social mediatization of the economy: the poly-storying of economist Yanis Varoufakis. Language@Internet, 16, article no. 6.

Giaxoglou, Korina (2019). Sharing Small Stories of Life and Death Online: Death-writing of the Moment. European Journal of Life Writing pp. 118–142.

Giaxoglou, Korina (2019). Visual small stories of #jesuisaylan: sharing cosmopolitan emotions on Instagram. Cahiers de l'ILSL, 59 pp. 59–75.

Giaxoglou, Korina (2019). Trajectories of treasured texts: laments as narratives. In: Falconi, Elizabeth and Graber, Kate eds. Storytelling as Narrative Practice: Ethnographic Approaches to the Tales We Tell. Studies in Pragmatics (19). Brill, pp. 136–162.

Giddings, Lindsay (2019). Top tips for newly qualified social workers. In Community Care Community Care.

Giddings, Lindsay (2019). Understanding why children’s social workers stay – an interpretative phenomenological analysis. Reflections on the pilot study. In: JSWEC 2019, 9-10 Sep 2019, Manchester.

Gleeson, Helen; Hafford-Letchfield, Trish; Quaife, Matthew; Collins, Daniela A. and Flynn, Ann (2019). Preventing and responding to depression, self-harm, and suicide in older people living in long term care settings: a systematic review. Aging & Mental Health, 23(11) pp. 1467–1477.

Golding, Tyrrell (2019). Adult volunteering in work with young people: hidden learning, hidden outcomes. In: Critical Pedagogy and Professional Practice in Youth and Community Work Education, 3-5 Jul 2019, Bishop Grosseteste University.

Golding, Tyrrell (2019). What has The Big Hospital Experiment taught us? Nursing Times

Gracia, Rosaria; Vseteckova, Jitka and Jones, Rebecca (2019). The impact of dance and movement on learning, health, wellbeing and quality of life of older adults living with or without dementia and/or Parkinson's in the community: a systematic review protocol. In PROSPERO - Database of systematic reviews PROSPERO CRD42019127953.

Graham, Steven Jacob Arthur (2019). The Relationship between Thai Culture and the Learning and Teaching of English in North-eastern Thailand. Doctor of Education (EdD) thesis The Open University.

Grant, Christine Anne; Wallace, Louise M.; Spurgeon, Peter C.; Tramontano, Carlo and Charalampous, Maria (2019). Construction and initial validation of the E-Work Life Scale to measure remote e-working. Employee Relations, 41(1) pp. 16–33.

Gregson, Jon; Pitt, Rebecca and Seal, Timothy (2019). Developing a Digital Strategy for Distance Education in Myanmar. In: Pan-Commonwealth Forum 9 (PCF9), 2019, Commonwealth of Learning.

Gregson, Jon; Lane, Andy and Foster, Matthew (2019). Adaptive Project Design: Early insights from working on the transformation of the Distance Education System in Myanmar. In: Pan-Commonwealth Forum 9 (PCF9), 2019, 9-12 Sep, Edinburgh.

Guerin, Suzanne and Tatlow-Golden, Mimi (2019). How Valid Are Measures of Children’s Self-Concept/ Self-Esteem? Factors and Content Validity in Three Widely Used Scales. Child Indicators Research, 12(5) pp. 1507–1528.

Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Hubbard, Phil; Pegrum, Mark and Ohashi, Louise (2019). CALL for help: Critical CALL for diversity, inclusion and sustainability. In: WorldCALL 2018 Conference Proceedings (Barr, David; Bañados, Emerita and Gimeno, Ana eds.), WorldCALL, pp. 76–81.

Haider, Sharif (2019). Despite the importance of giving advice in social work, we rarely talk about this skill. In Community Care Community Care.

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

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

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

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

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

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

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

Hampel, Regine (2019). Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach. Palgrave Macmillan.

Hampel, Regine (2019). The Conceptualization of Time, Space, and the Body in Virtual Sites and the Impact on Language Learner Identities. In: Bagga-Gupta, Sangeeta; Messina Dahlberg, Giulia and Lindberg, Yiva eds. Virtual Sites as Learning Spaces. Palgrave Macmillan, pp. 269–294.

Hanley, Joe (2019). The ‘quality’ of social work students in England: a genealogy of discourse 2002–18. Critical and Radical Social Work, 9(2) pp. 253–268.

Hann, David (2019). Spontaneous Play in the Language Classroom: Creating a Community. Cham, Switzerland: Palgrave Macmillan.

Harris, Nicky; Blackburn, Maddie; Noyes, Jane; Aldridge, Jan; Lapwood, Suzie; Dunbar, Helen; Price, Jane; Mitchell, Sarah; Chambers, Lizzie and Bluebond‐Langner, Myra (2019). Undertaking Doctoral Research with Children and Young People with Life‐limiting or Life‐threatening Conditions. Journal of Advanced Nursing, 75(12) pp. 3183–3185.

Hauck, Mirjam (2019). Learning and Teaching Languages in Technology-Mediated Environments: Why Modes and Meaning Making Matter. Doctor of Philosophy (PhD) thesis The Open University.

Hauck, Mirjam (2019). Virtual exchange for (critical) digital literacy skills development. European Journal of Language Policy, 11(2) pp. 187–210.

Haynes, Tom; Bishop, Chris; Antrobus, Mark and Brazier, Jon (2019). The validity and reliability of the My Jump 2 app for measuring the reactive strength index and drop jump performance. The Journal of Sports Medicine and Physical Fitness, 59(2) pp. 253–258.

Hedges, Claire; Zindel, Kirsten and Sarkar, Bikash Chandra (2019). Ensuring Value for Money. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. Great Britain: Bloomsbury Academic, pp. 189–207.

Henning, Lucy (2019). Making us proud: young children engaging with schooled literacy discourses. Cambridge Journal of Education, 49(5) pp. 637–653.

Henning, Lucy (2019). Researching Early Childhood Literacy in the Classroom: Literacy as a Social Practice. Routledge Research in Literacy. Abingdon: Routledge.

Hernáiz, Rodrigo (2019). Causal clauses as source for sentential complementation: Methodological issues. In: 24th International Conference on Historical Linguistics (ICHL), 1-5 Jul 2019, The Australian National University, Canberra, Australia.

Hernaiz Gomez, Rodrigo (2019). Language, societies and prestige: royal correspondence in Old Babylonian. In: 65ᵉ Rencontre Assyriologique Internationale (RAI), 8-12 Jul 2019, Collège de France, Paris.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2019). Emotion regulation strategies and goals of distance learning students in an assessed online collaborative project. In: 28th ICDE World Conference on Online Learning, 3-7 Nov 2019, Dublin, Ireland.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2019). Exploring the emotions of distance learning students in an assessed, online, collaborative project. In: EDEN 2019 Annual Conference Proceedings: Connecting through Educational Technology to produce effective learning environments (Volungeviciene, Airina and Szűcs, András eds.), European Distance and E-learning Network, pp. 260–268.

Hoggart, Lesley (2019). Moral dilemmas and abortion decision-making: Lessons learnt from abortion research in England and Wales. Global Public Health, 14(1) pp. 1–8.

Hoggart, Lesley (2019). Paula Rego: personal and political. The Lancet, 394(10199) p. 627.

Holford, Naomi (2019). Gendered emotion work and the micro-practices of heterosexuality: Two middle-class teenage partner relationships. Women's Studies International Forum, 74 pp. 162–168.

Hubscher-Davidson, Severine (2019). Emotional Intelligence. Chartered Institute of Linguists.

Hubscher-Davidson, Severine (2019). Invited Keynote Speaker. In: Language and Emotion Workshop, 1 Mar 2019, Oxford Brookes University.

Hubscher-Davidson, Severine (2019). Emotional Intelligence and Professional Translation. In: CIOL AGM & Members' Day 2019, 16 Mar 2019, London, CIoL.

Hubscher-Davidson, Severine (2019). Keynote Speaker: Language and Emotion Workshop. In: AHRC Language Acts and Worldmaking Project, 1 Mar 2019, Oxford Brookes University.

Hubscher-Davidson, Severine (2019). Invited expert panel member: ‘Educating the Educators’. In: UK Chapter of Women in Localization, May 2019, London Metropolitan University.

Hubscher-Davidson, Severine (2019). Invited research seminar: ‘Translating Emotions and Emotional Translations’. In: Research Seminar Series, May 2019, ZHAW Zurich University of Applied Sciences, Switzerland.

Hubscher-Davidson, Severine (2019). Keynote Speaker: ‘Translation, Emotion, and Performance’. In: Performing Translation Conference, 21-22 Jun 2019, University College Cork.

Hubscher-Davidson, Severine (2019). When ‘living translation’ causes ethical stress. In: 9th European Society for Translation Studies (EST) Congress, 9-13 Sep 2019, Stellenbosch, South Africa.

Hultgren, Anna Kristina (2019). [Book review] Reconceptualising authenticity for English as a global language by R. S. Pinner. BAAL News(114) pp. 22–23.

Hultgren, Anna Kristina (2019). English as the Language for Academic Publication: on Equity, Disadvantage and ‘Non-Nativeness’ as a Red Herring. Publications, 7(2), article no. 31.

Hultgren, Anna Kristina (2019). Globalizing politeness?: Towards a globalization-sensitive framework of mediated service encounters. In: Garcés-Conejos Blitvich, Pilar; Fernández-Amaya, Lucía and de la O Hernández-López, María eds. Technology Mediated Service Encounters. Pragmatics & Beyond New Series (300). John Benjamins, pp. 97–120.

Hultgren, Anna Kristina; Owen, Nathaniel and Shrestha, Prithvi (2019). Professional Development in EMI Contexts in the Global North and the Global South: Does one size fit all? In: XVIII AELFE Congress, Spanish Association of Languages for Specific Purposes, 20-21 Jun 2019, University of Navarra, Pamplona, Spain.

Humphry, Debbie and Hampden-Thompson, Gillian (2019). Primary school pupils' emotional experiences of synchronous audio-led online communication during online one-to-one tuition. Computers & Education, 135 pp. 100–112.

Huntley, Emma and Kentzer, Nichola (2019). Sport, Psychology and Christianity: The Importance of Reflective Practice. In: Hemmings, Brian; Watson, Nick J. and Parker, Andrew eds. Sport, Psychology and Christianity: Welfare, Performance and Consultancy. Routledge Research in Sport, Culture and Society. Routledge, pp. 171–190.

Hustinx, Wouter; Rosius, Hanne; Peoples, Martin; McCartney, Kieran; Ivanusa Kline, Darja; Gorissen, Pierre; Can, Tuncer; Şimşek, Irfan; Venturella, Chiara and Koenraad, Ton (2019). Tablio: Realising Classroom Differentiation and Inclusion with Tablets. Hasselt, Belgium: PXL University of Applied Sciences and Arts.

Ibbotson, Paul; Salnikov, Vsevolod and Walker, Richard (2019). A dynamic network analysis of emergent grammar. First Language, 39(6) pp. 652–680.

Ibbotson, Paul; Hauert, Christoph and Walker, Richard (2019). Effort Perception is Made More Accurate with More Effort and When Cooperating with Slackers. Scientific reports, 9, article no. 17491.

Jen, Sarah and Jones, Rebecca (2019). Bisexual Lives and Aging in Context: A Cross-National Comparison of the United Kingdom and the United States. International Journal of Aging and Human Development, 89(1) pp. 22–38.

Jessop, Tansy; Saunders, Claire and Pontin, Christel (2019). The challenges of academic development as a first graduate job: 'am I doing it right?'. International Journal for Academic Development, 24(4) pp. 317–329.

Johnston-Wilder, Sue and Lee, Clare (2019). How can we address mathematics anxiety more effectively as a community? In: 15th International Conference of The Mathematics Education for the Future Project Theory and Practice (Rogerson, Alan ed.).

Jones, Rebecca L. (2019). Life course perspectives on (bi)sexuality: Methodological tools to deprivilege current identities. Sexualities, 22(7-8) pp. 1071–1093.

Jones, Bill and Butcher, John (2019). Editorial UALL Special Edition. Widening Participation and Lifelong Learning, 21(1) pp. 1–7.

Jones, Emma; Samra, Rajvinder and Lucassen, Mathijs (2019). The world at their fingertips? The mental wellbeing of online distance-based law students. The Law Teacher, 53(1) pp. 49–69.

Jones, Kerry (2019). Bereavement care: parents and professionals. In: International Association of Nurses in Palliative Care 9TH National Conference Effective Palliative Care: Meeting Diverse Needs.

Jones, Kerry (2019). Kindertransport Refugees: Discovering our parents’ fate. In: Refugees' Experience of Grieving the Dead, 7 Feb 2019, Pall Mall, London.

Jones, Kerry and Birchley, Giles (2019). End of life care: A scoping review of experiences of Advance Care Planning for people with dementia. Dementia, 18(3) pp. 825–845.

Jones, Kerry and Draper, Jan (2019). Nurses engagement with the dying and dead body: the influence of early encounters in End of Life Care. In: The 14th International Conference on the Social Context of Death, Dying and Disposal. Engagement and Education, 04-07 Sep 2019, Bath University.

Jones, Kerry; Robb, Martin; Murphy, Sam and Davies, Alison (2019). New understandings of fathers’ experiences of grief and loss following stillbirth and neonatal death: a scoping review. Midwifery, 79, article no. 102531.

Karamifar, Banafsheh; Germain-Rutherford, Aline; Heiser, Sarah; Emke, Martina; Hopkins, Joseph; Ernest, Pauline; Stickler, Ursula and Hampel, Regine (2019). Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers. TESL Canada Journal, 36(3) pp. 55–81.

Kemp, David B. and van Manen, Saskia M. (2019). Metre‐scale cycles in shallow water carbonate successions: Milankovitch and stochastic origins. Sedimentology, 66(7) pp. 2590–2604.

Khalil, Betul and Lewis, Timothy (2019). UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY. International Online Journal of Education and Teaching (IOJET), 6(4) pp. 749–763.

King, Liz (2019). Exploring student nurses’ and their link lecturers’ experiences of reasonable adjustments in clinical placement. British Journal of Nursing, 28(17) pp. 1130–1134.

Kjellström, Sofia and Mitchell, Ann (2019). [Editorial] Health and healthcare as the context for participatory action research. Action Research, 17(4) pp. 419–428.

Klapwijk, G. J. (2019). Interests Informing Dutch Parents' and Teachers' Positioning in their Collaborative Relations. Doctor of Education (EdD) thesis The Open University.

Kneale, Dylan; French, Robert; Spandler, Helen; Young, Ingrid; Purcell, Carrie; Boden, Zoë; Brown, Steve D.; Callwood, Dan; Carr, Sarah; Dymock, Alex; Eastham, Rachael; Gabb, Jacqui; Henley, Josie; Jones, Charlotte; McDermott, Elizabeth; Mkhwanazi, Nolwazi; Ravenhill, James; Reavey, Paula; Scott, Rachel; Smith, Clarissa; Smith, Matthew; Thomas, James and Tingay, Karen (2019). Conducting sexualities research: an outline of emergent issues and case studies from ten Wellcome-funded projects. Wellcome Open Research, 4, article no. 137.

Kubiak, Christopher; Tomkins, Leah and Larkin, Mary (2019). Surveillance, intervention and the politics of care. International Journal of Care and Caring, 3(2) pp. 165–181.

Kucirkova, Natalia (2019). Children’s agency by design: Design parameters for personalization in story-making apps. International Journal of Child-Computer Interaction, 21 pp. 112–120.

Kucirkova, Natalia (2019). How Could Children’s Storybooks Promote Empathy? A Conceptual Framework Based on Developmental Psychology and Literary Theory. Frontiers in Psychology, 10, article no. 00121.

Kucirkova, Natalia (2019). Children’s reading with digital books: past moving quickly to the future. Child Development Perspectives, 13(4) pp. 208–214.

Kucirkova, Natalia; Messer, David J. and Sheehy, Kieron (2019). Investigating the effectiveness of the Our Story App to increase children’s narrative skills: Lessons learnt from one English preschool classroom. In: Veneziano, Edy and Nicolopoulou, Ageliki eds. Narrative, Literacy and Other Skills: Studies in intervention. Studies in Narrative (25). John Benjamins, pp. 265–281.

Kyaw, Bhone Myint; Saxena, Nakul; Posadzki, Pawel; Vseteckova, Jitka; Nikolaou, Charoula Konstantina; Pradeep, Paul George; Divakar, Ushashree; Masiello, Italo; Kononowitz, Andrzej; Zary, Nabil and Tudor-Carr, Lorraine (2019). Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. Journal of Medical Internet Research, 21(1), article no. e12959.

Langdown, Ben L.; Wells, Jack E.T.; Graham, Sean and Bridge, Matt W. (2019). Acute effects of different warm-up protocols on highly skilled golfers’ drive performance. Journal of Sports Sciences, 37(6) pp. 656–664.

Lanvers, Ursula; Hultgren, Anna Kristina and Gayton, Angela Mary (2019). 'People can be smarter with two languages': changing anglophone students' attitudes to language learning through teaching linguistics. The Language Learning Journal, 47(1) pp. 88–104.

Larkin, Mary (2019). Caring for carers - the Open University's carer scholarship scheme. The Open University.

Larkin, Mary (2019). Knowledge exchange: making the most of scoping reviews. In: WELS Research day, 17 Jul 2019.

Larkin, M. (2019) Peer Review Report For: Stage 1 Registered Report: A scoping review protocol to map the evidence on family carers who combine work with care [version 1; peer review: 2 approved]. HRB Open Res 2019, 2:7

Larkin, Mary; Henwood, Melanie and Milne, Alisoun (2019). Carer related research and knowledge: findings from a scoping review. Health and Social Care in the Community, 27(1) pp. 55–67.

Larkin, Mary and Mcgrath, Lesley (2019). Care and caring network@OU news bulletin 2019. The Open University.

Leach, Jonathan (2019). Madness and chaos in the culture of a therapeutic community. Therapeutic Communities: The International Journal of Therapeutic Communities, 40(1) pp. 16–24.

Ledger, Sue (2019). Stories show the way to stay home. In Community Living cl initiatives.

Ledger, Susan and Shufflebotham, Lindy (2019). We were here: sharing stories of local support. In Community Living Community Living.

Ledger, Susan and Shufflebotham, Lindy (2019). Staying local: stories of how it worked. In Community Living Community Living.

Ledger, Susan and Walmsley, Jan (2019). 'Madhouse': Performance artists with learning disabilities sharing the history of institutions. In: Soldatic, Karen and Johnson, Kelley eds. Global Perspective on Activism and Advocacy. London: Routledge, pp. 35–51.

Lee, Clare (2019). Practical Assessment for Learning. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon: Routledge, pp. 15–22.

Lee, Clare and Morrison, Sipho (2019). Action Research - systematic reflective action to improve practice. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon: Routledge, pp. 116–124.

Lee, Helen; Hampel, Regine and Kukulska-Hulme, Agnes (2019). Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices. System, 81 pp. 26–38.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2019). Exploring the core ‘preoccupation’ of professional social work writing: A corpus-assisted discourse study. In: International Corpus Linguistics Conference 2019, 26-29 Jul 2019, Cardiff University, UK.

Leenaars, Cathalijn H. C.; Lucassen, Mathijs; Borger, Nedim; Houben, Ellen and Kalsbeek, Andries (2019). Social Jet-Lag in Tertiary Students Following A Modern Curriculum with Few Time-Tabled Contact Hours: A Pilot Study. Clocks & Sleep, 1(3) pp. 306–318.

Levell, Jade (2019). “Those songs were the ones that made me, nobody asked me this question before”: Music Elicitation with ex-gang involved men about their experiences of childhood domestic violence and abuse. International Journal of Qualitative Methods, 18

Lewis, Tim and Peters, Heidrun (2019). Sprachen lernen im Tandem: Prinzipien & Kompetenzerwerb. In: Spänkuch, Enke; Dittmann, Tim; Seeliger-Mächler, Bianca; Peters, Heidrun and Buschmann-Göbels, Astrid eds. Lernprozesse im Tandem –ermöglichen, begleiten, erforschen. GiF:on: Giessener Fremdsprachendidaktik (13). Giessen: University of Giessen, pp. 11–32.

Lillis, Theresa (2019). Book Review of 'On Writtenness: The Cultural Politics of Academic Writing' by Joan Turner. Journal of Second Language Writing, 44 pp. 91–93.

Lillis, Theresa (2019). ‘Academic literacies’: sustaining a critical space on writing in academia. Journal of Learning Development in Higher Education(15)

Lindsay, Hilary. and Alvarez, Inma. (2019) A Framework for the development of Researching Professionals. in Ubachs, George (ed.) The Envisioning Report for Empowering Universities (3rd Edition). Maastricht, The Netherlands, European Association of Distance Teaching Universities, pp.35-37.

Lindsay, Hilary and Floyd, Alan (2019). Experiences of using the researching professional development framework. Studies in Graduate and Postdoctoral Education, 10(1) pp. 54–68.

Littlejohn, Allison; Charitonos, Koula; Kaatrakoski, Heli and Seal, Timothy (2019). Professional Learning to Tackle Global Development Challenges. In: Pan-commonwealth Forum 2019, 9-12 Sep 2019, Edinburgh.

Lucassen, Mathijs; Guntupalli, Aravinda; Clark, Terryann; Fenaughty, John; Denny, Simon; Fleming, Theresa; Smith, Melody and Utter, Jennifer (2019). Body size and weight, and the nutrition and activity behaviors of sexual and gender minority youth: Findings and implications from New Zealand. Public Health Nutrition, 22(13) pp. 2346–2356.

Lucassen, Mathijs F.G.; Samra, Rajvinder; Axtell-Powell, Georgia and Cooke, Georgina (2019). 'A Support Net': Evaluating a novel mental health-related online educational tool. In: International Society for Research on Internet Interventions - ISRII: The Next Generation, 13-15 Feb 2019, Auckland, New Zealand.

Lyons, Agnieszka and Tagg, Caroline (2019). The discursive construction of mobile chronotopes in mobile-phone messaging. Language in Society, 48(5) pp. 657–683.

Lyrigkou, Christina (2019). Not to be overlooked: agency in informal language contact. Innovation in Language Learning and Teaching, 13(3) pp. 237–252.

Mackay Tumber, Lucy (2019). Professional Trust In Osteopathy: A Theory For Educational Practice. Doctor of Education (EdD) thesis The Open University.

MacKian, Sara (2019). ‘The constant hum of the engine…’: A story about extraordinary interdisciplinary dialogues in spirituality and wellbeing. Approaches: An Interdisciplinary Journal of Music Therapy, 11(1) pp. 15–31.

Madeley, Anna-Marie; Williams, Veronika and McNiven, Abigail (2019). An interpretative phenomenological study of midwives supporting home birth for women with complex needs. British Journal of Midwifery, 27(10) pp. 625–632.

Mahon, Aoife; Pappas, Ioannis; Randhawa, Gurch; Tilley, Elizabeth and Vseteckova, Jitka (2019). Ageing carers and intellectual disability: a scoping review of literature. Quality in Ageing and Older Adults, 20(4) pp. 162–178.

Mahon, A; Vseteckova, Jitka; Tilley, Elizabeth; Pappas, Y and Randhawa, G (2019). Ageing carers and intellectual disability: a systematic scoping review of literature. Biomedical Journal of Scientific and Technical Research, 19(4) pp. 14473–14477.

Mahon, A.; Vseteckova, J.; Tilley, E.; Pappas, Y. and Randhawa, G. (2019). A Systematic Scoping Review of the Interventions Available During Care Crises for People with Learning or Intellectual Disabilities (LD) who are Cared for by an Ageing Carer within the United Kingdom. Biomedical Journal of Scientific and Technical Research, 20(5) pp. 15389–15393.

Mahon, Aoife; Vseteckova, Jitka; Tilley, Elizabeth; Pappas, Yannis and Randhawa, Gurch (2019). Protocol: A systematic scoping review of the impact of mutual care on individuals with learning disabilities and their ageing carers in the United Kingdom. Biomedical Journal of Scientific and Technical Research, article no. BJSTR-CAR-19-RW-153.

Mallon, Sharon (2019). Cream Cakes, Hungry Cats and Hugs: Developing a Responsive Strategy to Asking Sensitive Questions and Hearing the Answers. In: McSweeney, Fiona and Williams, David eds. Designing and Conducting Research in Social Science, Health and Social Care. London: Routledge, pp. 90–103.

Mallon, Sharon and Elliott, Iris (2019). The Emotional Risks of Turning Stories into Data: An Exploration of the Experiences of Qualitative Researchers Working on Sensitive Topics. Societies, 9(3), article no. 62.

Mallon, Sharon; Galway, Karen; Rondon-Sulbaran, Janeet; Hughes, Lynette and Leavey, Gerry (2019). Suicide in post agreement Northern Ireland: A Study of the Role of Paramilitary Intimidation 2007-2009. Suicidology Online, 10, article no. 3.

Mallon, Sharon; Galway, Karen; Rondon-Sulbaran, Janeet; Hughes, Lynette and Leavey, Gerry (2019). When health services are powerless to prevent suicide: results from a linkage study of suicide among men with no service contact in the year prior to death. Primary Health Care Research and Development, 20, article no. e80.

Márquez Reiter, R. (2019). Navigating commercial constraints in a Spanish service call. In: Conejos Biltvich, Garcés and Hernández López, P. eds. Mediated Service Encounters. Amsterdam: John Benjamins Publishing Company.

Márquez Reiter, R. and Martín Rojo, L. (2019). Introduction: Language and speakerhood in migratory contexts. International Journal of the Sociology of Language(257) pp. 1–16.

Márquez Reiter, Rosina (2019). Navigating commercial constraints in a service call. In: Garcés-Conejos Blitvich, Pilar; Fernández-Amaya, Lucía and De la O Hernandez-Lopez, Maria eds. Technology mediated service encounters. Pragmatics & Beyond New Series (300). John Benjamins Publishing.

Márquez Reiter, Rosina and Haugh, Michael (2019). Denunciation, blame and the moral turn in public life. Discourse, Context & Media, 28 pp. 35–43.

Marston, Hannah R; Hadley, Robin; Banks, Duncan and del Carmen Miranda Duro, María (2019). Mobile Self-monitoring ECG Devices to Diagnose Arrhythmia (AR) that coincide with Palpitations: A Scoping Review. Healthcare, 7(3), article no. 96.

Marston, Hannah (2019). Millennials and ICT—Findings from the Technology 4 Young Adults (T4YA) project: An Exploratory Study. Societies, 9(80)

Marston, Hannah; Genoe, Rebecca; Freeman, Shannon; Kulczycki, Cory and Musselwhite, Charles (2019). Older Adults Perceptions of ICT: main findings from the Technology In Later Life (TILL) an initial study. Healthcare, 7(3), article no. 86.

Marston, Hannah and Musselwhite, Charles (2019). Ageing: Science, Technology and Healthy Living. Written Evidence (INQ0010) to the Science and Technology Select Committee (Lords), UK Government.

Marston, Hannah and van Hoof, Joost (2019). “Who doesn’t think about technology when designing urban environments for older people?” A case study approach to a proposed extension of the WHO’s age-friendly cities model. International Journal of Environmental Research and Public Health, 16(19), article no. 3525.

Marston, Hannah Ramsden and Samuels, Julie (2019). A Review of Age Friendly Virtual Assistive Technologies and their Effect on Daily Living for Carers and Dependent Adults. Healthcare, 7(1), article no. 49.

Martín Rojo, L. and Márquez Reiter, R. (2019). Language surveillance: pressure to follow local models of speakerhood among Latinx students in Madrid. International Journal of the Sociology of Language(257) pp. 17–48.

Masaryk, Radomír; Petrjánošová, Magda; Lášticová, Barbara; Kuglerová, Nikoleta and Stainton Rogers, Wendy (2019). A story of great expectations: Qualitative research in psychology in the Czech and Slovak Republics. Qualitative Research in Psychology, 16(3) pp. 336–353.

Mavoa, Suzanne; Lucassen, Mathijs; Denny, Simon; Utter, Jennifer; Clark, Terryann and Smith, Melody (2019). Natural neighbourhood environments and the emotional health of urban New Zealand adolescents. Landscape and Urban Planning, 191, article no. 103638.

McCafferty, Claire; Shan, Christine Liran; Mooney, Robert; O'Rourke, Clare; Pourshahidi, Kirsty; Livingstone, Barbara; Kearney, John; Corish, Clare; Tatlow-Golden, Mimi and Murrin, Celine (2019). How do adults define the treats they give to children? A thematic analysis. Appetite, 133 pp. 155–122.

McCormick, Mick and Daniels, Leanne (2019). Developing an Institutional Employability Strategy – Supporting Diverse Student Cohorts. In: 9th Pan-Commonwealth Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9), 9-13 Sep 2019, Edinburgh.

McInally, Wendy; Pouso Lista, Maria J.; McLaren, Natalia and Willis, Diane S. (2019). Widening Access; Developing an eLearning Resource for Health and Social Care Professionals Caring for Children and Young People with Cancer. Journal of Cancer Education, 34(1) pp. 180–185.

McMullan, Jenny (2019). 'The Writing is Part of a new Life': An Investigation into the Academic Writing Practices of Sixteen Women Pursuing Research Degrees in a University in the UK. Doctor of Philosophy (PhD) thesis The Open University.

McPherson, E.; Lister, K.; Pearson, V. K.; Colwell, C.; Gallen, A. M. and Collins, T. (2019). Embedding and Sustaining Inclusive Practices in STEM. In: 13th International Technology, Education and Development Conference, 11-13 Mar 2019, Valencia, Spain, pp. 2717–2722.

Millonig, Diana; Stickler, Ursula and Coleman, James A. (2019). Young pupils’ perceptions of their foreign language learning lessons: the innovative use of drawings as a research tool. The Language Learning Journal, 47(2) pp. 229–245.

Mitchell, Vincent (2019). Ethical practice in dementia care. Nursing Older People, 31(2) pp. 40–47.

Monbec, Laetitia (2019). Transfer from English for Academic Purposes to Disciplinary Modules. Doctor of Education (EdD) thesis The Open University.

Montgomery, Heather and Cooper, Victoria (2019). 'I blame the parents': families, experts and the state. In: Robb, Martin; Montgomery, Heather and Thompson, Rachel eds. Critical Practice with Children and Young People, 2nd Edn. Bristol: Policy Press, pp. 75–90.

Muc, Magdalena; Jones, Andrew; Roberts, Carl; Sheen, Florence; Haynes, Ashleigh and Robinson, Eric (2019). A bit or a lot on the side? Observational study of the energy content of starters, sides and desserts in major UK restaurant chains. BMJ open, 9, article no. e029679.

Mullen, Rosemary F.; Kydd, Angela; Fleming, Anne and McMillan, Laura (2019). Dignity in nursing care: what does it mean to nursing students? Nursing Ethics, 26(2) pp. 390–404.

Murphy, M. Lynne and De Felice, Rachele (2019). Routine politeness in American and British English requests: use and non-use of please. Journal of Politeness Research, 15(1) pp. 77–100.

Murphy, Suzane; Joffe, V, Victoria; Messer, David; Crafter, Sarah; Radley, Jessica; Sunthararajah, Sailaa; Bell, Kerry; Corbacho, Belen; Fairhurst, Caroline; Rogers, Sara; Torgerson, David and Welch, Charlie (2019). Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study. Pilot and Feasibility Studies, 5, article no. 75.

Musgrave, Jackie (2019). Reflexivity in Research. In: Brown, Zeta and Perkins, Helen eds. Beyond the Conventional: Using innovative methods in early years research., Volume 1. Abingdon: Routledge.

Musgrave, Jackie (2019). The Use of Observations in Early Childhood Research. In: Brown, Zeta and Perkins, Helen eds. Beyond the Conventional: Using innovative methods in early years research., Volume 1. Abingdon: Routledge, pp. 188–201.

Myhill, Debra and Cremin, Teresa (2019). Creative collaboration: teachers and writers working together. Impact(7) pp. 61–65.

Nao, Marion (2019). [Book Review] Social interaction and English language teacher identity by Tom Morton and John Gray. In BAAL News BAAL.

NCD Risk Factor Collaboration (NCD-RisC) (2019). Rising rural body-mass index is the main driver of the global obesity epidemic in adults. Nature, 569 pp. 260–264.

Newton, Victoria (2019). [Book Review] Diagnosing Folklore: Perspectives on Disability, Health and Trauma by T. Blank and A. Jackson, 2015, University Press of Mississippi. Folklore, 130(3) pp. 323–325.

Noronha, Maria T and Pawlyn, Jillian (2019). Caring for People with Learning Disabilities: Attitudes and Perceptions of General Nurses. Learning Disability Practice, 22(3)

O'Dell, Lindsay; Earle, Sarah; Rixon, Andrew and Davies, Alison (2019). Role of peer support for people with a spinal cord injury. Nursing Standard, 34(4) pp. 69–75.

O'Donnell, K.; Fitzgerald, M.; Quinlan, M.; Hickson, F.; Keogh, P.; Schmidt, A. J.; McCartney, D.; Barrett, P.; O'Dea, S. and Igoe, D. (2019). Inequalities in HIV testing uptake and needs among men who have sex with men living in Ireland: findings from an internet survey. HIV Medicine, 20(2) pp. 157–163.

O'Hagan, Lauren (2019). The Advertising and Marketing of the Edwardian Prize Book: Gender for Sale. English Literature in Transition 1880-1920, 62(1)

O'Hagan, Lauren (2019). Towards A Multimodal Ethnohistorical Approach: A Case Study of Bookplates. Social Semiotics, 29(5)

O'Hagan, Lauren (2019). Class, Culture and Conflict in the Edwardian Book Inscription: A Multimodal Ethnohistorical Approach. In: Wildfeuer, Janina; Pflaeging, Jana; Bateman, John; Seizov, Ognyan and Tseng, Chiao-I eds. Multimodality: Disciplinary Thoughts and the Challenge of Diversity. De Gruyter.

Oates, John (2019). Ethical Considerations in Psychology Research. In: Iphofen, Ron ed. Handbook of Research Ethics and Scientific Integrity. Cham, Switzerland: Springer Nature Switzerland AG.

Oates, John (2019). Research Ethics, Children, and Young People. In: Iphofen, Ron ed. Handbook of Research Ethics and Scientific Integrity. Cham, Switzerland: Springer Nature.

Oates, John and Gervai, Judit (2019). Mothers' Perceptions of Their Infants. Journal of Prenatal & Perinatal Psychology & Health, 33(4) pp. 282–300.

Ohagan, Lauren (2019). Running Down an American Dream: Tom Petty and the Tour T-Shirt. In: Sands, Crystal ed. Tom Petty: Essays on the Life and Work. McFarland.

Okada, A.; Rocha, K.; Fuchter, S.; Zucchi, S. and Wortley, D. (2019). Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition. In: Technology Enhanced Assessment Conference (TEA 2018): Revised Selected Papers (Draaijer, Silvester; Joosten-ten Brinke, Desirée and Ras, Eric eds.), Communications in Computer and Information Science, pp. 91–101.

Okada, Alexandra and De Liddo, Anna (2019). LiteMap - Mapeamento do conhecimento. Open University.

Okada, Alexandra; Kowalski, Raquel Pasternak Glitz; Kirner, Claudio and Torres, Patrícia Lupion (2019). Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation. Interactive Learning Environments, 27(3) pp. 324–335.

Okada, Alexandra; Noguera, Ingrid; Aleksieva, Lyubka; Rozeva, Anna; Kocdar, Serpil; Brouns, Francis; Whitelock, Denise and Guerrero-Roldán, Ana-Elena (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology, 50(6) pp. 3264–3282.

Okada, Alexandra and Whitelock, Denise (2019). Academic Integrity through e-authentication and authorship verification for e-assessment: impact study. In: 7th International Assessment in Higher Education Conference, 2 Jul 2019, Manchester UK.

Okada, Alexandra and Whitelock, Denise (2019). An Evaluation Methodology Applied to Trust-Based Adapted Systems for e-Assessment: Connecting Responsible Research and Innovation with a Human-Centred Design Approach. In: Besora, David; Guerrero Roldán, Ana Elena and Rodríguez González, M. Elena eds. Engineering Data-Driven Adaptive Trust-based e-Assessment System: Challenges and Infrastructure Solutions. Lecture Notes on Data Engineering and Communications Technologies, 34. Springer, pp. 239–265.

Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris (2019). e-Authentication for online assessment: A mixed-method study. British Journal of Educational Technology, 50(2) pp. 861–875.

Omolabake, Fakunle; Dollinger, Mollie; Alla-Mensah, Joyceline and Izard, Blair (2019). Academic Conferences as Learning Sites: A Multinational Comparison of Doctoral Students’ Perspectives and Institutional Policy. International Journal of Doctoral Studies, 14 pp. 479–497.

Orrnert, Anna (2019). Options for managing a sudden rise in public debt. In K4D Helpdesk Report Institute of Development Studies, Brighton, UK.

Orrnert, Anna (2019). Implications of Not Addressing Mental Health and Psychosocial Support (MHPSS) Needs in Conflict Situations. In K4D Helpdesk Report 582 Institute of Development Studies, Brighton, UK.

Owton, Helen (2019). Interview with Austrian Radio [radio FM4]. ORF (Österreichischer Rundfunk).

Pálfi, S.; Rákó, E.; Varga Nagy, A. and Teszenyi, Eleonora (2019). Children’s Rights In Hungary in Early Childhood Education and Care. In: Murray, J.; Swadener, B. B. and Smith, K. eds. The Routledge International Handbook of Young Children's Rights. Routledge International Handbooks of Education. Abingdon: Routledge.

Papathoma, Tina (2019). MOOC Educators: Who They Are And How They Learn. Doctor of Philosophy (PhD) thesis The Open University.

Pappas, Ioannis and Vseteckova, Jitka (2019). Research, Evaluation and Sustainability: Reflecting on 15 Years of Experience in eHealth. Biomedical Journal of Scientific & Technical Research, 19(2)

Pappas, Yannis; Vseteckova, Jitka; Mastellos, Nikolas; Greenfield, Geva and Randhawa, Gurch (2019). Diagnosis and Decision-Making in Telemedicine. Journal of Patient Experience, 6(4) pp. 296–304.

Paterson, Laura L (2019). [Book Review] Feeling Academic in the Neoliberal University: Feminist Flights, Fights, and Failures edited by Yvette Taylor and Kinneret Lahad. Basingstoke: Palgrave Macmillan, 2018. Gender and Language, 13(3) pp. 1–6.

Pearson, Victoria; Lister, Katharine; McPherson, Elaine; Gallen, Anne-Marie; Davies, Gareth; Colwell, Chetz; Bradshaw, Kate; Braithwaite, N St.J and Collins, Trevor (2019). Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning. Journal of Interactive Media in Education, 1, article no. 4.

Pérez Cavana, Maria Luisa (2019). Using OneNote as an ePortfolio: Promoting Experiential Learning and Self-regulation. In: ECEL 2019 - Proceedings of the 18th European Conference on e-Learning, Academic Conferences & Publishing International, Reading UK.

Pérez Cavana, Maria Luisa and Lowe, Sue (2019). Personal Development Planning (PDP) and ePortfolios: Arranged marriage or true love? In: Ballweg, Sandra and Kühn, Bärbel eds. Portfolioarbeit im Kontext von Sprachenunterricht. Neue internationale Entwicklungen. Materialien Deutsch als Fremd- und Zweitsprache (MatDaF) (102). Göttingen: Göttingen: Universitätsverlag, pp. 147–170.

Pérez Cavana, Maria Luisa (2019). "When I am teaching German, I put on a persona": Exploring lived experiences of teaching a foreign language. In: Gallardo, Matilde ed. Negotiating Identity in Modern Foreign Language Teaching. London: Palgrave Macmillan.

Pile, Steve; Bartolini, Nadia and MacKian, Sara (2019). "Creating a World for Spirit": affectual infrastructures and the production of a place for affect. Emotion, Space and Society, 30 pp. 1–8.

Polisca, Elena; Wright, Vicky; Álvarez, Inma and Montoro, Carlos (2019). Language Provision in UK Modern Foreign Languages Departments 2019 Survey. University Council of Modern Languages, United Kingdom.

Poloczek, Sebastian; Henry, Lucy A.; Messer, David J. and Büttner, Gerhard (2019). Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory, 27(6) pp. 758–771.

Power, Tom (2019). Approaches to Teacher Professional Development in Low-to-Middle-Income Countries. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale. Lessons from Bangladesh. London: Bloomsbury Academic, pp. 47–65.

Power, Tom (2019). The EIA approach to Teacher Development. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale. Lessons from Bangladesh. London: Bloomsbury Academic, pp. 67–78.

Power, Tom; Eyres, Ian and McCormick, Robert (2019). Effecting Change Within and Across a National Education System. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale. Lessons from Bangladesh. London: Bloomsbury Academic, pp. 1–6.

Power, Tom; Griffiths, Malcolm and Seal, Timothy (2019). Educational Technology Landscape Review, Myanmar. DFID Myanmar-UK Partnership for Education.

Pulker, Hélène (2019). Teacher's Practices through Adaptation of Open Educational Resources for Online Language Teaching. Doctor of Education (EdD) thesis The Open University.

Rai, Lucy (2019). [Book Review] Academic Writing and Referencing for your Social Work Degree: Jane Bottomley, Patricia Cartney and Steven Pryjmachuk. The British Journal of Social Work, 49(6) pp. 1696–1698.

Rainford, Jon (2019). Confidence and the effectiveness of creative methods in qualitative interviews with adults. International Journal of Social Research Methodology, 23(1) pp. 109–122.

Ramos, André L. M.; Korb, Thiago and Okada, Alexandra (2019). Immersive Analytics Through HoloSENAI MOTOR Mixed Reality App. In: Intelligent Computing: Proceedings of the 2019 Computing Conference, Vol. 1, Advances in Intelligent Systems and Computing (AISC), Springer, pp. 1259–1268.

Rea, Simon (2019). Careers in Sports Science. United Kingdom: Adored Publishing.

Rhaman, Md. Shajedur (2019). Teachers’ peer support: difference between perception and practice. Teacher Development: An international journal of teachers' professional development, 23(1) pp. 121–138.

Rixon, Andy; Lomax, Helen and O'Dell, Lindsay (2019). Childhoods past and present: anxiety and idyll in reminiscences of childhood outdoor play and contemporary parenting practices. Children's Geographies, 17(5) pp. 618–629.

Robb, Martin (2019). Men, Masculinities and the Care of Children: Images, Ideas and Identities. Abingdon: Routledge.

Robb, Martin (2019). Wanted men? Gendered discourses in work with children and young people. In: Robb, Martin; Montgomery, Heather and Thomson, Rachel eds. Critical Practice with Children and Young People, 2nd edition. Bristol: Policy Press, pp. 219–237.

Rogers, Justin (2019). [Book Review] The Child’s World (third edition): The Essential Guide to Assessing Vulnerable Children, Young People and their Families, Jan Horwath and Dendy Platt. The British Journal of Social Work, 49(7) pp. 2007–2008.

Rombouts, Ellen; Sheehy, Kieron; Buchanan-Mellon, Judith and Grove, Nicola (2019). Signing in School. In: Grove, Nicola and Launonen, Kaisa eds. Manual Sign Acquisition by Children with Developmental Disabilities. Nova Science.

Roy, James (2019). Think again! Transformative online pedagogy and the student who says ‘I am uncomfortable communicating with unknown people online’. In: ICDE: World Conference on Online Learning 2019, 3-7 Nov 2019, Dublin, Ireland.

Ryan, Gemma; Jackson, Jessica and Cornock, Marc (2019). Exploring public perspectives of e-professionalism in nursing. Nursing Management, 26(6)

Ryan, Gemma and Rutty, Jane (2019). Philosophy & quality? TAPUPASM as an approach to rigour in critical realist research. Nurse Researcher, 27(1) pp. 33–40.

Ryan, Gemma S (2019). DRIFT Project: Disseminating Research Information through Facebook and Twitter. YouTube/Powtoon.

Ryan, Gemma S (2019). e-professionalism & nursing education: The Awareness to Action (A2A) educational framework. In: Dyson, Susan and McCallister, Margaret eds. Routledge International Handbook of Nurse Education. United Kingdom: Routledge.

Ryan, Gemma S. (2019). Postpositivist, critical realism: philosophy, methodology and method for nursing research. Nurse Researcher, 27(3) pp. 20–26.

Ryan, Gemma Sinead (2019). Professional Regulation In Social Media (PRISM): validation of a tool for making decisions about professional behaviours on social media. In: RCN International Nursing Research Conference 2019, 3-5 Sep 2019.

Safford, Kimberly (2019). [Book Review] Sage on the Screen: Education, Media and How We Learn by B. Ferster, 2016, John Hopkins University Press. Journal of Interactive Media in Education, 2019(1), article no. 6.

Sah, Pramod K. (2019). Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography. The Qualitative Report, 24(1) pp. 174–192.

Sampurna, Jessica (2019). Exploring the Implementation of Online Non-Formal Project-Based Language Learning in the Indonesian Context. Doctor of Philosophy (PhD) thesis The Open University.

Samra, Rajvinder (2019). Gender-responsive education and training approaches to improving physician well-being. Medical Education, 53(3) pp. 210–218.

Samra, Rajvinder and Jones, Emma (2019). Fostering empathy in clinical teaching and learning environments: A unified approach. Australian Journal of Clinical Education, 6(1)

Sanchez Moreano, Santiago (2019). Objets préverbaux dans des constructions transitives en espagnol andin : une analyse plurifactorielle. Faits de Langues, 49(2) pp. 155–182.

Sanchez Moreano, Santiago (2019). Repertorios lingüísticos y representación de la diversidad lingüística en Leticia (Colombia) y su periferia. Visitas al Patio, 13(1) pp. 12–36.

Scanlon, Eileen; Anastopoulou, Stamatina; Conole, Grainne and Twiner, Alison (2019). Interdisciplinary Working Methods: Reflections Based on Technology-Enhanced Learning (TEL). Frontiers in Education, 4, article no. 134.

Seale, Jane (2019). Wilderness and resistance: Illuminating the digital inequalities experienced by adults with learning disabilities between 1970 and 1999. Disability & Society, 34(9-10) pp. 1481–1503.

Seale, Jane (2019). In search of a decision-making framework for involving users who have learning disabilities or sensory impairments in the process of designing future technologies. In: Proceedings of the Future Technologies Conference (FTC) 2019, Advances in Intelligent Systems and Computing, Springer, pp. 844–861.

Seale, Jane; Choksi, Ajay and Spencer, Karen (2019). ‘I’ve been a whizz-kid since I’ve been at college’: Giving voice to the collective memories of adults with learning disabilities about the role that technology has played in their lives. Disability Studies Quarterly, 39(4), article no. 6621.

Seargeant, Philip (2019). The emoji revolution: how technology is shaping the future of communication. Cambridge University Press.

Seargeant, Philip (2019). English in Japan in an era of global uncertainty. In: Reinders, Hayo; Ryan, Stephen and Nakamura, Sachiko eds. Innovation in Language Learning & Teaching: The Case of Japan. New Language Learning and Teaching Environments. Palgrave Macmillan, pp. 9–22.

Seargeant, Philip and Chapman, Catherine (2019). Using Shakespeare to teach English in the digital age. ELT Journal, 73(1) pp. 21–30.

Seargeant, Philip and Giaxoglou, Korina (2019). Discourse and the Linguistic Landscape. In: De Fina, Anna and Georgakopoulou, Alexandra eds. The Handbook of Discourse Studies. Cambridge: Cambridge University Press, pp. 306–326.

Seargeant, Philip and Tagg, Caroline (2019). Social media and the future of open debate: a user-oriented approach to Facebook's filter bubble conundrum. Discourse, Context & Media, 27 pp. 41–48.

Shaw, Erin (2019). A Study of Factors and Perceptions that Mediate Student Participation in Supplementary Discussion Forums. Doctor of Education (EdD) thesis The Open University.

Sheehy, Kieron; Budiyanto; Kaye, Helen and Khofidotur, Rofiah (2019). Indonesian Teachers’ Epistemological Beliefs and Inclusive Education. Journal of Intellectual Disabilities, 23(1) pp. 39–56.

Sheehy, Kieron; Garcia Carrizosa, Helena; Rix, Jonathan; Seale, Jane and Hayhoe, Simon (2019). Inclusive museums and augmented reality. Affordances, participation, ethics and fun. The International Journal of the Inclusive Museum, 12(4) pp. 67–85.

Shepherd, Sarah C.; Hacking, Belinda; Wallace, Louise M.; Murdoch, Sarah E. and Belkora, Jeff (2019). Randomised controlled trial of a repeated consultation support intervention for patients with colorectal cancer. Psycho-Oncology, 28(4) pp. 702–709.

Shi, Lijing and Stickler, Ursula (2019). Using technology to learn to speak Chinese. In: Shei, Chris; McLellan Zikpi, Monica E and Chao, Der-Lin eds. Routledge Handbook of Chinese Language Teaching. London: Routledge, pp. 509–525.

Shrestha, Prithvi and Parry, John (2019). The effect of embedded academic literacy activities on student writing in a distance learning module. In: BALEAP Conference: Innovation, Exploration and Transformation, 12-14 Apr 2019, University of Leeds, BALEAP.

Skinner, T.; Byrne, M.; Dickinson, J. K.; Fisher, L.; Funnell, M.; Guzman, S.; Hendrieckx, C.; Hermanns, N.; Kanc, K.; Lloyd, C.; Mocan, A.; Nouwen, A.; Pouwer, F.; Saleh-Stattin, N.; Snoek, F.; Speight, J.; Sturt, J.; Vallis, M.; Wagner, J.; Willaing, I.; Young-Hyman, D. and Zoffmann, V. (2019). Comment on the consensus report on the management of hyperglycaemia in Type 2 diabetes by the American Diabetes Association and the European Association for the Study of Diabetes. Diabetic Medicine, 36(7) pp. 911–912.

Smith, Suzanne Jane; Powell, Jane E.; Summers, Neil and Roulstone, Susan (2019). Thinking differently? Autism and quality of life. Tizard Learning Disability Review, 24(2) pp. 68–76.

Spilioti, Tereza and Giaxoglou, Korina (2019). I’m an Aθenian too: διαγραφηματικές πρακτικές στο αστικό γλωσσικό τοπίο της Αθήνας. In: Proceedings of the 14th International Conference on Greek Linguistics.

Stainton Rogers, Wendy (2019). Are you sitting comfortably? Then I will begin. Qualitative Research in Psychology, 16(1) pp. 160–162.

Stewart, Sarah (2019). Supporting Opportunity in Schools: Promoting Educational Equity – A Report on the Second and Final Year of Project Outcomes. In: British Education Studies Conference 15th Annual International Conference 2019, 27-28 Jun 2019, Swansea.

Stickler, Ursula (2019). Silence as a challenge: How online language teachers deal with the void. In: Proceedings WorldCALL 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile pp. 125–128.

Stickler, Ursula and Hampel, Regine (2019). Qualitative Research In Online Language Learning - What Can It Do? International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9(3), article no. 2.

Stuers, Simone (2019). Access To And Experience Of English-Medium Instruction In Higher Education In Germany: A Study Into English Language Entry Requirements And Their Relevance. Doctor of Education (EdD) thesis The Open University.

Stutchbury, Kris; Chamberlain, Liz and Amos, Sandra (2019). Supporting Professional Development Through MOOCs: the TESSA Experience. In: Pan-Commonwealth Forum 9 (PCF9), 2019. Conference Proceedings, Commonwealth of Learning, Vancouver, Canada.

Stutchbury, Kris; Gallastegi, Lore and Woodward, Clare (2019). Supporting Open Practices with Teachers in Zambia. Journal of Learning for Development - JL4D, 6(3) pp. 208–227.

Stutchbury, Kristina (2019). Teacher Educators as Agents of Change? A Critical Realist Study of a Group of Teacher Educators in a Kenyan University. Doctor of Education (EdD) thesis The Open University.

Swann, Joan (2019). [Book Review] Blog: Language: A Feminist Guide. Journal of Sociolinguistics, 23(1) pp. 105–109.

Swarbrick, Caroline W.; Open Doors; Scottish Dementia Working Group; EDUCATE; Davis, Katie and Keady, John (2019). Visioning change: Co-producing a model of involvement and engagement in research (Innovative Practice). Dementia, 18(7-8) pp. 3165–3172.

Teggi, Diana (2019). Care home workforce: how do they learn how to care for the dying? In: The 14th International Conference on the Social Context of Death, Dying and Disposal, DDD14, 4-7 Sep 2019, University of Bath.

Teszenyi, Eleonora and Pálfi, Sándor (2019). Vegyes vagy azonos életkorú óvodai csoport? Pedagógiai kérdések és a szülői döntés dilemmái [Mix- or same-age kindergarten groups? Pedagogical questions and the dilemmas of parental decision making]. Gyermeknevelés [Journal of Early years Education], 7(2–3) pp. 136–155.

Therova, Dana (2019). Does one academic year make a difference? A longitudinal study into academic vocabulary in foundation-level students’ assessed writing. In: 6th International Language in Focus Conference, 2-4 May 2019, Dubrovnik, Croatia.

Thomas, Hefin; Duggan, Brett; Glover, Alison; Lane, Jennifer; Conn, Carmel; Evans, Kathy; Drew, Sharon and Kelland, Amanda (2019). Research to establish a baseline of the SEN system in Wales. The Welsh Government.

Tremayne, Penny and Pawlyn, Jillian (2019). Management of indwelling urinary catheters for people with learning disabilities. Learning Disability Practice, 22(4)

Tuck, Jackie (2019). Book Review of 'On Writtenness: the cultural politics of academic writing' by Joan Turner. Journal of English for Academic Purposes, 41, article no. 100765.

Turner, Wendy (2019). Health, Well-being and Welfare in Childhood (England). In Bloomsbury Education and childhood studies Bloomsbury Education and Childhood Studies.

Turner, Wendy (2019). Friendship and Peer Cultures in Childhood (England). In Bloomsbury: Education and childhood studies Bloomsbury: Education and childhood studies.

Turula, Anna; Kurek, Malgorzata and Lewis, Timothy (2019). Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship. Research-publishing.net.

Turula, Anna; Kurek, Malgorzata and Lewis, Timothy (2019). Introduction. In: Turula, Anna; Kurek, Malgorzata and Lewis, Timothy eds. Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship. Research-publishing.net, pp. 1–6.

Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise (2019). New approach to educational interaction: Sociocultural discourse analysis meets multimodal
analysis. In: European Association for Research on Learning and Instruction, 12-16 Aug 2019, Aachen, Germany.

Twining, Peter (2019). If school is the problem, what is the solution? The Open University.

Twitchen, Alex and Oakley, Ben (2019). Back to the Future: Rethinking Coach Learning and Development in the UK. Applied Coaching Research Journal, 4 pp. 32–41.

Vallely, Kat (2019). I think…that all teachers should do this so they can learn new stuff like us. Literacy for Pleasure.

van der Stouwe, Marc; Eyres, Ian and McCormick, Robert (2019). Final Reflections: Lessons Learnt. In: Eyres, Ian; McCormick, Robert and Power, Tom eds. Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury, pp. 221–238.

van Hoof, Joost; Marston, Hannah R.; Brittain, Katie R. and Barrie, Helen R. (2019). Creating Age-Friendly Communities: Housing and Technology. Healthcare, 7(4)

Vicary, Sarah (2019). A critique of drawing as a research method for data generation in Qualitative Inquiry. In: ECQI 3rd European Congress of Qualitative Inquiry, 13-15 Feb 2019, Edinburgh, United Kingdom.

Vicary, Sarah (2019). [Book Reviews] 'Critical issues in social work law' by Brammer & Boylan, and 'Mental health' by Hutchinson & Hickman. Journal of Social Work, 19(1) pp. 163–165.

Vicary, Sarah (2019). [Book review] Mental health law Brenda Hale. Journal of Social Work, 19(6) pp. 833–835.

Vicary, Sarah (2019). [Book review] Newly qualified social workers: A practice guide to the assessed and supported year in employment Steven Keen, Jonathan Parker, Keith Brown and Di Galpin. Journal of Social Work, 19(2) pp. 304–305.

Vicary, Sarah (2019). Role over or roll over? Dirty work, shift and Mental Health Act Assessments. In: Approved Mental Health Professional National Conference 2019 Research-Informed Practice Practice-Informed Research?, 14 May 2019, Birmingham, United Kingdom.

Vicary, Sarah (2019). “A stout pair of shoes and an umbrella” how much has the experience of mental health social work changed? In: Researching the history of social work research, 26 Mar 2019, University of Chester.

Vicary, Sarah; Young, Alys and Hicks, Stephen (2019). ‘Role Over’ or Roll Over? Dirty Work, Shift and Mental Health Act Assessments. The British Journal of Social Work, 49(8) pp. 2187–2206.

Vines, Karen; Hughes, Chris; Alexander, Laura; Calvert, Carol; Colwell, Chetz; Holmes, Hilary; Kotecki, Claire; Parks, Kaela and Pearson, Victoria (2019). Sonification of numerical data for education. Open Learning: The Journal of Open, Distance and e-Learning, 34(1) pp. 19–39.

Vseteckova, Jitka and Gracia, Rosaria (2019). The impact of dance and movement on learning, health, wellbeing and quality of life of institutionalised older adults living with or without dementia: a systematic review protocol. In PROSPERO PROSPERO CRD42019127954.

Vseteckova, Jitka; Mahon, Aoife; Boyle, Geraldine; Guntupalli, Aravinda; Jones, Kerry and Garcia, Rebecca (2019). Frailty and spousal/partner bereavement in older people: a systematic review. In Prospero 2019 Prospero 2019 CRD4201919453.

Waights, Verina; Holland, Caroline; Huchet, Estelle and Fisk, Malcolm (2019). Age-Friendly Standards Around ICT. International Journal of Standardization Research, 17(2), article no. 1.

Wambugu, Patricia; Stutchbury, Kris and Dickie, Joan (2019). Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya. Journal of Learning for Development - JL4D, 6(1) pp. 76–82.

Ward-Penny, Robert and Lee, Clare (2019). Planning mathematics lessons. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School Second Edition. Abingdon, Oxon: Routledge, pp. 3–14.

Waterhouse, Philippa and Burkill, Sarah (2019). Sexual Problems and Distress among Men and Women with Same-Sex and Opposite-Sex Sexual Partners: An Analysis of a Nationally Representative Sample of Adults in Great Britain. International Journal of Sexual Health, 31(4) pp. 363–374.

Watson, Naomi Anna (2019). Communication and diversity. In: Norman, Kay ed. Communication Skills for Nursing and Healthcare Students. Banbury: Lantern Publishing, pp. 105–123.

Wedekind, Volker; Fakoush, Haya and Alla-Mensah, Joyceline (2019). Human migration and TVET. In Human migration and TVET UNESCO-UNEVOC, UNESCO-UNEVOC TVET online library.

Wiles, Fran (2019). [Book Review] Interviewing for the helping professions: A comprehensive relational approach by Fred R McKenzie and Nicole Nicotera, Oxford University Press, 2018. Journal of Social Work, 19(5) pp. 691–693.

Wiles, Fran. (2019) Identifying skills for professionalism. In: Boahen, Godfred and Wiles, Fran, Professionalism and Self-management. Social Work Skills in Practice. Open University Press, UK.

Wiles, Fran and Vicary, Sarah (2019). Picturing social work, puzzles and passion: exploring and developing transnational professional identities. Social Work Education, 38(1) pp. 47–62.

Williams, Gavin (2019). Boundedness, Belonging and Becoming: Primary School Children's Perspectives of Education and Learning in the South Wales Valleys. Doctor of Education (EdD) thesis The Open University.

Wilson, Sonia (2019). An Integrative Approach to Family Language Policy Experiences: The Case of French-English Bilingual Families in the UK. Doctor of Philosophy (PhD) thesis The Open University.

Wilton-Godberfforde, Emilia (2019). [Book Review] La Pratique du spectateur: la médiation des regards dans le théâtre de Thomas Corneille by Par Gaël Le Chevalier. French Studies, 73(2) pp. 288–289.

Wilton-Godberfforde, Emilia (2019). Memories, Fantasies, and Realities of Death in Racine’s Andromaque. In: Hammond, Nicholas and Harris, Joseph eds. Racine's Andromaque: Absences and Displacements. Faux Titre, 436. Leiden: Brill, Rodopi, pp. 61–78.

Wolfenden, Freda and Adinolfi, Lina (2019). An exploration of agency in the localisation of open educational resources for teacher development. Learning, Media and Technology, 44(3) pp. 327–344.

World Health Organization Regional Office for Europe (2019). Monitoring and restricting digital marketing of unhealthy products to children and adolescents. World Health Organization, Geneva.

2018To Top

(2018). Evaluating alignment of student and tutor perspectives on feedback on language learning assignments. Distance Education, 39(4) pp. 548–567.

Bárkányi, Zsuzsanna and Blastik, Santosné eds. (2018). Palabras enlazadas: estudios en homenaje al profesor László Scholz. Szeged: Jate Press.

Bartolini, Nadia; MacKian, Sara and Pile, Steve eds. (2018). Spaces of Spirituality. Routledge Research in Culture, Space and Identity. London: Routledge.

Carden, Catherine ed. (2018). Primary Teaching: Learning & Teaching in Primary Schools Today. Primary Teaching Now. London: SAGE.

Montgomery, Heather and Robb, Martin eds. (2018). Children and young people’s worlds (2nd edition). Policy Press.

Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. (2018). Innovative Language Teaching And Learning At University: Integrating Informal Learning Into Formal Language Education. Research-publishing.net.

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

Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. (2018). The Routledge Handbook of English Language Studies. Routledge Handbooks in English Language Studies. London: Routledge.

Sheehy, Kieron and Holliman, Andrew eds. (2018). Education and New Technologies: Perils and Promises for Learners. Routledge.

Social Work History Network eds. (2018). Bulletin of the Social Work History Network, 5(1)

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

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

Adinolfi, L., Link, H., and St John, O. (Eds) (2018) Special issue on the theme: Researchers and practitioners in dialogue, Translation and Translanguaging in Multilingual Contexts, Vol. 4 (3)

Agbaire, Jennifer (2018). University access and 'comparative disadvantage' in Nigeria: a reflection on the criticality of equity for sustainable development. International Journal of Higher Education and Sustainability, 2(1) pp. 64–79.

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

Akyeampong, Kwame; Vegas, Emiliana; Wolfenden, Freda; Saldanha, Kaitlynn; Dia Al-Attia, Haifa; Wigdortz, Brett; Oduro, Evelyn and Weinstein, Jose (2018). Qualities of effective teachers who teach disadvantaged students: insights from the Varkey Teacher Ambassador Community. The Varkey Foundation, UK.

Ali, Nasreen; Quereshi, Iritza; Sidika, Tamanna; Mondokova, Andrea; Muhmood, Sultan; Jan, Azra; Garcia, Rebecca; Cook, Erica; Burden, Barbara; Reid, Caroline and Randhawa, Gurch (2018). Barriers and Enablers for UK Home Grown South Asian Prospective Students Choosing Nursing and Midwifery Courses and Careers. Diversity and Equality in Healthcare, 15(4) pp. 190–197.

Allen-Collinson, Jacquelyn; Vaittinen, Anu; Jennings, George and Owton, Helen (2018). Exploring Lived Heat, “Temperature Work,” and Embodiment: Novel Auto/Ethnographic Insights from Physical Cultures. Journal of Contemporary Ethnography, 47(3) pp. 283–305.

Almack, Kathryn; Jones, Rebecca L. and Scicluna, Rachael (2018). Bisexuality and ageing: Why it matters for social work practice. In: Dunk-West, Priscilla and Hafford-Letchfield, Trish eds. Sexuality, Sexual Identity and Intimacy Research in Social Work and Social Care: A Lifecourse Epistemology. Abingdon: Routledge, pp. 142–154.

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

Álvarez, Inma (2018). Características distintivas de las danzas en los flashmobs. In: La investigación en Danza (Gimenez-Morte, Carmen; Soprano Manzo, Virginia; Bayarri Furio, Amparo; Tena Medialdea, Maria Dolores and Mesa Garcia, Serafin eds.), Mahali ediciones, Valencia, pp. 373–382.

Álvarez, Inma (2018). A learning-centred blended model for professional doctorates. In: Ubachs, George and Konings, Lizzie eds. The Envisioning Report for Empowering Universities. Maastricht, The Netherlands: European Association of Distance Teaching Universities, pp. 34–36.

Álvarez, Inma; Montoro, Carlos; Campbell, Caroline and Polisca, Elena (2018). Language Provision in UK MFL Departments 2018 Survey. University Council of Modern Languages.

Angermuller, Johannes (2018). Accumulating discursive capital, valuating subject positions. From Marx to Foucault. Critical Discourse Studies, 15(4) pp. 414–425.

Angermuller, Johannes (2018). Truth after post-truth: for a Strong Programme in Discourse Studies. Palgrave Communications, 4(1) pp. 1–8.

Angermuller, Johannes (2018). A verdade na era da pós-verdade: por um Programa Forte em Estudos do discurso. REDIS: Revista de Estudos do Discurso, 7 pp. 36–62.

Angermuller, Johannes (2018). Analiza dyskursu „po strukturalizmie”. In: Ostrowicka, Helena ed. Analiza dyskursu w badaniach szkolnictwa wyszego. Warszawa: Sedno, pp. 29–58.

Angermuller, Johannes and van Leeuwen, Thed (2018). On the Social Uses of Scientometrics: The Quantification of Academic Evaluation and the Rise of Numerocracy in Higher Education. In: Scholz, Ronny ed. Quantifying Approaches to Discourse for Social Scientists. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan, pp. 88–119.

Antrobus, Mark; Brazier, Jon; Stebbings, Georgina; Herbert, Adam; Heffernan, Shane; Erskine, Robert; Raleigh, Stuart; Kilduff, Liam and Williams, Alun (2018). Association between MAPT polymorphism but not APOE Promoter and elite rugby athlete status. In: 23th Annual ECSS Congress, 4-7 Jul 2018, Dublin, RoI.

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

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

Atkin, Stephen L.; Crangle, Colleen E.; Bradley, Colin; Carlin, Paul; Esterhay, Robert J.; Harper, Roy; Kearney, Patricia M.; McCarthy, Vera J. C.; McTear, Michael F.; Savage, Eileen; Tuttle, Mark S. and Wallace, Jonathan G. (2018). Exploring patient information needs in type 2 diabetes: A cross sectional study of questions. PLOS ONE, 13(11), article no. e0203429.

Attar, Dena (2018). A Democracy of Children’s Literature Critics? The Opportunities and Risks of Paying Attention to Open Reviews and Mass Discussion. Children's Literature in Education, 49(4) pp. 430–446.

Azubuike, Obiageri Bridget; Moore, Rhiannon and Vaidya, Gayatri (2018). 'Functional English' Skills in Ethiopia, India and Vietnam: Comparing English Ability and Use Among 15 Year Olds in Three Countries. Working Paper 182; Young Lives, Oxford.

Bain, Tanya J. and Hubscher-Davidson, Séverine (2018). “The trick was to find adequate words”: the effect of mood on translation. Translation Journal, 21(1)

Baldisserotto, Márcia Leonardi; Theme-Filha, Mariza Miranda; Griep, Rosane Harter; Oates, John; Renó Junior, Joel and Cavalsan, Juliana Pires (2018). Transcultural adaptation to the Brazilian Portuguese of the Postpartum Bonding Questionnaire for assessing the postpartum bond between mother and baby. Cadernos de Saúde Pública, 34(7), article no. e00170717.

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

Bárkányi, Zsuzsanna (2018). The acquisition of voicing assimilation by advanced Hungarian learners of Spanish. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 31(1) pp. 1–31.

Bárkányi, Zsuzsanna (2018). Can you teach me to speak? Oral practice and anxiety in a language MOOC. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 9–16.

Barnes, Fiona; Cole, Sue and Nix, Ingrid (2018). Supporting and Enabling Scholarship: Developing and Sharing Expertise in Online Learning and Teaching. Journal of Perspectives in Applied Academic Practice, 6(1) pp. 66–74.

Bartolini, Nadia; MacKian, Sara and Pile, Steve (2018). Spaces of spirituality: an introduction. In: Bartolini, Nadia; MacKian, Sara and Pile, Steve eds. Spaces of Spirituality. Routledge Research in Culture, Space and Identity. London: Routledge, pp. 1–20.

Bearne, Eve and Vallely, Kat (2018). Multimodality. In UKLA UKLA Occasional Paper, UKLA.

Beaven, Tita (2018). ‘Dark reuse’: an empirical study of teachers’ OER engagement. Open Praxis, 10(4) pp. 377–391.

Beaven, Tita and Simcott, Richard (2018). The polyglot community: an interview with Richard Simcott, by Tita Beaven. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. UK: Research-publishing.net, pp. 109–118.

Bennett, R. and Waterhouse, Philippa (2018). Work and Family Transitions and the Self-Rated Health of Young Women in South Africa. Social Science and Medicine, 203 pp. 9–18.

Berer, Marge and Hoggart, Lesley (2018). Editorial: Medical abortion pills have the potential to change everything about abortion. Contraception, 97(2) pp. 79–81.

Berry, Leon (2018). Becoming an Agile Warrior - An Examination of using a Constructivist Approach to Learning During Basic Training in the British Army. Doctor of Education (EdD) thesis The Open University.

Boahen, Godfred and Wiles, Fran (2018). Professionalism and Self-Management. Social Work Skills in Practice. Open University Press.

Boampong, Michael (2018). [Book review] Child and youth migration: mobility-in-migration in an era of globalization. Children's Geographies, 16(2) pp. 214–216.

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

Borgstrom, Erica (2018). Using an ethnographic approach to study end-of-life care: reflections from research encounters in England. In: Garnett, Emma; Reynolds, Joanna and Milton, Sarah eds. Ethnographies and Health: Reflections on Empirical and Methodological Entanglements. Palgrave Macmillan, pp. 67–83.

Borgstrom, Erica; Lemos Dekker, Natashe and Hoare, Sarah (2018). What the social sciences have to offer palliative care. European Journal of Palliative Care, 25(3) pp. 109–111.

Brown, Julie A. and Marston, Hannah R. (2018). Gen X and Digital Games: Looking back to look forward. In: Human Aspects of IT for the Aged Population. Applications in Health, Assistance, and Entertainment, Springer International Publishing, pp. 485–500.

Brownlee-Chapman, Chloe; Chapman, Rohhss; Eardley, Clarence; Foster, Sara; Green, Victoria; Graham, Helen; Harkness, Elizabeth; Headon, Kassie; Humphries, Pam; Ingham, Nigel; Ledger, Sue; May, Val; Minnion, Andy; Richards, Row; Tilley, Liz and Townson, Lou (2018). Between speaking out in public and being person-centred: collaboratively designing an inclusive archive of learning disability history. International Journal of Heritage Studies, 24(8) pp. 889–903.

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

Budiyanto; Sheehy, Kieron; Kaye, Helen and Rofiah, Khofidotur (2018). Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation. International Journal of Inclusive Education, 22(5) pp. 543–559.

Butcher, John (2018). Please can we actually do something to arrest the decline in the number of disadvantaged adult learners in universities? Society for Research in Higher Education.

Butcher, John (2018). This is not America. Forum for Access and Continuing Education.

Butcher, John (2018). Broadening the scope for outreach to include adult learners as well as 18 year olds. Higher Education Academy.

Butcher, John (2018). Editorial - Ch...ch...ch...changes. Widening Participation and Lifelong Learning, 20(1) pp. 1–7.

Butcher, John (2018). Preparing unconfident adults to access STEM degrees. The Efficiency Exchange (Universities UK).

Butcher, John (2018). Editorial - Golden Years. Widening Participation and Lifelong Learning(4)

Butcher, John (2018). Supporting the transition of mature learners into higher education. In: Matheson, Ruth; Tangney, Sue and Sutcliffe, Mark eds. Transition In, Through and Out of Higher Education. Abingdon, Oxon: Routledge, pp. 121–124.

Butcher, John and Fowle, Wendy (2018). Outreaching: two approaches to outreach with adult learners from disadvantaged backgrounds (and an emerging evaluation toolkit). In: Broadhead, Sam; Butcher, John; Hill, Michael; McKendry, Stephanie; Raven, Neil; Sims, David and Ward, Tom eds. Concepts of Value and Worth: National and International Perspectives on Widening Access and Participation. Forum for Access and Continuing Education, pp. 207–229.

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

Bywater, Amy and Mander, Sarah (2018). Seamlessly transcending the ‘Academic Bump’ to support the new lecturer in higher education. Research in Post-compulsory Education, 23(2) pp. 202–212.

Cavaye, Joyce (2018). Why nutritional psychiatry is the future of mental health treatment. In The Conversation The Conversation, London, UK.

Cavaye, Joyce and Watts, Jacqueline H. (2018). Former carers: issues from the literature. Families, Relationships and Societies, 7(1) pp. 141–157.

Cavaye, Joyce and Watts, Jacqueline H. (2018). Going it alone: family carers' non-use of services. In: 17th biennal congress of the ESHMS: Old tensions, emerging paradoxes in health: rights, knowledge, and trust, 6-8 Jun 2018, Lisbon, Portugal.

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

Chamberlain, Liz and McDonald, Roger (2018). Investigating the aims, values and purposes of primary education: The case of the Cambridge Primary Review. In: Cremin, Teresa and Burnett, Cathy eds. Learning to Teach in the Primary School. London: Routledge, pp. 231–245.

Charitonos, Koula; Littlejohn, Allison; Seal, Timothy and Kaatrakoski, Heli (2018). Ways of Working and Learning in AMR surveillance systems in LMICs: Findings from the scoping phase. The Open University.

Cheshire, Jenny and Secova, Maria (2018). The origins of new quotative expressions: the case of Paris French. Journal of French Language Studies, 28(2) pp. 209–234.

Chiang, Szu-Ying; Fleming, Theresa; Lucassen, Mathijs F. G.; Fouche, Christa and Fenaughty, John (2018). From secrecy to discretion: The views of psychological therapists' on supporting Chinese sexual and gender minority young people. Children and Youth Services Review, 93 pp. 307–314.

Clark, Elisabeth; Draper, Janet and Taylor, Ruth (2018). Editorial: Healthcare education research: The case for rethinking hierarchies of evidence. Journal of Advanced Nursing, 74(11) pp. 2480–2483.

Clegg, Helen; Owton, Helen and Allen-Collinson, Jacquelyn (2018). Challenging conceptions of gender: UK dance teachers’ perceptions of boys and girls in the ballet studio. Research in Dance Education, 19(2) pp. 128–139.

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

Comas-Quinn, Anna (2018). Learning in the wild: a phenomenological investigation of online volunteer translation. In: didTRAD PACTE 2018: Fourth International Conference on Research into Didactics of Translation, 20-22 Jun 2018, Universitat Autònoma de Barcelona.

Cooper, A.; Kanumilli, N.; Hill, J.; Holt, R. I. G.; Howarth, D.; Lloyd, C. E.; Kar, P.; Nagi, D.; Naik, S.; Nash, J.; Nelson, H.; Owen, K.; Swindell, B.; Walker, R.; Whicher, C. and Wilmot, E. (2018). Language matters. Addressing the use of language in the care of people with diabetes: position statement of the English Advisory Group. Diabetic Medicine, 35(12) pp. 1630–1634.

Cooper, Victoria; Narzisi, Katia; Simons, Joan; Tatlow-Golden, Mimi and Twiner, Alison (2018). Theory And Empirical Research Of Children And Young People And Digital Food/Health Literacy. In: 2nd Digital Health and Wellbeing Conference, 1-3 May 2018, Open University, Milton Keynes.

Cooper, Victoria and Payler, Jane (2018). Providing Hope: Supporting Children and Young People living with a loved one who is seriously ill. In Children and Young People Today Children and Young People Today, UK.

Cooper, Victoria L.; Montgomery, Heather and Sheehy, Kieron (2018). Parenting the First Twelve Years: What the Evidence Tells Us. Pelican.

Copperman, Jeanette (2018). [Book Review] Everyday Parenting with Security and Love: Using PACE to Provide Foundations for Attachment by Kim S. Golding. The British Journal of Social Work, 48(8) pp. 2403–2405.

Cornock, Marc (2018). General Data Protection Regulation (GDPR) and implications for research. Maturitas, 111, article no. PA1-A2.

Cornock, Marc (2018). A review of medical law and regulation over the last decade (or so): significant legal events that are still affecting health care practices and practitioners. Orthopaedic & Trauma Times(33) pp. 28–31.

Cornock, Marc (2018). Editorial: How the writers of case reports need to consider and address consent and GDPR. Case Reports in Women's Health, 19, article no. e00060.

Costa, Joao Pita; Stopar, Luka; Fuart, Flavio; Grobelnik, Marko; Santanam, Raghu; Chenlu, Sun; Carlin, Paul; Black, Michaela and Wallace, Jonathan (2018). Mining MEDLINE for the visualisation of a global perspective on biomedical knowledge. In: KDD '18: Proceedings of the 24th ACM SIGKDD International Conference on Knowledge Discovery & Data Mining (Yike, Yike and Farooq, Faisal eds.).

Cremin, Teresa (2018). Building reading communities and ‘books in common’. NAAE.

Cremin, Teresa (2018). Do children have agency as authors? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2018). Living the Craft of Writing. Teachers As Writers, Arvon Foundation, Arvon website.

Cremin, Teresa (2018). Top Tips for reading aloud. The Open University.

Cremin, Teresa (2018). Do children have agency as authors? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2018). How well do you know your teachers as readers? School Library Association.

Cremin, Teresa (2018). Reading communities and books in common. NAAE - The National Association of Advisers in English, UK.

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

Cremin, Teresa; Myhill, Debra; Eyres, Ian; Nash, Tricia; Wilson, Anthony and Oliver, Lucy (2018). Teachers as Writers research report. Arvon.

Cremin, T. and Barnes, J. (2018). Creativity and Creative teaching and Learning. In: Cremin, T. and Burnett, C. eds. Learning to Teach in the Primary School (4th edition). Routledge.

Cremin, Teresa (2018). How to become a reading role model. In Teach Reading and Writing Maze media www.teachwire.net.

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

Critten, Valerie; Campbell, Emma; Farran, Emily and Messer, David (2018). Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy. Research in Developmental Disabilities, 80 pp. 180–191.

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

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

Darko, Natalie (2018). "Get Up, and Shut Up, You Play like Tarzan and Moan like Jane": Rugby Union Men and their Suppression of Body Anxiety. In: Fogel, Curtis ed. Critical Perspectives on Gender and Sport. Sport and Society, 2. Champaign Common Ground Publishers.

Dawadi, Saraswati and Shrestha, Prithvi N. (2018). Construct validity of the Nepalese school leaving English reading test. Educational Assessment, 23(2) pp. 102–120.

De Felice, Rachele and Garretson, Gregory (2018). Politeness at Work in the Clinton Email Corpus: A First Look at the Effects of Status and Gender. Corpus Pragmatics, 2(3) pp. 221–242.

de Lappe, Joseph (2018). “Asexy and we know it”: The Emergence of Asexual Activism as a Sexual and Gender Social Movement. Doctor of Philosophy (PhD) thesis The Open University.

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2018). Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository. European Journal of Open, Distance and e-Learning, 20(1) pp. 126–137.

Demouy, Valérie and Eardley, Annie (2018). How we develop tuition strategies: a case study of L310. The Open University.

Dennis, Carol Azumah (2018). Decolonising Education: A Pedagogic Intervention. In: Bhambra, Gurminder K.; Nişancioğlu, Kerem and Gebrial, Dalia eds. Decolonising the University. Pluto Press, pp. 190–207.

Devaux, Jerome (2018). The interpreter and her role perception in videoconference criminal court hearings. In: 6th IATIS Conference: Translation and cultural mobility, 3-6 Jul 2018, Hong Kong Baptist University, Hong Kong.

Devaux, Jerome (2018). Interpreting in the 21st Century. In: Engagement with the industry, 2018, Online.

Devaux, Jerome (2018). Technologies and role-space: how videoconference interpreting affects the court interpreter’s perception of her role. In: Fantinuoli, Claudio ed. Interpreting and Technology. Language Science Press, pp. 91–117.

Douglas, Jenny (2018). The role of family and community in preventing cigarette smoking. In: Caribbean Studies Association Annual Conference, 4-8 Jun 2018, Havana,Cuba.

Douglas, Jenny (2018). Documenting Black Women’s Health Activism. In: Black and Caribbean Diasporic Feminisms Research Workshop, 6-7 Apr 2018, Toronto, Canada.

Douglas, Jenny (2018). Black women and public health in the UK: organisation and activism. In: Caribbean women (post) diaspora: African Caribbean interconnections, 12-13 Jul 2018, London South Bank University.

Douglas, Jenny (2018). The Politics of Black Women’s Health in the UK: Intersections of “Race,” Class, and Gender in Policy, Practice, and Research. In: Jordan-Zachery, Julia S. and Alexander-Floyd, Nikol G. eds. Black Women in Politics: Demanding Citizenship, Challenging Power, and Seeking Justice. SUNY series in African American Studies/SUNY series in New Political Science. Albany, New York: State University of New York Press, pp. 49–68.

Draper, Jan (2018). ‘Doing it for real now’ – The transition from healthcare assistant to newly qualified nurse: A qualitative study. Nurse Education Today, 66 pp. 90–95.

Draper, Jan (2018). The pressures of transition. Nursing Standard, 32(22) p. 35.

Draper, Jan (2018). Tips for nursing students who are starting their studies. Nursing Standard(14)

Draper, Jan and Jones, Kerry (2018). 'On the edge of life': caring for the dying and the dead. In: Death & Culture II, 6-7 Sep 2018, University of York.

Earle, Rod (2018). Convict Criminology in England: Developments and Dilemmas. British Journal of Criminology, 58(6) pp. 1499–1516.

Earle, Rod (2018). Being inside: Masculine imaginaries, prison interiors. In: Maycock, Matthew W. and Hunt, Kate eds. New Perspectives on Prison Masculinities. Studies of prison and penology. Palgrave Macmillan, pp. 43–64.

Earle, Rod; Phillips, Coretta and Parmar, Alpa (2018). Race Matters: A New Dialogue Between Criminology and Sociology. In: Race matters: a new dialogue between sociology and criminology, 26-27 Aug 2018, London School of Economics.

Earle, Sarah and Hadley, Robin (2018). Men’s views and experiences of infant feeding: A qualitative systematic review. Maternal & Child Nutrition, 14(3), article no. e12586.

Earle, Sarah and Hadley, Robin (2018). A systematic review of men’s views and experiences of infant feeding: implications for midwifery practice. MIDIRS Midwifery Digest, 28(1)

Ebubedike, Margaret (2018). Girl Child and Women Education: Exploring the Narratives of Six Educated Nigerian Women. Educational Research Quarterly, 42(2) pp. 66–97.

Ed-ICT International Network (2018). Symposium Four: New Practices. Proceedings from the Ed-ICT International Network. October 16 - 17, 2018, FernUniversität in Hagen, Hagen, Germany.

Ed-ICT International Network (2018). Proceedings of the Ed-ICT International Network. Israel Symposium: In Search of New Designs. March 13 - 15, 2018, The Metropolitan Hotel, Tel-Aviv & The Open University of Israel, Ra'anana.

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

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

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

Ellis, Elizabeth; Gallagher, Alice and Peasgood, Alice (2018). A Survey of the Learning Behaviour of Open University students. The Open University.

Envy, Rosemary Alice (2018). Pre-School Leadership and the Influence this has upon Outcomes for Young Children. Doctor of Education (EdD) thesis The Open University.

Erling, E. J.; Adinolfi, L.; Hultgren, A. K.; Buckler, A. and Mukorera, M. (2018). Medium of Instruction (MOI) policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. In: Milligan, L. O. and Tikly, L. eds. English as a medium of instruction in postcolonial contexts: issues of quality, equity and social justice. Oxford: Routledge.

Fayram, Jo; Boswood, Nel; Kan, Qian; Motzo, Anna and Proudfoot, Anna (2018). Investigating the benefits of online peer mentoring for student confidence and motivation. International Journal of Mentoring and Coaching in Education, 7(4) pp. 312–328.

Fensham-Smith, Amber (2018). Becoming a home-educator in a networked world. In: British Educational Research Association Annual Conference 2018, 11-13 Sep 2018, Newcastle.

Fensham-Smith, Amber (2018). Becoming a home-educator in a networked world: towards the democratisation of education alternatives? In: Researching for Social Justice and Educational Improvement, BERA English in Education Special Interest Group, 21 Jun 2018, University of Bedfordshire.

FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia and Scanlon, Eileen (2018). A literature synthesis of personalised technology-enhanced learning: what works and why. Research in Learning Technology, 26, article no. 2095.

FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen (2018). Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology, 49(1) pp. 165–181.

Fleming, T.; Bavin, L. M.; Lucassen, M.; Stasiak, K.; Hopkins, S. and Merry, S. N. (2018). Beyond the trial: A systematic review of real-world uptake and engagement with digital self-help interventions for depression, low mood, or anxiety. Journal of Medical Internet Research, 20(6), article no. e199.

Floyd, Alan and Preston, Diane (2018). The role of the associate dean in UK universities: distributed leadership in action? Higher Education, 75(5) pp. 925–943.

Foley, Karen (2018). Case study 22: The PodMag: podcasting to promote academic community. In: Matheson, Ruth; Tagney, Sue and Sutcliffe, Mark eds. Transition In, Through and Out of Higher Education: International Case Studies and Best Practice. UK: Routledge, pp. 154–156.

Foley, Karen and Fribbance, Ian (2018). Student Connections: Livestreaming and Creating Community via an Annual Student Conference. In: Baxter, Jacqueline; Callaghan, George and McAvoy, Jean eds. Creativity and Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy. Palgrave Macmillan, pp. 169–189.

Forsyth, Ross; Purcell, Carrie; Barry, Sarah; Simpson, Sharon; Hunter, Rachael; McDaid, Lisa; Elliot, Lawrie; Bailey, Julia; Wetherall, Kirsty; McCann, Mark; Broccatelli, Chiara; Moore, Laurence and Mitchell, Kirstin (2018). Peer-led intervention to prevent and reduce STI transmission and improve sexual health in secondary schools (STASH): protocol for a feasibility study. Pilot and Feasibility Studies, 4(1), article no. 180.

Gallacher, Jim and Reeve, Fiona (2018). New Frontiers for college education: the challenges. In: Gallacher, Jim and Reeve, Fiona eds. New Frontiers for College Education: International Perspectives. Abingdon, UK: Routledge, pp. 3–18.

Gallacher, Jim and Reeve, Fiona (2018). Challenges for college education: Reflections and some conclusions. In: Gallacher, Jim and Reeve, Fiona eds. New Frontiers for College Education: International Perspectives. Abingdon, UK: Routledge, pp. 223–230.

Gallastegi, Lore and Stutchbury, Kris (2018). Zambian Education School-based Training (ZEST) Project: Baseline Study, March 2018. The Open University.

Galofré-Vilà, Gregori; Guntupalli, Aravinda; Harris, Bernard and Hinde, Andrew (2018). Climate effects and stature since 1800. Social Science History, 42(4) pp. 763–794.

Galofré-Vilà, Gregori; Hinde, Andrew and Guntupalli, Aravinda Meera (2018). Heights across the Last 2,000 Years in England. In: Hanes, Christopher and Wolcott, Susan eds. Research in Economic History. Research in Economic History, 34. Emerald Publishing Limited, pp. 67–98.

Galway, Karen and Mallon, Sharon (2018). Abortion Ban likely to worsen mental health crisis. The Conversation.

Galway, Karen and Mallon, Sharon (2018). Lady Gaga’s Twitter blunder and why speculating about suicide after a celebrity death is problematic. The Conversation.

Garcia, Rebecca; Ali, Nasreen; Griffiths, Malcolm and Randhawa, Gurch (2018). Understanding the consumption of folic acid during preconception, among Pakistani, Bangladeshi and white British mothers in Luton, UK: a qualitative study. BMC Pregnancy and Childbirth, 18 pp. 1–9.

Gardner-Chloros, Penelope and Secova, Maria (2018). Grammatical change in Paris French: In-situ question words in embedded contexts. Journal of French Language Studies, 28(2) pp. 181–207.

Genoe, M. Rebecca; Liechty, Toni and Marston, Hannah R. (2018). Retirement Transitions among Baby Boomers: Findings from an Online Qualitative Study. Canadian Journal on Aging / La Revue canadienne du vieillissement, 37(4) pp. 450–463.

Genoe, Rebecca; Kulczycki, Cory; Marston, Hannah; Freeman, Shannon; Musselwhite, Charles and Rutherford, Haley (2018). E-Leisure and Older Adults: Findings from an International Exploratory Study. Therapeutic Recreation Journal, 52(1) pp. 1–18.

Giaxoglou, K. and Spilioti, T. (2018). Mediatizing death and suffering: rescripting visual stories of the refugee crisis as distant witnessing and mourning. In: Burger, M.; Thornborrow, J. and Fitzerald, R. eds. Discours des réseaux sociaux: enjeux publics, politiques et médiatiques. De Boeck, pp. 65–92.

Giaxoglou, Korina (2018). #JeSuisCharlie? Hashtags as narrative resources in contexts of ecstatic sharing. Discourse, Context, and Media, 22 pp. 13–20.

Giaxoglou, Korina and Döveling, Katrin (2018). Mediatization of Emotion on Social Media: Forms and Norms in Digital Mourning Practices. Social Media + Society, 4(1) pp. 1–4.

Glover, Alison (2018). Education for Sustainability Leadership: systems, pressures and trends. In: Routes to resilience, Education for Sustainability Leadership Conference, 15-18 Mar 2018, UWC Atlantic College, Wales.

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

Glover, Alison; Harries, Stuart; Lane, Jennifer and Lewis, Sioned (2018). Evaluation of the Early Implementation of the Childcare Offer for Wales. The Welsh Government.

Glover, Alison; Harries, Stuart; Lane, Jennifer and Lewis, Sioned (2018). Alignment of the Childcare Offer for Wales to the Foundation Phase. The Welsh Government.

Glover, Alison; Harries, Stuart; Lane, Jennifer and Lewis, Sioned (2018). Evaluation of the Early Implementation of the Childcare Offer for Wales: Holiday provision. The Welsh Government.

Glover, Alison; Harries, Stuart; Lane, Jennifer and Lewis, Sioned (2018). Evaluation of the Early Implementation of the Childcare Offer for Wales: Communication and Marketing of the Offer. The Welsh Government.

Godsk, Mikkel (2018). Improving STEM Undergraduate Education with Efficient Learning Design. Doctor of Education (EdD) thesis The Open University.

Goodson, Lisa and Tagg, Caroline (2018). Using research vignettes to explore co-production in a large diverse team: implications for research in superdiverse contexts. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Routledge Handbooks. Routledge, pp. 103–117.

Gopinath, Manik (2018). When growing old together means living apart. British Academy, London.

Gopinath, Manik (2018). Thinking about Later Life: Insights from the Capability Approach. Ageing International, 43(2) pp. 254–264.

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

Gordon, Jean and Davis, Roger (2018). The legal context for social work in Scotland. In: Cree, Viviene E. and Smith, Mark eds. Social Work in a Changing Scotland. London and New York: Routledge, pp. 38–46.

Gore, Hannah (2018). Engagement of Learners Undertaking Massive Open Online Courses and the Impact of Design. Doctor of Education (EdD) thesis The Open University.

Grant, Janet (2018). Principles of Curriculum Design. In: Swanwick, Tim; Forrest, Kirsty and O'Brien, Bridget C. eds. Understanding Medical Education: Evidence, Theory, and Practice, Third Edition. John Wiley & Sons, Ltd, pp. 71–88.

Green, Hannelore; Harper, Felicity and Fernández-Toro, Maria (2018). Using screencasts in the teaching of modern languages: investigating the use of Jing® in feedback on written assignments. The Language Learning Journal, 46(3) pp. 277–292.

Grijalva, Ana; Moore, Rhiannon; Reddy, Prudhvikar; Rolleston, Caine and Singh, Renu (2018). Classroom Observation Sub-study, 2017-18: Evidence from India. Young Lives, Oxford, UK.

Grijalva, Ana; Moore, Rhiannon; Reddy, Prudhvikar; Rolleston, Caine and Singh, Renu (2018). Design of the Classroom Observation Sub-study in India, 2017–18. Technical Note 47; Young Lives, Oxford, UK.

Groll, Anne; Bates, Sandi; Saunders, Claire and Smith, Rob (2018). The teacher educator experience: "Guardians of the pedagogy"? In: Bennett, Pete and Smith, Rob eds. Identity and Resistance in Further Education. London: Routledge.

Gulliver, Pauline; Fanslow, Janet; Fleming, Theresa; Lucassen, Mathijs and Dixon, Robyn (2018). Uneven progress in reducing exposure to violence at home for New Zealand adolescents 2001–2012: a nationally representative cross‐sectional survey series. Australian and New Zealand Journal of Public Health, 42(3) pp. 262–268.

Guntupalli, Aravinda and Chakraborty, Suchandrima (2018). Active Ageing Index (AAI) in India: Is the Approach Used in European Countries Applicable to Developing Countries? In: zaidi, Asghar; Harper, Sarah; Howse, Kenneth; Lamura, Giovanni and Perek-Białas, Jolanta eds. Building Evidence for Active Ageing Policies. Singapore: Palgrave Macmillan, pp. 437–463.

Haider, Sharif (2018). ‘Horses for courses’: Conflict management in Social Work. COMPASS, 2018

Halliday, Stuart; Hunter, David J. and McMillan, Laura (2018). Ward staff perceptions of the role of the advanced nurse practitioner in a 'hospital at day' setting. British Journal of Nursing, 27(2) pp. 92–97.

Hamann, Julian; Maesse, Jens; Scholz, Ronny and Angermuller, Johannes (2018). The Academic Dispositif: Towards a Context-Centred Discourse Analysis. In: Scholz, Ronny ed. Quantifying Approaches to Discourse for Social Scientists. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan, pp. 51–87.

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

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

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

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

Hammersley, Martyn (2018). Value-Free Sociology. In: Ritzer, George ed. The Blackwell Encyclopedia of Sociology. John Wiley & Sons, Ltd.

Hann, David (2018). Persuasive language. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Abingdon, Oxfordshire: Routledge, pp. 252–264.

Hauck, Mirjam and Satar, H. Müge (2018). Learning and Teaching Languages in Technology-Mediated Contexts - The Relevance of Social Presence, Co-Presence, Participatory Literacy, and Multimodal Competence. In: Kern, Richard and Develotte, Christine eds. Screens and Scenes: Multimodal communication in online intercultural encounters. Routledge Studies in Language and Intercultural Communication. Oxon: Routledge, pp. 133–157.

Hayward, Louise; Jones, Dylan E.; Waters, Jane; Makara, Kara; Morrison-Love, David; Spencer, Ernest; Barnes, Janine; Davies, Heddwen; Hughes, Sioned; Jones, Christine; Nelson, Sam; Ryder, Nanna; Stacey, David; Wallis, Rachel; Baxter, Jayne; MacBride, George; Bendall, Rachel; Brooks, Siân; Cooze, Angella; Davies, Linda; Denny, Helen; Donaldson, Peter; Lewis, Ishmael; Lloyd, Peter; Maitra, Srabani; Morgan, Catherine; James, Sue Pellew; Samuel-Thomas, Shan; Sharpling, Elaine; Southern, Alex; Stewart, Sarah; Valdera-Gil, Francisco and Wardle, Georgina (2018). Learning about Progression – Informing thinking about a Curriculum for Wales. The University of Glasgow, The University of Wales Trinity Saint David; CAMAU.

Heaney, Caroline (2018). How can we successfully integrate sport psychology into sport and exercise medicine education? BASEM Today, 44 pp. 22–25.

Heaney, Caroline (2018). What do sports medicine professionals working in football need to know about sport psychology? Football Medicine & Performance(26) pp. 18–20.

Hedges, Claire and Zindel, Kirsten (2018). English in Action Value for Money Briefing Note. Cambridge Education and The Open University.

Helleve, Arnfinn; Sandberg, Helena; Berg, Christina; Prell, Hillevi; Ólafsdóttir, Steingerður; Gísladóttir, Elva; Andersen, Morten C.; Jewell, Jo; Breda, João; Marniemi, Annikka; Gabrijelcic, Mojca and Tatlow-Golden, Mimi (2018). Monitoring food marketing to children: A joint Nordic monitoring protocol for marketing of foods and beverages high in fat, salt and sugar (HFSS) towards children and young people. TemaNord, ISSN 0908-6692 ; 2018:504. Copenhagen, Denmark: Nordisk Ministerråd.

Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz (2018). Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’? Literacy, 52(2) pp. 86–94.

Hempel-Jorgensen, Amelia (2018). Why are boys from low-income families more likely to disengage with reading? The British Academy.

Henry, Lucy A,; Messer, David J. and Poloczek, Sebastian (2018). Working memory and intellectual disabilities. In: Packiam Alloway, Tracy ed. Working Memory and Clinical Developmental Disorders: Theories, Debates and Interventions. Routledge, pp. 9–21.

Henwood, Melanie; Larkin, Mary and Milne, Alisoun (2018). Exemplar models and support for older carers and carers of people with dementia: informing commissioning. NHS England, OU and University of Kent.

Henwood, Melanie; Larkin, Mary and Milne, Alisoun (2018). To meaningfully support carers, we must rethink their purpose and contribution. LSE British Politics and Policy.

Hernáiz, Rodrigo (2018). Applications of Text Corpora for the Study of Ancient Languages: Akkadian Sociolinguistics. In: Ancient Digital Hu­man­it­ies Work­shop, 6 Mar 2018, University of Helsinki, Helsinki, Finland.

Hewings, Ann (2018). The relevance of English language studies in higher education. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Routledge Handbooks in English Language Studies. Abingdon: Routledge, pp. 153–167.

Hewings, Ann and Prescott, Lynda (2018). Digital Futures. In: Eaglestone, Robert and Marshall, Gail eds. English: Shared Futures. The English Association: Essays and Studies. Cambridge: Boydell & Brewer Ltd, pp. 100–108.

Higgs, Alison and Hafford-Letchfield, Trish (2018). ‘At What Cost? the Impact of UK Long-term Care Funding Policies on Social Work Practice with Older People’: A Literature Review. Ethics and Social Welfare, 12(3) pp. 229–243.

Hills, Laura; Clarke, Anactoria; Hughes, Jonathan; Butcher, John; Shelton, Isobel and McPherson, Elaine (2018). Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution, its tutors and students. Open Learning: The Journal of Open, Distance and e-Learning, 33(3) pp. 238–349.

Hoggart, Lesley; Walker, Susan; Newton, Victoria and Parker, Mike (2018). Provider-based barriers to provision of intrauterine contraception in general practice. BMJ Sexual & Reproductive Health, 44(2) pp. 82–89.

Holland, Caroline (2018). Communal Living. In: Tetley, Josie; Cox, Nigel; Jack, Kirsten and Witham, Garry eds. Nursing Older People at a Glance. At a Glance (Nursing and Healthcare). Wiley-Blackwell, pp. 96–97.

Holliman, Richard; Davies, Gareth; Ford, Diane; Russell, Mark; Steed, Anthony; Brown, Helen; Pearson, Victoria; Collins, Trevor; Stutchbury, Kris; Squires, Andrew; Scanlon, Eileen; Whitelegg, Liz; Ansine, Janice; Braithwaite, N St.J; Swithenby, Stephen; Dommett, Ellie; Sumner, Janet; Lee, Clare; Kendall, Joe; Green, Penny; Sharp, Damien; Bullivant, Mike; Devine, Peter and Hawthorne, Val (2018). Engaging Opportunities: Connecting young people with contemporary research and researchers. The Open University and the Denbigh Teaching School Alliance, Milton Keynes.

Honorio Neto, F.; Tatlow-Golden, M.; Mulligan, A.; Gavin, B. and McNicholas, F. (2018). Attitudes and reported practice of paediatricians and child psychiatrists regarding the assessment and treatment of ADHD in Ireland. Irish Journal of Psychological Medicine, 35(3) pp. 181–191.

Horsburgh, Jacqueline Janet (2018). A Study of Seven Looked After Primary School Children. Doctor of Education (EdD) thesis The Open University.

Howells, Karen and Lucassen, Mathijs (2018). ‘Post-Olympic Blues’ –The Diminution of Celebrity in Olympic Athletes. Psychology of Sport and Exercise, 37 pp. 67–78.

Hubscher-Davidson, Severine (2018). Keynote: Cognition, Emotion and Creativity in Translating and Interpreting. In: Talking to the World Conference, 17-18 Sep 2018, University of Newcastle.

Hubscher-Davidson, Severine (2018). Invited research seminar: Translating as an intellectual and emotional pursuit. In: Research Seminar Series, Mar 2018, University of Essex.

Hubscher-Davidson, Severine (2018). Invited research seminar: “I learned a thing or two about myself”: How Translators Perceive, Regulate, and Express Emotions in their Work. In: Research Seminar Series, University College London (UCL), Feb 2018.

Hubscher-Davidson, Severine (2018). Literary translation and imaginative resistance. In: TransLit2018 Staging the Literary Translator Conference, 17-19 May 2018, University of Vienna, Austria.

Hubscher-Davidson, Severine (2018). Translation and Cognition. In: Translation and Cognition, Invited Research Seminar, Dec 2018, University of Amsterdam.

Hubscher-Davidson, Severine (2018). Do Translation Professionals Need to Tolerate Ambiguity to be Successful? A Study of the Links between Tolerance of Ambiguity, Emotional Intelligence and Job Satisfaction. In: Lacruz, Isabel and Jääskeläinen, Riitta eds. Innovation and Expansion in Translation Process Research. American Translators Association Scholarly Monograph Series (XVIII). Amsterdam/Philadelphia: John Benjamins, pp. 77–103.

Hubscher-Davidson, Severine E. (2018). Why Donald Trump desperately needs interpreters for his ‘chat’ with Kim. The Conversation.

Hultgren, Anna Kristina (2018). New perspectives on language and gender: From 'indexicality' to 'materiality' in call centres. In: Sociolinguistics Symposium 22, 27-30 Jun.

Hultgren, Anna Kristina (2018). The Englishization of Nordic universities: What do scientists think? European Journal of Language Policy, 10(1) pp. 77–95.

Hultgren, Anna Kristina (2018). Closing keynote: The rise of English as the language for academic publication: On equity, disadvantage and ‘non-nativeness’ as a red herring. In: 4th international conference on Publishing and Presenting Research Internationally: Issues for Speakers of English as an Additional Language, 14/09/2018-16/09/2018, Reykjavik, Iceland.

Hultgren, Anna Kristina (2018). The Drive towards English as a Medium of Instruction in non-English-Dominant European Universities: A Call for Reframing Language Policy and Planning. In: BAAL SIG Language Policy Forum, 31 May - 1 Jun 2018, Sheffield Hallam University.

Ibbotson, Paul (2018). [Book review] Jacqueline Evers-Vermeul and Elena Tribushinina (Eds.), Usage-based approaches to language acquisition and language teaching. First Language, 38(2) pp. 218–221.

Ibbotson, Paul; Hartman, Rose M. and Björkenstam, Kristina Nilsson (2018). Frequency filter: an open access tool for analysing language development. Language, Cognition and Neuroscience, 33(10) pp. 1325–1339.

Ibbotson, Paul; López, Diana G. and McKane, Alan J. (2018). Goldilocks Forgetting in Cross-Situational Learning. Frontiers in Psychology: Cognition, 9, article no. 1301.

Irvine, Linda; Crombie, Iain K.; Swanson, Vivien; Dimova, Elena D.; Melson, Ambrose J.; Fraser, Tracey M.; Barbour, Rosaline; Rice, Peter M. and Allan, Sheila (2018). Design and feasibility testing of a novel group intervention for young women who binge drink in groups. PLOS ONE, 13(3) e0193434.

Jan, Dominique-Alain (2018). Investigating ePortfolios from Teacher Training to the Workplace. Doctor of Education (EdD) thesis The Open University.

Jennings, Stephen (2018). Implementing Communicative Language Teaching: A Case Study of English Language Teaching Reform in a Japanese Science University. Doctor of Education (EdD) thesis The Open University.

Jewitt, Katharine (2018). Evaluation of B205 Exploring Innovation and Entrepreneurship Retention Small-Scale Scholarship Project. The Open University.

Jones, Kerry (2018). Compassionate Clinical Practice: Supporting Men Following Perinatal Death. In: 3rd International Children's Palliative Care Conference, 30 May - 2 Jun 2018, Durban, South Africa, ICPCN.

Jones, Kerry (2018). Advance care planning and dementia: whose decision? In: Advance Care Planning, decision making and agency, 16 May 2018, Centre for Death and Society, University of Bath, UK.

Jones, Kerry and Mallon, Sharon (2018). Suicide and Self-harm - The Challenge for Front line Staff. In: Suicide & Self Harm – The Challenge for Front Line Staff, 21 Jun 2018, UNISON Belfast, Northern Ireland, UK.

Jones, Rebecca (2018). Bisexual ageing: What do we know and why should we care? In: King, Andrew; Almack, Kathryn; Suen, Yiu-Tung and Westwood, Sue eds. Older Lesbian, Gay, Bisexual and Trans People: Minding the knowledge gaps. Abingdon: Routledge, pp. 10–26.

Jones, Rebecca; Almack, Kathryn and Scicluna, Rachael (2018). Older Bisexual People: Implications For Social Work From The ‘Looking Both Ways’ Study. Journal of Gerontological Social Work, 61(3) pp. 334–347.

Kan, Qian and Tang, Jinlan (2018). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 1–28.

Kan, Qian; Owen, Nathaniel and Bax, Stephen (2018). Researching mobile-assisted Chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1) pp. 56–71.

Karamifar, Banafsheh; Stickler, Ursula; Hampel, Regine; Germain-Rutherford, Aline; Hopkins, Joseph; Heiser, Sarah; Ernest, Pauline; Emke, Martina and Pellerin, Martine (2018). Perspectives and trajectories of the language teacher in the 21st century. In: Proceedings WorldCALL 2018 Concepción, 13-16 November, 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile, pp. 51–54.

Kehily, Mary Jane and Montgomery, Heather (2018). Children’s and young people’s cultures. In: Montgomery, Heather and Robb, Martin eds. Children and young people’s worlds. Bristol: Policy Press, pp. 25–40.

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

Kerawalla, Lucinda and Messer, David (2018). Is being a young researcher always a positive learning experience? Interdisciplinary Education and Psychology, 2(2), article no. 5.

Kerawalla, Lucinda and Messer, David J. (2018). What young people report about the personal characteristics needed for social science research after carrying out their own investigations in an after-school club. Educational Studies, 44(3) pp. 326–340.

Khalil, Betul (2018). Teacher Autonomy in Turkish Lower Secondary Schools, in Relation to English Language Teaching: A Mixed Methods Study. Doctor of Philosophy (PhD) thesis The Open University.

Kim, Chae-Young and Montgomery, Heather (2018). Rural children’s work and school education in the context of rapid economic growth in South Korea. International Journal of Sociology and Social Policy, 38(1-2) pp. 165–178.

King, Liz (2018). Link lecturers' views on supporting student nurses who have a learning difficulty in clinical placement. British Journal of Nursing, 27(3) pp. 141–145.

King, Liz (2018). Exploring student nurses’ and their link lecturers' experiences of reasonable adjustments in clinical placement. In: North West London Research Symposium, 27 Sep 2018, Imperial College, London.

King, Liz (2018). Exploring student nurses’ and their link lecturers' experiences of reasonable adjustments in clinical placement. In: Imperial College Healthcare Trust Nursing Conference, 22 Nov 2018, Hammersmith Hospital.

Kirk, John (2018). An Exploratory Study of the Curriculum in Primary School Nurture Groups: From a Pupil, Parent and Practitioner Perspective. Doctor of Education (EdD) thesis The Open University.

Knight, Simon and Littleton, Karen (2018). A Discursive Approach to the Analysis of Epistemic Cognition. Learning, Culture and Social Interaction, 16 pp. 55–69.

Kucirkova, Natalia (2018). How and Why to Read and Create Children's Digital books: A Guide for Primary Practitioners. UCL Press.

Kucirkova, Natalia and Cremin, Teresa (2018). Personalised reading for pleasure with digital libraries: Towards a pedagogy of practice and design. Cambridge Journal of Education, 48(5) pp. 571–589.

Kucirkova, Natalia; Littleton, Karen and Kyparissiadis, Antonios (2018). The influence of children’s gender and age on children’s use of digital media at home. British Journal of Educational Technology, 49(3) pp. 545–559.

Langdown, Ben; Burnett, Stephen; Jones, Nicholas and Coughlan, Daniel (2018). Practice And Tournament Volumes Of Young Golfers In Regional And National Squads. In: World Scientific Congress of Golf, 11-13 Jul 2018, Abbottsford, BC, Canada.

Lanvers, Ursula and Hultgren, Anna Kristina (2018). The Englishization of European education: Foreword. European Journal of Language Policy, 10(1) pp. 1–11.

Lanvers, Ursula and Hultgren, Anna Kristina (2018). The Englishization of European education: Concluding remarks. European Journal of Language Policy, 10(1) pp. 147–152.

Larkin, Mary; Henwood, Melanie and Milne, Alisoun (2018). Exemplar models and support for older carers and carers of people with dementia: informing commissioning: Executive Summary. NHS England.

Larkin, Mary (2018). Understanding the needs of caring experienced learners. In: Supporting the Supporters- Caring Experienced Learners, 17 Apr 2018, Milton Keynes.

Larkin, Mary (2018). Maximising the potential of carer research and knowledge. In: Maximising the potential of carer research and knowledge, Workshop, 19 Jun 2018.

Larkin, Mary (2018). The legacies of caring. In: ‘Life After Care’, 18 Jun 2018.

Larkin, Mary (2018). Carer resilience: ways forward for evidence-based policy and practice. In: Carers New South Wales Biennial Conference, 11-12 Oct 2018, Sydney Australia.

Larkin, Mary and Hudson, Gayle (2018). Care and caring network@OU news bulletin 2018. The Open University.

Lee, Clare and Richings, Lorraine (2018). Area 1: An Overview of Evidence for the National Approach to Professional Learning in Education. Welsh Government, Cardiff.

Lee, Clare (2018). [Book Review] Thinking Collaboratively: Learning in a Community of Inquiry by D. Randy Garrison. Journal of Interactive Media in Education, 2018(1), article no. 14.

Lee, Clare and Johnston-Wilder, Sue (2018). Getting into and staying in the Growth Zone. NRICH.

Lee, Clare; Johnston-Wilder, Sue; Pardoe, Steve; Baker, Janet; Heshmati, Holly and Nyama, Joyce (2018). Mathematical Resilience Workshop. In: British Congress for Mathematics Education 9, 3-6 Apr 2018, Warwick.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2018). Creating a corpus of social workers’ writing: Methodological challenges, representational issues and analytical concerns. In: 4th Corpora and Discourse International Conference, 22-24 Jun 2018, Lancaster University.

Li, Chenxi (Cecilia) and Lewis, Tim (2018). Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework. International Journal of Computer-Assisted Language Learning and Teaching, 8(3) pp. 50–72.

Lillis, Theresa and Curry, Mary Jane (2018). Trajectories of knowledge and desire: Multilingual women scholars researching and writing in academia. Journal of English for Academic Purposes, 32 pp. 53–66.

Lillis, Theresa; McMullan, Jenny and Tuck, Jackie (2018). Gender and academic writing. Journal of English for Academic Purposes, 32 pp. 1–8.

Lindsay, Hilary; Kerawalla, Lucinda and Floyd, Alan (2018). Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education, 43(12) pp. 2321–2335.

Lingam-Willgoss, Candice (2018). Maintaining positive mental health throughout sporting transitions: A case study of elite sporting females. In: Competing in the Dark – Mental Health in Sport, 21 Mar 2018, Open University, Milton Keynes.

Lingam-Willgoss, Candice (2018). How elite athletes balance motherhood and elite level sport. In: BPS DSEP 2018 Conference, 3-4 Dec 2018, Belfast.

Littlemore, Jeannette and Tagg, Caroline (2018). Metonymy and Text Messaging: A Framework for Understanding Creative Uses of Metonymy. Applied Linguistics, 39(4) pp. 481–507.

Lloyd, C. E.; Nouwen, A.; Sartorius, N.; Ahmed, H. U.; Alvarez, A.; Bahendeka, S.; Basangwa, D.; Boborov, A. E.; Boden, S.; Bulgari, V.; Burti, L.; Chaturvedi, S. K.; Cimino, L. C.; Gaebel, W.; de Girolamo, G.; Gondek, T. M.; Guinzbourg de Braude, M.; Guntupalli, A.; Heinze, M. G.; Ji, L.; Hong, X.; Khan, A.; Kiejna, A.; Kokoszka, A.; Kamala, T.; Lalic, N. M.; Lecic Tosevski, D.; Mankovsky, B.; Li, M.; Musau, A.; Mussig, K.; Ndetei, D.; Rabbani, G.; Srikanta, S. S.; Starostina, E. G.; Shevchuk, M.; Taj, R.; Vukovic, O.; Wolwer, W. and Xin, Y. (2018). Prevalence and correlates of depressive disorders in people with Type 2 diabetes: results from the International Prevalence and Treatment of Diabetes and Depression (INTERPRET‐DD) study, a collaborative study carried out in 14 countries. Diabetic Medicine, 35(6) pp. 760–769.

Lloyd, C. E.; Wilson, A.; Holt, R. I. G.; Whicher, C. and Kar, P. (2018). Language matters: a UK perspective. Diabetic Medicine, 35(12) pp. 1635–1641.

Lombardo, Chiara; Van Bortel, Tine; Wagner, Adam P; Kaminskiy, Emma; Wilson, Ceri; Krishnamoorthy, Theeba; Rae, Sarah; Rouse, Lorna; Jones, Peter Brian and Kar Ray, Manaan (2018). PROGRESS: the PROMISE governance framework to decrease coercion in mental healthcare. BMJ Open Quality, 7(3), article no. e000332.

Lucassen, Mathijs; Samra, Rajvinder; Iacovides, Ioanna; Fleming, Theresa; Shepherd, Matthew; Stasiak, Karolina and Wallace, Louise (2018). How LGBT+ Young People Use the Internet in Relation to Their Mental Health and Envisage the Use of e-Therapy: Exploratory Study. JMIR Serious Games, 6(4), article no. e11249.

Ma, Yuan Ying; Wallace, Louise L.; Qiu, Li Qian; Kosmala-Anderson, Joanna and Bartle, Naomi (2018). A randomised controlled trial of the effectiveness of a breastfeeding training DVD on improving breastfeeding knowledge and confidence among healthcare professionals in China. BMC pregnancy and childbirth, 18(1), article no. 80.

MacKian, Sara (2018). Spiritual transformations. In: Bartolini, Nadia; MacKian, Sara and Pile, Steve eds. Spaces of Spirituality. Routledge, pp. 199–203.

Maguire, Roma; Kotronoulas, Grigorios; Donnan, Peter T; Paterson, Catherine; McCann, Lisa; Connaghan, John; Di Domenico, David G. G. and Kearney, Nora (2018). Development and preliminary testing of a brief clinical tool to enable daily monitoring of chemotherapy toxicity: The Daily Chemotherapy Toxicity self-Assessment Questionnaire. European journal of cancer care, 27(6), article no. e12890.

Mallon, Sharon (2018). Precarious Lives: An Exploration of the Politics of Female Death by Suicide. In: Centre for Death & Society (CDAS) Conference 2018: The Politics of Death, 9 Jun 2018, Bath.

Márquez Reiter, R. and Orthaber, S. (2018). Exploring the moral compass: denunciations in a Facebook carpool group. Internet Pragmatics, 1(2) pp. 241–270.

Marr, Elizabeth (2018). Adult Learning, Social Mobility and Social Justice: A view from the UK. Making Room for Adults, 2018(5) pp. 61–79.

Marr, Liz and Butcher, John (2018). Learning Through Life Revisited: The Role of Policy in Enhancing Social Mobility Through Access to Part-Time Study. In: Billingham, Stuart ed. Access to Success and Social Mobility through Higher Education: A Curate's Egg. Great Debates in Higher Education. Rotterdam: Emerald Books, pp. 51–65.

McCartney, Kieran (2018). Mobile Technology for Differentiated Learning and Assessment: A systematic review of empirical studies. The Open University.

Mccready, John Edward (2018). Using Technology to Overcome Barriers to the Accreditation of Prior Experiential Learning (APEL). Doctor of Education (EdD) thesis The Open University.

McGrath, Simon; Alla-Mensah, Joyceline and Langthaler, Margarita (2018). Skills for decent work, life and sustainable development: Vocational education and the sustainable development goals. Austrian Foundation for Development Research.

McInally, Wendy (2018). Malignant Melanoma: How Do We Meet the Needs of Young People and Their Families? Comprehensive Child and Adolescent Nursing, 41(1) pp. 5–8.

McKendry, Stephanie; Marr, Liz and Butcher, John (2018). Editorial - Writing Together: Practitioners, Academics and Policy Makers. Widening Participation and Lifelong Learning, 20(3) pp. 1–6.

Messer, David and Nash, Gilly (2018). An evaluation of the effectiveness of a computer-assisted reading intervention. Journal of Research in Reading, 41(1) pp. 140–158.

Messer, David (2018). Work placements at 14-15 years and employability skills. Education + Training, 60(1) pp. 16–26.

Messer, David; Bernardi, Marialivia; Botting, Nicola; Hill, Elisabeth L.; Nash, Gilly; Leonard, Hayley C. and Henry, Lucy A. (2018). An Exploration of the Factor Structure of Executive Functioning in Children. Frontiers in Psychology: Cognition, 9, article no. 1179.

Messer, David; Thomas, Lucy; Holliman, Andrew and Kucirkova, Natalia (2018). Evaluating the effectiveness of an educational programming intervention on children’s mathematics skills, spatial awareness and working memory. Education and Information Technologies, 23(6) pp. 2879–2888.

Minocha, Shailey; Tudor, Ana-Despina; Banks, Duncan; Holland, Caroline; McNulty, Catherine; Ail, Rohit; Palmer, Jane and Bowering, Sue (2018). Role Of Digital Health Wearables In The Wellbeing And Quality Of Life Of Older People And Carers. In: Knowledge Exchange Seminar Series (KESS): Using Technology in Social Care, 14 Mar 2018, Belfast.

Monaghan, Frank (2018). Unforgetting Hillsborough: researching memorialisation. In: X-Scapes: 10th Linguistic Landscapes Workshop, 02-04 May 2018, University of Bern, Switzerland, p. 1.

Monaghan, Frank (2018). EAL and Mathematics. In: Bilingualism in Education Induction Day, 21 Sep 2018, Birmingham University, School of Education.

Montgomery, Heather (2018). [Book Review] Oscar Wilde and the Cultures of Childhood. Childhood in the Past, 11(2) pp. 130–132.

Montgomery, Heather (2018). Children and Sex Tourism: The Case of Thailand. In: Gmelch, Sharon and Kaul, Adam eds. Tourists and Tourism: A Reader. Waveland Press, pp. 281–293.

Montgomery, Heather (2018). Children’s rights and cultural relativism. In: Montgomery, Heather and Robb, Martin eds. Children and young people’s worlds. Bristol: Policy Press, pp. 57–72.

Montgomery, Heather (2018). Inequality and the social and cultural capital of childhood and youth. In: Montgomery, Heather and Robb, Martin eds. Children and young people’s worlds. Bristol: Policy Press, pp. 73–88.

Montgomery, Heather and Tatlow-Golden, Mimi (2018). Reconciling Childhood and Youth Studies and developmental psychology. In: Montgomery, Heather and Robb, Martin eds. Children and young people's worlds. Bristol: Policy Press, pp. 7–24.

Moore, Rhiannon and Rossiter, Jack (2018). Young Lives School Surveys, 2016-17. The Design and Development of Teacher Measures in Ethiopia, India and Vietnam. Technical Note 44; Young Lives, Oxford, UK.

Morgana, Valentina (2018). The IPAD and the Development of Speaking and Writing in the Secondary EFL Classroom. Doctor of Education (EdD) thesis The Open University.

Morgana, Valentina and Shrestha, Prithvi N. (2018). Investigating Students’ and Teachers’ Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 29–49.

Muller, Theron (2018). An Exploration of the Experiences of Japan-Based English Language Teachers Writing for Academic Publication. Doctor of Philosophy (PhD) thesis The Open University.

Murray, J; Teszenyi, Eleonora; Nagy Varga, A; Pálfi, Sándor; Tajiyeva, M and Iskakova, A (2018). Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses. Early Child Development and Care, 188(5) pp. 594–612.

Musgrave, Jackie (2018). The role of practitioners in supporting children's health and wellbeing. Parenta(41) pp. 12–13.

Musgrave, Jackie (2018). Supporting Children's Health and Wellbeing Masterclass Interview. In: Brodie, Kathy ed. Interviews from the SAGE Early Years Masterclass 2018. London: Sage, pp. 52–62.

Nao, Marion (2018). [Book Review] Musolff, Andreas & Jörg Zinken (eds.) (2015, pb). Metaphor and Discourse. Journal of Language and Politics, 17(4) pp. 573–575.

Newton, Victoria and Hoggart, Lesley (2018). Aide Memoire: 10 tips for discussing IUC. The Open University.

O'Hagan, Lauren (2018). Clean nails are the mark of a well brought-up girl”: Exploring Gender in a Post-Edwardian Girls’ School Exercise Book. Women's Studies, 47(8) pp. 765–790.

O'Reilly, Michelle; Adams, Sarah; Whiteman, Natasha; Hughes, Jason; Reilly, Paul and Dogra, Nisha (2018). Whose Responsibility is Adolescent's Mental Health in the UK? Perspectives of Key Stakeholders. School Mental Health, 10(4) pp. 450–461.

Oakley, Ben and Twitchen, Alex (2018). How might online distance learning contribute to coach development. Applied Coaching Research Journal, 2 pp. 24–31.

Oates, John; Gervai, Judit; Danis, Ildiko; Lakatos, Krisztina and Davies, John (2018). Validation of the Mothers’ Object Relations Scales Short-form (MORS-SF). Journal of Prenatal and Perinatal Psychology and Health, 33(1) pp. 38–50.

Ohagan, Lauren (2018). The Dip Pen as a Source of Social Distinction in Victorian Britain. History of Retailing and Consumption, 4(3) pp. 187–216.

Ohagan, Lauren (2018). The Evolution of Prize Bindings 1870-1940: Their Design and Typography. The Book Collector (Early access).

Okada, Alexandra and De Liddo, Anna (2018). LiteMap Outreach and Usage by Brazilian Universities. Open University KMI.

Okada, Alexandra and Sherborne, Tony (2018). Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil. Journal of Interactive Media In Education, 1(18) pp. 1–15.

Okada, Alexandra and Whitelock, Denise (2018). Responsible Research and Innovation with data science: a novel approach to evaluate trust of the European TeSLA system. In: 6th International Conference on Human-Agent Interaction, 15-18 Dec 2018, Southampton.

Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris (2018). Student acceptance of online assessment with e-authentication in the UK. In: 20th International Conference Technology Enhanced Assessment (TEA 2017): Revised Selected Papers, Communications in Computer and Information Science, pp. 109–122.

Oliveira, Helio and Angermuller, Johannes (2018). O discurso como prática social: Entrevista com o prof. Johannes Angermuller. Fórum Linguístico, 15(4) pp. 3457–3461.

Orrnert, Anna (2018). Evidence on inequalities in Rwanda. In K4D Helpdesk Report Institute of Development Studies, Brighton, UK.

Orrnert, Anna (2018). Links between education and child labour. In K4D Helpdesk Report Knowledge, Evidence and Learning for Development, Institute for Development Studies.

Orrnert, Anna (2018). Impact of education interventions for working children. In K4D Helpdesk Report Institute of Development Studies, Brighton, UK.

Orrnert, Anna (2018). Youth initiatives: supporting citizen engagement with government and civic life. Governance and Social Development Resource Centre, University of Birmingham.

Owen, Nathaniel (2018). Test Specifications. In: Liontas, John I. (Editor-in-Chief) ed. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc., pp. 1–6.

Owton, Helen (2018). Sorry. Journal of Poetry Therapy, 31(1) pp. 68–69.

O’Reilly, Michelle; Svirydzenka, Nadzeya; Adams, Sarah and Dogra, Nisha (2018). Review of mental health promotion interventions in schools. Social Psychiatry and Psychiatric Epidemiology, 53(7) pp. 647–662.

Panganayi, Mupenyu Felix (2018). Developing Metacognitive Skills in Secondary School Students. Doctor of Education (EdD) thesis The Open University.

Pappas, Yannis; Všetečková, Jitka; Poduval, Shoba; Tseng, Pei Ching and Car, Josip (2018). Computer-Assisted versus Oral-and-Written History Taking for the Prevention and Management of Cardiovascular Disease: a Systematic Review of the Literature. Acta Medica, 60(3) pp. 97–107.

Paterson, Laura (2018). “You can just give those documents to myself’: Untriggered reflexive pronouns in 21st century spoken British English. In: Brezina, Vaclav; Love, Robbie and Aijmer, Karin eds. Corpus Approaches to Contemporary British Speech. Sociolinguistic Studies of the Spoken (BNC2014). Abingdon: Routledge.

Paterson, Laura L. and Coffey-Glover, Laura (2018). Discourses of marriage in same-sex marriage debates in the UK press 2011-2014. Journal of Language and Sexuality, 7(2) pp. 175–204.

Paterson, Laura L. and Gregory, Ian N. (2018). Representations of Poverty and Place: Using Geographical Text Analysis to Understand Discourse. Basingstoke: Palgrave.

Patiño-Santos, A. and Márquez Reiter, R. (2018). Banal interculturalism. Latin Americans in Elephant & Castle. Language and Intercultural Communication, 19(3) pp. 227–241.

Pearl, Richard; Williams, Helen Myfanwy; Williams, Lynn; Brown, Ken; Brown, Brenda; Hollington, Lee; Gruffydd, Mari; Jones, Roy; Yorke, Stephen and Statham, Gwyneth (2018). Service user and carer feedback: simply pass/fail or a genuine learning tool? Social Work Education, 37(5) pp. 553–564.

Pekkola, Maarit and Garbrah, William (2018). Social support experiences of breast cancer patients. JAMK Journal of Health and Social Studies e72-e79.

Pérez Cavana, Maria Luisa and Lowe, Sue (2018). More than a tool: integrating the ‘teacher voice’ into an ePortfolio using the Three-layered PDP model. The International Journal for Recording, Achievement, Planning and Portfolios (RAPPORT), 3(1) pp. 24–40.

Perkins, Helen; Edwards, Tracey and O'Sullivan, June (2018). Men in Childcare: Does it matter to children, what do they say? (Stage 2). London Early Years Foundation and University of Wolverhampton.

Pike, Graham and Gore, Hannah (2018). The Challenges of Massive Open Online Courses (MOOCs). In: Baxter, Jacqueline; Callaghan, George and McAvoy, Jean eds. Creativity and Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy. Palgrave Macmillan, pp. 149–168.

Pile, Steve; Bartolini, Nadia and MacKian, Sara (2018). Talking with the dead: spirit mediumship, affect and embodiment in Stoke-on-Trent. Transactions of the Institute of British Geographers, 43(2) pp. 170–183.

Piovani, Daniele (2018). Determinants Of Drug Utilisation During Childhood. Doctor of Philosophy (PhD) thesis The Open University.

Pita Costa, João; Stopar, Luka; Fuart, Flavio; Grobelnik, Marko; Santanam, Raghu; Sun, Chenlu; Carlin, Paul; Black, Michaela and Wallace, Jonathan (2018). Text mining MEDLINE to support public health. In: SiKDD 2018: Conference on Data Mining and Data Warehouses, 11 Oct 2018, Ljubljana.

Power, T. J. M. P. and Hedges, C. L. (2018). English in Action School-Based Teachers Development - Body of Evidence. English in Aid (EIA); Open University.

Prowle, Alison and Musgrave, Jackie (2018). Utilising strengths in families and communities to support children’s learning and wellbeing. In: Cheeseman, Sandra and Walker, Rosie eds. Pedagogies for Leading Practice. Thinking About Pedagogy in Early Childhood Education. London: Routledge.

Rahman, Mijanur; Guntupalli, Aravinda Meera and Byles, Julie E. (2018). Socio-demographic differences of disability prevalence among the population aged 60 years and over in Bangladesh. Asian Population Studies, 14(1) pp. 77–95.

Rai, Lucy (2018). How to Get Published in a Peer Reviewed Journal: Reflections on Panel Discussion at the International Council for Open and Distance Education: World Conference on Online Learning 16–19th October 2017, Toronto, Canada. Open Learning: The Journal of Open, Distance and e-Learning, 33(1) pp. 70–74.

Reeve, Fiona and Gallacher, Jim (2018). Is there a higher level skills gap that colleges can fill? In: Gallacher, Jim and Reeve, Fiona eds. New Frontiers for College Education: International Perspectives. Abingdon, UK: Routledge, pp. 120–136.

Reichinger, Andreas; Garcia Carrizosa, Helena; Wood, Joanna; Schröder, Svenja; Löw, Christian; Luidolt, Laura Rosalia; Schimkowitsch, Maria; Fuhrmann, Anton; Maierhofer, Stefan and Purgathofer, Werner (2018). Pictures in Your Mind: Using Interactive Gesture-Controlled Reliefs to Explore Art. ACM Transactions on Accessible Computing, 11(1), article no. 2.

Robb, Martin; Featherstone, Brid; Ruxton, Sandy and Ward, Michael R.M. (2018). Family relationships and troubled masculinities: the experience of young men in contact with care and welfare services. In: O'Dell, Lindsay; Brownlow, Charlotte and Bertilsdotter-Rosqvist, Hanna eds. Different Childhoods: Non/Normative Development and Transgressive Trajectories. Abingdon, Oxfordshire: Routledge, pp. 72–84.

Robb, Martin and Ruxton, Sandy (2018). Young men and gender identity. In: Montgomery, Heather and Robb, Martin eds. Children and young people’s worlds. Bristol: Policy Press, pp. 141–156.

Roberts, Jane and McLachlan, Jill (2018). Integrated and situated academic development for all categories of staff: lessons for constructive alignment from an HEA-accredited Continuing Professional Development scheme. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 13(1) pp. 49–73.

Rocha, Ana Karine Loula Torres; Rocha, Ana Beatriz L. T. and Okada, Alexandra (2018). Rubric to Assess Evidence-Based Dialogue of Socio-Scientific Issues with LiteMap. In: Technology Enhanced Assessment 20th International Conference, TEA 2017: Revised Selected Papers (Ras, Eric and Guerrero Roldán, Ana Elena eds.), Communications in Computer and Information Science, Springer, Cham, pp. 137–149.

Rogers, Justin (2018). Preserving and memorialising relationships: exploring young people’s experiences of foster care through the lens of social capital. Adoption & Fostering, 42(2) pp. 176–188.

Rogers, Justin; Carr, Sam and Hickman, Caroline (2018). Mutual benefits: The lessons learned from a community based participatory research project with unaccompanied asylum-seeking children and foster carers. Children and Youth Services Review, 92 pp. 105–113.

Rolleston, Caine and Moore, Rhiannon (2018). Young Lives School Survey, 2016-17: Value-added Analysis in India. Young Lives, Oxford, UK.

Rosell-Aguilar, Fernando (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8) pp. 854–881.

Rosell-Aguilar, Fernando (2018). Twitter: A Professional Development and Community of Practice Tool for Teachers. Journal of Interactive Media in Education, 1, article no. 6.

Rosell-Aguilar, Fernando (2018). Twitter as a formal and informal language learning tool: from potential to evidence. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 99–106.

Rossade, Klaus-Dieter (2018). Benno von Wiese. In: Kraus, Hans-Christof ed. Neue Deutsche Biographie. 27 Auftrag der Historischen Kommission bei der Bayerischen Akademie der Wissenschaften von Hans-Christof Kraus. Berlin: Duncker & Humblot.

Rossiter, Jack; Woodhead, Martin; Rolleston, Caine and Moore, Rhiannon (2018). Delivering on Every Child’s Right to Basic Skills, Summative Report. Young Lives, Oxford.

Ruxton, Sandy; Robb, Martin; Featherstone, Brigid and Ward, Michael (2018). Beyond Male Role Models: Gender Identities and Work with Young Men in the UK. In: Kulkarni, Mangesh and Jain, Rimjhim eds. Global Masculinities: Interrogations and Reconstructions. India: Routledge.

Ryan, Gemma (2018). Introduction to positivism, interpretivism and critical theory. Nurse Researcher, 25(4) pp. 41–49.

Ryan, Gemma S and Cornock, Marc (2018). Awareness into Action (A2A): a tool for making decisions about professionalism on social media. In: 2nd Digital Health and Wellbeing Conference, 1-3 May 2018, Open University, Milton Keynes.

Ryan, Gemma S and Sfar-Gandoura, Hanah (2018). Disseminating Research Information through Facebook and Twitter (DRIFT): presenting an evidence based framework. Nurse Researcher, 26(1), article no. e1562.

Ryan, Gemma Sinead (2018). Professionalism in Social Media: The 3Cs rule. In: RCN International Research Conference, 16-18 Apr 2018, University of Birmingham Medical School.

Safford, Kimberly (2018). Primary education: how and why to compare? In: Safford, Kimberly and Chamberlain, Liz eds. Learning and Teaching Around the World: Comparative and International Studies in Primary Education. London: Routledge, pp. 9–19.

Sah, Pramod Kumar and Li, Guofang (2018). English Medium Instruction (EMI) as Linguistic Capital in Nepal: Promises and Realities. International Multilingual Research Journal, 12(2) pp. 109–123.

Samardzhiev, Krasen; Gargett, Andrew and Bollegala, Danushka (2018). Learning Neural Word Salience Scores. In: Proceedings of the Seventh Joint Conference on Lexical and Computational Semantics, 5-6 Jun 2018, New Orleans, LA, USA, Association for Computational Linguistics, pp. 33–42.

Sampurna, Jessica; Kukulska-Hulme, Agnes and Stickler, Ursula (2018). Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 73–90.

Samra, Rajvinder (2018). Empathy and Burnout in medicine – acknowledging risks and opportunities. Journal of General Internal Medicine, 33(7) pp. 991–993.

Samra, Rajvinder (2018). Brief history of burnout. BMJ, 363, article no. k5268.

Sánchez Moreano, Santiago (2018). Negociación de posicionamientos sociales (stances) a través del debilitamiento del fonema /s/ en el español hablado por los quichuas ecuatorianos en Cali (Colombia)

[Negotiating social positions (stances) through the phoneme /s/ reduction in the Spanish spoken by Ecuadorian Quichuas in Cali (Colombia)]. Pragmática Sociocultural / Sociocultural Pragmatics, 6(1) pp. 33–70.

Sánchez Moreano, Santiago (2018). Reseña de Palacios, Azucena. 2017. Variación y cambio lingüístico en situaciones de contacto. Madrid / Frankfurt: Iberoamericana / Vervuert. Estudios de Lingüística del Español, 39(1) pp. 439–456.

Scott, David S. (2018). The confidence delusion: A sociological exploration of participants’ confidence in sport-for-development. International Review for the Sociology of Sport, 55(4) pp. 383–398.

Seale, Jane; Garcia-Carrizosa, Helena; Rix, Jonty; Sheehy, Kieron and Hayhoe, Simon (2018). A proposal for a unified framework for the design of technologies for people with learning difficulties. Technology and Disability, 30(1-2) pp. 25–40.

Seargeant, Philip (2018). The idea of English. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Routledge.

Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen (2018). An introduction to English language studies. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Routledge Handbooks in English Language Studies. London: Routledge, pp. 1–12.

Seargeant, Philip and Tagg, Caroline (2018). Critical digital literacy education in the ‘fake news’ era. In: Reedy, Katharine and Parker, Jo eds. Digital Literacy Unpacked. London: Facet Publishing.

Secova, Maria; Gardner-Chloros, Penelope and Atangana, Frédérique (2018). "Il parle normal, il parle comme nous": self-reported usage and attitudes in a banlieue. Journal of French Language Studies, 28(2) pp. 235–263.

Secova, Maria (2018). Direct speech, subjectivity and speaker positioning in London English and Paris French. In: Beeching, Kate; Ghezzi, Chiara and Molinelli, Piera eds. Positioning the Self and Others: Linguistic perspectives. Pragmatics & Beyond New Series (292). John Benjamins, pp. 155–175.

Seddon, Diane; Cavaye, Joyce; Miller, Emma and Williamson, Don (2018). Opportunities to co-create and deliver short breaks: integrating research and practice. In: Opportuntities and Co-Creation: International short Breaks Association 2018, 8-11 Oct 2018, Reykjavik, Iceland.

Serarols, Jordi; Gonzalez, Jordi; Welton, Nicola; Stewart, Sarah; Pauwells, Ellen; Runfola, Caterina; Mara, Elena Lucia and Mara, Daniel (2018). Equity in Education: A New Definition from a European Perspective. ACTA Universitatis Lucian Blaga, 2018(1) pp. 224–232.

Shan, Liran Christine; McCafferty, Claire; Tatlow-Golden, Mimi; O'Rourke, Claire; Mooney, Robert; Livingstone, Barbara; Pourshahidi, Kirsty; Corish, Clare; Kearney, John; Wall, Patrick and Murrin, Celine (2018). Is it still a real treat? Adults' treat provision to children. Appetite, 130 pp. 228–235.

Shi, Lijing and Stickler, Ursula (2018). Interaction patterns in synchronous Chinese tutorials. Innovation in Language Learning and Teaching, 12(1) pp. 6–23.

Showunmi, Victoria and Fox, Alison (2018). Exploring research methods for educational leadership. Management in Education, 32(1) pp. 3–5.

Shrestha, Prithvi (2018). Assessing with an attitude: tutor assessment feedback on business students’ academic writing. In: 28th European Systemic Functional Linguistics Conference: Systemic Functional Linguistics on Language, Specialised Knowledge and Literacy, 5-7 Jul 2018, University of Pavia, Italy, European Systemic Functional Linguistics Association.

Shrestha, Prithvi (2018). English language examination reform: International trends and a framework for Nepal. In: Hayes, David ed. English Language Teaching in Nepal: Research, Reflection and Practice. Kathmandu: British Council, pp. 37–57.

Simons, Joan; Beaumont, Kythe and Holland, Lesley (2018). What factors promote student resilience on a level 1 distance learning module? Open Learning: The Journal of Open, Distance and e-learning, 33(1) pp. 4–17.

Simons, Joan; Dalton, Glenda and Savory, Clive (2018). Exploring the use of Activity Monitors with young people who have CFS/ME: a pilot study. In: Digital Health and Wellbeing Conference, 1-3 May 2018, The Open University.

Simons, Joan and Leverett, Stephen (2018). Graduates perceptions of success in online study: what makes a difference? In: Global Online Summit, 16-18 Oct 2018, Toronto.

Singh, Jaspal and Bartlett, Tom (2018). Negotiating sustainability across scales: Community organizing in the Outer Hebrides. AILA Review, 30 pp. 50–71.

Solly, Michael and Woodward, Clare (2018). Using Mediated Authentic Video as a potential innovative solution for training at scale: a view from Bangladesh. In: Kuchah, Kuchah and Shamin, Fauzia eds. Intenational Perspectives on Teaching English in Difficult Circumstances: Contexts, Challenges and Possibilities. International Perspectives on English Language Teaching. UK: Palgrave Macmillan, pp. 221–242.

Stevenson, Jacqui; Keogh, Peter; Smith, John and West, Elizabeth (2018). Reaching the Right People: Reflexive Practice to Support Effective Recruitment, Participation, and Engagement in Research With Communities Affected by Stigma. International Journal of Qualitative Methods, 17 pp. 1–7.

Stewart, Sarah (2018). International Perspectives on Equity. In: British Education Studies Association 14th Annual International Conference, 27-29 Jun 2018, University of Bolton.

Stewart, Sarah (2018). Pennod 9 - Chwarae a Chreadigrwydd. In: Ryder, Nanna ed. Cefnogi Pob Plentyn. Carmarthen: Ganolfan Peniarth, pp. 79–88.

Stewart, Sarah and Ryder, Nanna (2018). Pennod 8 - Tu Hwnt i’r Dosbarth. In: Ryder, Nanna ed. Cefnogi Pob Plentyn. Carmarthen: Ganolfan Peniarth, pp. 68–78.

Stylianidou, Fani; Glauert, Esme; Rossis, Dimitris; Compton, Ashley; Cremin, Teresa; Craft, Anna and Havu-Nututinen, Sari (2018). Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project. European Journal of STEM Education, 3(3), article no. 15.

Sutton, Cordelia (2018). What Counts as Happiness for Young People in the Second Decade of the 21st Century? An Exploration. Doctor of Philosophy (PhD) thesis The Open University.

Szabo, Csaba Z (2018). [Book review] How vocabulary is learned. System, 74 pp. 220–222.

Tagg, Caroline and Lyons, Agnieszka (2018). Mobile messaging by migrant micro-entrepreneurs in contexts of superdiversity. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Routledge Handbooks. Routledge, pp. 312–328.

Tait, Alan (2018). Open Universities: the next phase. Asian Association of Open Universities Journal, 13(1) pp. 13–23.

Tatlow-Golden, M.; Twiner, A.; Hollywood, L.; Hennessy, E. and Dean, M. (2018). “They were saying it was delicious”: Very young children’s understanding of food advertising. In: 2nd Digital Health and Wellbeing Conference, 1-3 May 2018, Open University, Milton Keynes.

Tatlow-Golden, Mimi (2018). Food in children and young people’s lives: ambiguous agency and contested moralities. In: Montgomery, Heather and Robb, Martin eds. Children and young people's worlds. Bristol: Policy Press.

Tauber-Gilmore, Marcelle; Norton, Christine; Procter, Sue; Murrells, Trevor; Addis, Gulen; Baillie, Lesley; Velasco, Pauline; Athwal, Preet; Kayani, Saeema and Zahran, Zainab (2018). Development of tools to measure dignity for older people in acute hospitals. Journal of Clinical Nursing, 27(19-20) pp. 3706–3718.

Teggi, Diana (2018). Unexpected death in ill old age: An analysis of disadvantaged dying in the English old population. Social Science & Medicine, 217 pp. 112–120.

Teggi, Diana (2018). A new materialist approach to ethnography. In: The Fourth Annual Qualitative Research Symposium, 31 Jan 2018, University of Bath.

Tetlow, Sion (2018). Unruly School Spaces: An Ethnographic Exploration of Year 8 Students Experiences Of Space, Gender and Well-Being in a South Wales Secondary School. Doctor of Philosophy (PhD) thesis The Open University.

Therova, Dana (2018). What Difference Does One Academic Year Make? Features And Development Of International Foundation Students’ Academic Lexis In Assessed Writing At A UK University. Master of Research (MRes) thesis The Open University.

Therova, Dana (2018). Factors impacting the usage of international foundation students’ academic vocabulary in assessed writing. In: 9th Inter-Varietal Applied Corpus Studies International Biennial Conference, 13-15 Jun 2018, University of Malta.

Tuck, Jackie (2018). "I'm nobody's Mum in this university": The gendering of work around student writing in UK higher education. Journal of English for Academic Purposes, 32 pp. 32–41.

Turner, Wendy (2018). Health literacy in the lives of young people (16-19 years) in England: a participatory study (2018). Doctor of Philosophy (PhD) thesis The University of Northampton.

Turner, Georgina; Mills, Sara; van der Bom, Isabelle; Coffey-Glover, Laura; Paterson, Laura L and Jones, Lucy (2018). Opposition as victimhood in newspaper debates about same-sex marriage. Discourse and Society, 29(2) pp. 180–197.

Utter, Jennifer; Denny, Simon; Lucassen, Mathijs and Dyson, Ben (2018). Who is teaching the kids to cook? Results from a nationally representative survey of secondary school students in New Zealand. International Journal of Adolescent Medicine and Health, 30(3), article no. 20160064.

Vallely, Kat Sarah Anne and Gibson, Poppy (2018). Effectively Engaging Students on their Devices with the use of Mentimeter. Compass: Journal of Learning and Teaching, 11(2)

van der Bom, Isabelle; Paterson, Laura L; Peplow, David and Grainger, Karen (2018). ‘It’s not the fact they claim benefits but their useless, lazy, drug taking lifestyles we despise’: Analysing audience responses to Benefits Street using live tweets. Discourse, Context & Media, 21 pp. 36–45.

van Hoof, Joost; Marston, Hannah R.; Wong, Johnny K.-W.; Soebarto, Veronica I. and Kazak, Jan K. (2018). Guest editorial. Journal of Enabling Technologies, 12(2) pp. 33–34.

Vicary, Sarah; Copperman, Jeanette and Higgs, Alison (2018). Social work education through distance learning: the challenges and opportunities. Social Work Education; The International Journal, 37(6) pp. 685–690.

Vicary, Sarah; Gal, John and Koengeter, Stefan (2018). Exploring the history of settlements. Bulletin of the Social Work History Network, 5(1) pp. 4–5.

Vicary, Sarah and Bailey, John (2018). A deliberative study into the impact of integration on mental health social work in England: merely a dialogue or activism? Journal of mental health training education and practice, 13(2) pp. 77–89.

Vicary, Sarah; Cree, Viviene E. and Manthorpe, Jill (2018). [Editorial] Social Work Education - A Local and Global History. Practice, 30(4) pp. 223–226.

Vseteckova, Jitka; Deepak Gopinath, Manik; Borgstrom, Erica; Holland, Caroline; Draper, Jan; Pappas, Yannis; McKeown, Eamonn; Dadova, Klara and Gray, Steve (2018). Barriers and facilitators to adherence to group exercise in institutionalized older people living with dementia: a systematic review. European Review of Aging and Physical Activity, 15, article no. 11.

Vseteckova, Jitka; Deepak-Gopinath, Manik; Dadova, Klara; Borgstrom, Erica; Ryan, Gemma; Gracia, Rosaria and Holland, Caroline (2018). Barriers and facilitators to adherence to walking group exercise in older people living with dementia in the community: a systematic review protocol. In PROSPERO: International prospective register of systematic reviews Prospero - International Prospective register of Systematic Reviews.

Vseteckova, Jitka; Tilley, Elizabeth; Mahon, Aoife; Pappas, Yannis and Randhawa, Gurch (2018). A systematic review of interventions available during care crises for individuals with learning disabilities (LD) who are cared for by an ageing carer within the United Kingdom. In PROSPERO International prospective register of systematic reviews PROSPERO International prospective register of systematic reviews, National Institute of Health Research.

Vseteckova, Jitka; Tilley, Elizabeth; Mahon, Aoife; Pappas, Yannis and Randhawa, Gurch (2018). A systematic review of interventions available during care crises for individuals with learning disabilities (LD) who are cared for by an ageing carer within the United Kingdom - protocol. In Prospero - database of systematic reviews PROSPERO CRD42018117604.

Waights, Verina; Bamidis, Panos and Almeida, Rosa (2018). Technologies for care – the imperative for upskilling carers. In: Northern Ireland Assembly Knowledge Exchange Seminar Series (KESS), Series 7. 2017-18.

Walker, Lynn Jean (2018). Men in School-Centred Initial Teacher Training: An Exploration of Issues and Experiences in One Primary SCITT. Doctor of Education (EdD) thesis The Open University.

Walker, Susan; Hoggart, Lesley; Newton, Victoria and Parker, Michael (2018). "I think maybe 10 years seems a bit long." Beliefs and attitudes of women who had never used intrauterine contraception. BMJ Sexual & Reproductive Health, 44(2)

Wallace, Louise M.; Ma, Yuanying; Qiu, Li Qian and Dunn, Orla M. (2018). Educational videos for practitioners attending Baby Friendly Hospital Initiative workshops supporting breastfeeding positioning, attachment and hand expression skills: Effects on knowledge and confidence. Nurse education in practice, 31 pp. 7–13.

Watts, Jacqueline H. and Cavaye, Joyce (2018). Being a former carer: impacts on health and wellbeing. Illness, Crisis and Loss, 26(4) pp. 330–345.

Watts, Jacqueline H. and Cavaye, Joyce (2018). New horizons: the final transition in the career of former carers. In: 17th biennal congress of the ESHMS: Old tensions, emerging paradoxes in health: rights, knowledge, and trust, 6-8 Jun 2018, Lisbon, Portugal.

Wells, Jack and Langdown, Ben (2018). Warm-Up Habits of Highly-Skilled Golfers Prior to Practice and Tournament Conditions. In: World Scientific Congress of Golf 2018, 11-13 Jul 2018, Abbottsford, BC, Canada.

Weston, Rosalind Anne (2018). Telling and Listening to Practice Related Stories: Views and Experiences of Final Year Midwifery Students. Doctor of Education (EdD) thesis The Open University.

Whitelock, D.; Twiner, A.; Richardson, J. T. E.; Field, D. and Pulman, S. (2018). What does a "good" essay look like? Rainbow diagrams representing essay quality. In: Technology Enhanced Assessment (TEA 2017). Communications in Computer and Information Science (Ras, E. and Guerrero Roldán, A. eds.), Springer, Cham, 829 pp. 1–12.

Wild, Annie; Clelland, David; Whitelaw, Sandy; Fraser, Sandy and Clark, David (2018). Mapping the “housing with care” concept with stakeholders: insights from a UK case study. Journal of Integrated Care, 26(4) pp. 257–266.

Williams, Gavin (2018). Aspirations in a bounded place: children’s perspectives on the impact of poverty and deprivation on future life chances. In: Bridging the Gap - A Social Mobility Summit for Wales, 24 May 2018, Cardiff.

Willson, Catherine Louise; Tetley, Josie; Lloyd, Cathy; Messmer Uccelli, Michele and MacKian, Sara (2018). The impact of multiple sclerosis on the identity of mothers in Italy. Disability and Rehabilitation, 40(12) pp. 1456–1467.

Wilson, C.; Rouse, L.; Rae, S. and Kar Ray, M. (2018). Mental health inpatients’ and staff members’ suggestions for reducing physical restraint: A qualitative study. Journal of Psychiatric and Mental Health Nursing, 25(3) pp. 188–200.

Wolfenden, Freda; Buckler, Alison; Santos, Cristina and Mittelmeier, Jenna (2018). Education Workforce Initiative: Initial Research. International Commission on Financing Education Opportunity (The Education Commission).

World Health Organization Regional Office for Europe (2018). Evaluating implementation of the WHO set of recommendations on the marketing of foods and non-alcoholic beverages to children: Progress, challenges and guidance for next steps in the WHO European Region. The World Health Organization Regional Office for Europe, Copenhagen, Denmark.

2017To Top

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

(2017). Developing a Sense of Knowing and Acquiring the Skills to Manage Pain in Children with Profound Cognitive Impairments: Mothers’ Perspectives. Pain Research and Management, 2017, article no. 2514920.

Cappellini, Marco; Lewis, Tim and Rivens Mompean, Annick eds. (2017). Learner Autonomy and Web 2.0. Advances in CALL Research and Practice. Sheffield: Equinox.

Curry, Mary Jane and Lillis, Theresa eds. (2017). Global academic publishing: policies, perspectives and pedagogies. Studies in knowledge production and participation. Clevedon: Multilingual Matters.

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

Kan, Qian and Bax, Stephen eds. (2017). Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net.

Marston, Hannah; Freeman, Shannon and Musselwhite, Charles eds. (2017). Mobile e-Health. Human–Computer Interaction Series. Springer.

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

Patterson, Jonathan and Wilton-Godberfforde, Emilia eds. (2017). Early Modern French Studies, Vol.39, No.2. Special Issue: Variations of Vileness. Routledge.

Rolls, Nicola; Northedge, Andrew and Chambers, Ellie eds. (2017). Successful University Teaching in Times of Diversity. Bloomsbury.

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

Social Work History Network eds. (2017). Bulletin of the Social Work History Network, 4(1)

Younie, Sarah and Bradshaw, Pete eds. (2017). Debates in Computing and ICT Education. Debates in Education. Abingdon: Routledge.

Addae-Kyeremeh, Eric (2017). Connectedness and organisational learning: The role of relationships in supporting headteacher professional development. In: British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 7-9 Jul 2017, Stratford-upon-Avon, UK.

Adinolfi, Lina and Astruc, Lluïsa (2017). An exploratory study of translanguaging practices in an online beginners' foreign language classroom. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 185–204.

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

Aggleton, Jen (2017). Collecting and Preserving Digital Comics. The British Library, London.

Anderson, Joanna K and Wallace, Louise M. (2017). Evaluation of uptake and effect on patient-reported outcomes of a clinician and patient co-led chronic musculoskeletal pain self-management programme provided by the UK National Health Service. British Journal of Pain, 12(2) pp. 104–112.

Angermuller, Johannes (2017). La grande course des universités. Comparative Education, 53(4) pp. 603–605.

Angermuller, Johannes (2017). Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the U.S., Germany and Great Britain. Higher Education, 73(6) pp. 963–980.

Angermuller, Johannes (2017). Neden Fransa’da Postyapısalcılık Yok? Heretik.

Angermuller, Johannes (2017). Renouons avec les enjeux critiques de l’Analyse du Discours. Vers les Études du discours. Langage et société, 2(160-161) pp. 145–161.

Angermuller, Johannes and Glady, Marc (2017). La sociologie du langage. Perspectives d’un champ émergent. Langage et société, 2(160-161) pp. 163–178.

Anthony, Becky; Baker, Lisa; Brady, Shane R.; Counselman-Carpenter, Beth; Cummings, Stephen; Curington, Allison M.; Ferrari, Katherine D.; Fink-Samnick, Ellen; Goldkind, Lauri; Joiner, Janet M.; Jones, Nathalie; King, Dione M.; Marquart, Matthea; Parga, Jennifer; Quinn, Carlene; Rembold, Liz; Schwartz, Sara L.; Simpson, Jenny; Singer, Jonathan B.; Taylor, Amanda M.L.; Young, Jimmy A. and Zgoda, Karen (2017). Technology in Social Work Education: Educators’ Perspectives on the NASW Technology Standards for Social Work Education and Supervision. University at Buffalo School of Social Work, State University of New York, Buffalo, NY.

Ashour, Subhi (2017). Understanding Teachers' Engagement in Inquiry-Based Professional Development. Doctor of Philosophy (PhD) thesis The Open University.

Austen, Samantha (2017). Native Language (L1) Transfer in Second Language Learning: From Form to Concept, the Implications. Xjenza Online - Journal of the Malta Chamber of Scientists, 5(1) pp. 77–80.

Austin, Nick; Hampel, Regine and Kukulska-Hulme, Agnes (2017). Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting. System, 64 pp. 87–103.

Azubuike, Obiageri Bridget; Moore, Rhiannon and Iyer, Padmini (2017). Young Lives School Surveys, 2016–17: The Design and Development of Cross-Country Maths and English Tests in Ethiopia, India and Vietnam. Technical Note 39; Young Lives, Oxford, UK.

Baillie, Lesley (2017). An exploration of the 6Cs as a set of values for nursing practice. British Journal of Nursing, 26(10) pp. 558–563.

Baillie, Lesley and Thomas, Nicola (2017). How does the length of day shift affect patient care on older people's wards? A mixed method study. International Journal of Nursing Studies, 75 pp. 154–162.

Bárkányi, Zsuzsanna and Melchor-Couto, Sabela (2017). Foreign language anxiety on a massive open online language course. In: Borthwick,, Kate; Bradley, Linda and Thouësny, Sylvie eds. CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017. Research-publishing.net, pp. 24–29.

Bartolini, Nadia; Chris, Robert; MacKian, Sara and Pile, Steve (2017). The place of spirit: Modernity and the geographies of spirituality. Progress in Human Geography, 41(3) pp. 338–354.

Batsila, Marianthi (2017). Linking Vocational Education to the World of Employment: the Case of Business English in Greece. Doctor of Education (EdD) thesis The Open University.

Baumann, Uwe and Vialleton, Elodie (2017). Intercultural Communicative Competence and Employability in the Languages Curriculum at the Open University UK. In: Intercultural Communicative Competence: A Competitive Advantage for Global Employability (Císlerová, Eva and Štefl, Martin eds.), Czech Technical University, Prague, pp. 35–45.

Beaven, Tita; Fuertes Gutierrez, Mara and Motzo, Anna (2017). The Language Exchange Programme: plugging the gap in formal learning. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCS and other innovations. Research-publishing.net, pp. 127–140.

Bennett, Kay; Brown, Zeta and Edwards, Tracey (2017). Child and young person development: Biological, environmental and interpersonal influences. In: Brown, Zeta and Ward, Stephen eds. Contemporary Issues in Childhood: A Bio-ecological Approach. Routledge, pp. 17–31.

Bennett, Stephanie; Cooper, Victoria and Payler, Jane (2017). The need for support: Young people living through a family health crisis. Hope support services, UK.

Biswas, Sudeb Kumar; Griffiths, Malcolm; Hedges, Claire; Mathew, Rama and Sarkar, Bikash Chandra (2017). Teachers’ voices. Capturing the dynamics of change through classroom research. Report on teachers’ studies and 2017 conference. English in Action, Dhala Bangladesh.

Blackburn, Maddie; Chambers, Lizzie and Earle, Sarah (2017). Editorial - Talking about sex, relationships and intimacy: new guidance and standards for nurses and other health and social care professionals working with young people with life-limiting and life-threatening conditions. Journal of Advanced Nursing, 73(10) pp. 2265–2267.

Borgstrom, Erica (2017). Social Death. QJM: An International Journal of Medicine, 110(1) pp. 5–7.

Borgstrom, Erica and Ellis, Julie (2017). Introduction: Researching Death, Dying and Bereavement. Mortality, 22(2) pp. 93–104.

Boyd, Lesley (2017). Using Technology-Enabled Learning Networks To Achieve Practical Improvement Outcomes: A Pilot Project To Explore Impact Of Student-Made Videos On Student Engagement In The IET MAODE Programme At The OU. Master of Research (MRes) thesis The Open University.

Boyland, Emma and Tatlow-Golden, Mimi (2017). Exposure, Power and Impact of Food Marketing on Children: Evidence Supports Strong Restrictions. European Journal of Risk and Regulation, 8 pp. 224–236.

Boyle, Sally (2017). Use of the diary-interview method to explore women’s relationships with midwives during childbirth. Sage Research Methods Cases.

Boyle, Geraldine (2017). Revealing gendered identity and agency in dementia. Health and Social Care in the Community, 25(6) pp. 1787–1793.

Boyle, Geraldine and Warren, Lorna (2017). Showing how they feel: the emotional reflexivity of people with dementia. Families, Relationships and Societies, 6(1) pp. 3–19.

Brash, Bärbel and Pfeil, Andrea (2017). Unterrichten mit digitalen Medien. DLL Deutsch Lehren Lernen, 9. Stuttgart: Ernst Klett Verlag.

Brown, Zeta; Edwards, Tracey and Perkins, Helen (2017). The placement journey: Do year one placement modules support Childhood Studies students’ professional development? Journal of Adult and Continuing Education, 23(2) pp. 162–177.

Browne, Elaine (2017). Grammar matters? Teaching Irish as a second language in Ireland. Doctor of Education (EdD) thesis The Open University.

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

Burford, James; Lucassen, Mathijs F.G. and Hamilton, Thomas (2017). Evaluating a gender diversity workshop to promote positive learning environments. Journal of LGBT Youth, 14(2) pp. 211–227.

Burt, Jenni; Campbell, John; Abel, Gary; Aboulghate, Ahmed; Ahmed, Faraz; Asprey, Anthea; Barry, Heather; Beckwith, Julia; Benson, John; Boiko, Olga; Bower, Pete; Calitri, Raff; Carter, Mary; Davey, Antoinette; Elliott, Marc N; Elmore, Natasha; Farrington, Conor; Haque, Hena Wali; Henley, William; Lattimer, Val; Llanwarne, Nadia; Lloyd, Cathy; Lyratzopoulos, Georgios; Maramba, Inocencio; Mounce, Luke; Newbould, Jenny; Paddison, Charlotte; Parker, Richard; Richards, Suzanne; Roberts, Martin; Setodji, Claude; Silverman, Jonathan; Warren, Fiona; Wilson, Ed; Wright, Christine and Roland, Martin (2017). Improving patient experience in primary care: a multimethod programme of research on the measurement and improvement of patient experience. Programme Grants for Applied Research, 5(9) pp. 1–452.

Butcher, John (2017). There has been a massive drop in the number of mature students studying at UK universities. In The Conversation The Conversation.

Butcher, John (2017). A toolkit to encourage more ambitious access agreements. Efficiency Exchange, UUK.

Butcher, John (2017). Editorial 'Where are we now?'. Widening Participation and Lifelong Learning, 19(2) pp. 1–5.

Butcher, John; McPherson, Elaine; Shelton, Isobel; Clarke, Anactoria; Hills, Laura and Hughes, Jonathan (2017). Unfit for purpose? Rethinking the language of assessment for Widening Participation students. Widening Participation and Lifelong Learning, 19(2) pp. 27–46.

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

Cantarutti, Marina Noelia (2017). Questioning the teaching of “question intonation”: the case of classroom elicitations. In: Proceedings of the Phonetics Teaching and Learning Conference, Chandler House, London, pp. 21–25.

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

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

Chan, Sathena; Bax, Stephen and Weir, Cyril (2017). Researching participants taking IELTS Academic Writing Task 2 (AWT2) in paper mode and in computer mode in terms of score equivalence, cognitive validity and other factors. IELTS Partners: British Council, Cambridge English Language Assessment and IDP: IELTS Australia.

Chatterton, Claire (2017). Sister Catherine Black: ‘King’s nurse, Beggar’s nurse.’. Bulletin of the UK Association for the History of Nursing., 6 pp. 50–51.

Chatterton, Claire (2017). ‘It turned us yellow all over.’ Health Care Provision for Munition Workers During the First World War. Bulletin of the UK Association for the History of Nursing., 6 pp. 44–45.

Chatterton, Claire (2017). Sister Minnie Wood (continued). Bulletin of the UK Association for the History of Nursing., 6 pp. 49–50.

Chernysheva, Daria (2017). Transplacing Ophelia: Woman and Nation in the Earliest Russian Hamlets. Comparative Drama, 51(2) pp. 188–214.

Chiang, Szu-Ying; Fleming, Theresa; Lucassen, Mathijs; Fenaughty, John; Clark, Terryann and Denny, Simon (2017). Mental Health Status of Double Minority Adolescents: Findings from National Cross-Sectional Health Surveys. Journal of Immigrant and Minority Health pp. 1–12.

Chua, Shi-Min; Tagg, Caroline; Sharples, Mike and Rienties, Bart (2017). Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs. In: MOOC analytics: live dashboards, post-hoc analytics and the long-term effects (Vigentini, Lorenzo; Wang, Yuan; Paquette, Luc and Urrutia, Manuel León eds.), CEUR-WS.org pp. 36–62.

Clifton, Grace (2017). Introduction to employability. Enhanced Employability and Career Progression, The Open University.

Clifton, Grace (2017). Did Harry Potter's extra-curricular activities land him a job at the Ministry of Magic? Open Learn.

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

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

Clifton, Grace (2017). Introduction to Personal Development Planning. Employability Hub, The Open University.

Clifton, Grace and Kellett, Mary (2017). Measuring gains and employability for part-time students. WonkHE, London.

Coffin, Caroline (2017). Introduction to part II: Systemic Functional Linguistics: A theory for integrating content-language learning (CLL). In: Llinares, Ana and Morton, Tom eds. Applied Linguistics Perspectives on CLIL. John Benjamins Publishing Company, pp. 91–103.

Colucci-Gray, L.; Burnard, P.; Cooke, C.; Davies, R.; Gray, D. and Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA.

Comas-Quinn, Anna; Fuertes Gutierrez, Mara and McGill, Lou (2017). ‘An interest in translation and a great addition to the CV!’ An evaluation of learners’ experiences of an online volunteering task. In: OER17: The Politics of Open, 5-6 Apr 2017, London, The Open University.

Cooke, Carolyn (2017). Redefining music pedagogy: using improvising as an enactive metaphor with music student teachers. In: Research in Music Education, 24-27 Apr 2017, Bath Spa University.

Cooke, Carolyn (2017). Photograph elicitation as a window into experiences of space(s): glimpsing the memories, feelings, and experiences of relational playfulness (improvisation) of music student teachers. In: University of Aberdeen Research Student Conference, Dec 2017, University of Aberdeen.

Cooper, Victoria and Kellett, Mary (2017). Listening to children. In: Moyles, Janet; Georgeson, Jan and Payler, Jane eds. Beginning Teaching, Beginning Learning in Early Years and Primary Education. Milton Keynes: McGraw Hill Education / Open University Press.

Cooper, Victoria and Rixon, Andrew (2017). Wellbeing. In: KE2060 Module Team ed. Children and young people's wellbeing [KE206 Book1]. Milton Keynes: The Open University.

Cooper, Victoria L. (2017). Lost in translation: exploring childhood identity using photo-elicitation. Children's Geographies, 15(6) pp. 625–637.

Copperman, Jeanette (2017). Documenting Women's Health Activism in the UK from the 1970s. Bulletin of the Social Work History Network, 4(1) pp. 12–19.

Cornock, Marc (2017). Clinical negligence. Orthopaedic & Trauma Times(32) pp. 10–13.

Cornock, Marc (2017). Advancing professional health care practice and the issue of accountability. EWMA Journal, 18(2) pp. 15–19.

Cornock, Marc and McAlinden, Orla (2017). Law and policy for children and young people’s nursing. In: Price, Jayne and McAlinden, Orla eds. Essentials of Nursing Children and Young People. London: Sage, pp. 119–132.

Cort, Carol (2017). Transitional Difficulties in Post-16 Education: Moving from GCSE to A Level studies. Doctor of Education (EdD) thesis The Open University.

Crangle, Colleen; Bradley, Colin; Carlin, Paul; Esterhay, Robert; Harper, Roy; Kearney, Patricia; Lorig, Kate; McCarthy, Vera; McTear, Michael; Tuttle, Mark; Wallace, Joanthan and Savage, Eileen (2017). Soliciting and Responding to Patients' Questions about Diabetes Through Online Sources. Diabetes Technology & Therapeutics., 19(3) pp. 194–199.

Cremin, Teresa (2017). Just enough writing time? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2017). What do you know about your writers? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2017). Motivating children to write with purpose and passion. In: Goodwin, Prue ed. The Literate Classroom (4th ed.). Routledge, pp. 131–140.

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

Cremin, Teresa and Swann, Joan (2017). School Librarians as Leaders of Extracurricular Reading Groups. In: Pihl, Joron; van der Kooij, Kristin Skinstad and Carlsten, Tone Cecilie eds. Teacher and Librarian Partnerships in Literacy Education in the 21st Century. New Research – New Voices (6). Rotterdam: Sense Publishers, pp. 119–137.

Crisp, Martin; Safford, Kimberly and Wolfenden, Freda (2017). It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone. The Open University and Plan International.

Crisp, Martin Timothy Palmer (2017). A study of teaching assistants' engagement with a mathematics block of learning. Doctor of Education (EdD) thesis The Open University.

Curry, Mary Jane and Lillis, Theresa (2017). Problematizing English as the Privileged Language of Global Academic Publishing. In: Curry, Mary Jane and Lillis, Theresa eds. Global Academic Publishing: Policies, Perspectives and Pedagogies. Clevedon: Multilingual Matters, pp. 1–20.

Darch, Joy; Baillie, Lesley and Gillison, Fiona (2017). Nurses as role models in health promotion: a concept analysis. British Journal of Nursing, 26(17) pp. 982–988.

Davies, Alun Iwan (2017). Expectations, Experiences and Impact of Engagement Between Health Researchers and Schools in Kenya. Doctor of Philosophy (PhD) thesis The Open University.

Delprato, Marcos; Akyeampong, Kwame and Dunne, Máiréad (2017). Intergenerational Education Effects of Early Marriage in Sub-Saharan Africa. World Development, 91 pp. 173–192.

Dennis, Carol Azumah (2017). A letter from Niccolò: Machiavellian indulgences and strategic myths. In: Daley, Maire; Orr, Kevin and Petrie, Joel eds. The Principal: Power and professionalism in FE. Trentham Books.

Devaux, Jerome (2017). Virtual presence, ethics, and videoconference interpreting: insights from court settings. In: Valero-Garcés, Carmen and Tipton, Rebecca eds. Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.

Douglas, Jenny (2017). Black Women’s Health in Europe. In: 2nd Annual Black Feminism, Womanism and the Politics of Women of Colour in Europe, 7 Oct 2017, Amsterdam.

Douglas, Jenny (2017). The struggle to find a voice on Black women's health: from the personal to the political. In: Gabriel, Deborah and Tate, Shirley Anne eds. Inside the Ivory Tower - Narratives of women of colour surviving and thriving in British academia. London: Trentham Books, pp. 91–107.

Duggan, Brett; Grover, Tanwen and Glover, Alison (2017). Formative Evaluation of the Pioneer Schools Model: Paper on Strand 1 and early Strand 2 activity. The Welsh Government.

Earle, Rod (2017). Anti-racist criminology? A recall. HERC, HERC.

Earle, Rod (2017). Anti-racist criminology? In: Amatrudo, Anthony ed. Social Censure and Critical Criminology: After Sumner. Palgrave Macmillan, pp. 115–138.

Earle, Sarah; Tariq, Anisah; Komaromy, Carol; Lloyd, Cathy E; Karamat, M Ali; Webb, Jackie and Gill, Paramjit S (2017). Preconception care for women with type 1 or type 2 diabetes mellitus: a mixed-methods study exploring uptake of preconception care. Health Technology Assessment, 21(14)

Ed-ICT International Network (2017). Symposium One: Effective Models, Frameworks, and Approaches. Proceedings from the Ed-ICT International Network: Disabled students, ICT, post-compulsory education & employment: In search of new solutions. March 14-15, 2017. University of Washington, Seattle, Washington.

Ed-ICT International Network (2017). Proceedings of the Ed-ICT International Network Montreal Symposium:
Stakeholder Perspectives. May 30 - June 1 2017, Dawson College Montreal, Quebec, Canada.

Ellis, Elizabeth; Gallagher, Alice and Peasgood, Alice (2017). Study behaviours in an increasingly digital world: Learning habits, top tips and 'study hacks' questionnaire survey. The Open University.

Erling, Elizabeth J. (2017). Language planning, English language education and development aid in Bangladesh. Current Issues in Language Planning, 18(4) pp. 388–406.

Erling, Elizabeth J. (2017). Being ‘the villain’: Globalization and the ‘native-speaker’ English language teacher. In: Borjian, Maryam ed. Language and Globalization: An Autoethnographic Approach. Routledge.

Erling, Elizabeth J.; Adinolfi, Lina and Hultgren, Anna Kristina (2017). Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts. Reading: Education Development Trust/British Council.

Evans, Mark R. (2017). Through a Glass, Darkly: An Analysis of the Monitoring Process used in Public-Private Partnerships in Abu Dhabi Government Schools. Doctor of Education (EdD) thesis The Open University.

Fayram, Joanna (2017). The nature and role of social presence in audiographic, synchronous online language learning contexts. Doctor of Education (EdD) thesis The Open University.

Featherstone, Brid; Robb, Martin; Ruxton, Sandy and Ward, Michael R.M. (2017). ‘They are just good people…generally good people’: Perspectives of young men on relationships with social care workers in the UK. Children & Society, 31(5) pp. 331–341.

Fensham-Smith, Amber (2017). Breaking Badman: online networks and the making of new divisions in a landscape of home-education practice. In: British Educational Research Association Annual Conference 2017, 5-7 Sep 2017, University of Sussex, Brighton.

Fensham-Smith, Amber (2017). Social action and the making of new divisions in a landscape of home-education practice. In: STORIES Conference 2017, 15 Mar 2017, Oxford.

Fleming, Theresa M.; Bavin, Lynda; Stasiak, Karolina; Hermansson-Webb, Eve; Merry, Sally N.; Cheek, Colleen; Lucassen, Mathijs; Lau, Ho Ming; Pollmuller, Britta and Hetrick, Sarah (2017). Serious Games and Gamification for Mental Health: Current Status and Promising Directions. Frontiers in Psychiatry, 7, article no. 215.

Floyd, Alan and Fung, Dilly (2017). Focusing the kaleidoscope: exploring distributed leadership in an English university. Studies in Higher Education, 42(8) pp. 1488–1503.

Fowle, Wendy and Butcher, John (2017). Do you have to be mobile to be socially mobile? Adult learners miss out again! In: Broadhead, S.; Hill, M.; Hudson, A.; McGlynn, C.; McKendry, S.; Raven, N.; Sims, D. and Ward, T. eds. Widening Participation in the Context of Economic and Social Change. Forum for Access and Continuing Education (FACE), pp. 153–162.

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

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

Fox, Alison and Mitchell, Rafael (2017). Application and development of an ethical framework in ethnographic research at a government primary school in Ethiopia. In: ECER Annual Conference 2017, 22-25 Aug 2017, Copenhagen, Denmark, ECER annual conference 2017.

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2017). Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices. Language Learning Journal, 45(4) pp. 518–529.

Garbrah, William; Välimäki, Tarja; Palovaara, Marjo and Kankkunen, Päivi (2017). Nursing curriculums may hinder a career in gerontological nursing: An integrative review. International Journal of Older People Nursing, 12(3), article no. e12152.

Garcia, Rebecca; Ali, Nasreen; Guppy, Andy; Griffiths, Malcolm and Randhawa, Gurch (2017). Differences in the pregnancy gestation period and mean birth weights in infants born to Indian, Pakistani, Bangladeshi and white British mothers in Luton, UK: a retrospective analysis of routinely collected data. BMJ Open, 7 pp. 1–7.

Garcia, Rebecca; Ali, Nasreen; Guppy, Andy; Griffiths, Malcolm and Randhawa, Gurch (2017). A comparison of antenatal classifications of ‘overweight’ and ‘obesity’ prevalence between white British, Indian, Pakistani and Bangladeshi pregnant women in England; analysis of retrospective data. BMC Public Health, 17 pp. 1–7.

Genoe, Rebecca; Liechty, Toni and Marston, Hannah (2017). The relevance of Innovation Theory of Successful Aging for baby boomers transitioning to retirement. In: Canadian Congress on Leisure Research 15: Engaging legacies (CCLR15), 23-26 May 2017, University of Waterloo, ON, Canada.

Giaxoglou, Korina (2017). Reflections on internet research ethics from language-focused research on web-based mourning: revisiting the private/public distinction as a language ideology of differentiation. Applied Linguistics Review, 8(2-3) pp. 229–250.

Giaxoglou, Korina (2017). Storying leaks for sharing: The case of leaking the “Moscovici draft” on Twitter. Discourse, Context & Media (Special Issue: The Digital Agora of Social Media edited by M.Johansson, S. Kleinke, and L. Lehti), 19 pp. 22–30.

Giaxoglou, Korina; Döveling, Katrin and Pitsillides, Stacey (2017). Networked Emotions: Interdisciplinary Perspectives on Sharing Loss Online. Journal of Broadcasting & Electronic Media, 61(1) pp. 1–10.

Gjersoe, Nathalia and Havard, Catriona (2017). Developmental Psychology. In: Puri, Basant and Treasaden, Ian H. eds. Forensic Psychiatry,. Hodder Arnold, pp. 63–71.

Goodall, Nicola Carole (2017). Exploring the Use of Fictional Film as a Trigger to Enquiry Based Learning. Doctor of Education (EdD) thesis The Open University.

Goodliff, Gill (2017). [Book Review] Embracing children’s spirituality: glimpsing spiritual moments in children’s play. International Journal of Children's Spirituality, 22(3-4) pp. 358–360.

Gordon, Jean; Rixon, Andrew and Cooper, Barry (2017). Social workers writing for publication: The story of a practice and academic partnership. Practice: Social Work in Action, 29(3) pp. 219–235.

Gregoriou, Christiana and Paterson, Laura L. (2017). “Reservoir of rage swamps Wall St” The linguistic construction and evaluation of Occupy in international print media. Journal of Language, Aggression and Conflict, 5(1) pp. 57–80.

Gunter, Anthony (2017). Race, Gangs and Youth Violence: Policy, Prevention and Policing. Bristol, UK: Policy Press.

Gunter, Anthony (2017). Youth Transitions and Legacies in an East London Olympic Host Borough. In: Cohen, Phil and Watt, Paul eds. London 2012 and the Post-Olympics City: A Hollow Legacy? London, UK: Palgrave Macmillan, pp. 287–309.

Haider, Sharif (2017). ‘How hard can it be’ - managing conflict in an interprofessional discharge team in England. In: MIRDEC-6th, International Academic Conference on Social Sciences (Global Meeting of Social Science Community) Social Sciences, Multidisciplinary, Economics, Business and Finance Studies, 27-29 November 2017, Lisbon, Portugal., 27-29 Nov 2017, Lisbon, Portugal.

Hamilton, Ruth (2017). Work-based Learning Routes in Social Work Education: An Exploration of Student Experiences. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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

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

Handforth, Rachel; Paterson, Laura L.; Coffey-Glover, Laura and Mills, Sara (2017). Reading between Blurred Lines: The complexity of interpretation. Discourse, Context & Media, 20 pp. 103–115.

Hanley, Joe (2017). [Book review] Dawn Brooker and Isabelle Latham , Person-centred Dementia Care: Making Services Better with the VIPS Framework, Jessica Kingsley Publishing, London, 2016. Ageing and Society, 37(8) pp. 1743–1744.

Harper, Joyce; Boivin, Jacky; O'Neill, Helen C.; Brian, Kate; Dhingra, Jennifer; Dugdale, Grace; Edwards, Genevieve; Emmerson, Lucy; Grace, Bola; Hadley, Alison; Hamzic, Laura; Heathcote, Jenny; Hepburn, Jessica; Hoggart, Lesley; Kisby, Fiona; Mann, Sue; Norcross, Sarah; Regan, Lesley; Seenan, Susan; Stephenson, Judith; Walker, Harry and Balen, Adam (2017). The need to improve fertility awareness. Reproductive Biomedicine and Society Online, 4 pp. 18–20.

Harrington, Stephen Anthony (2017). Benefits and Losses: Non-Traditional Adult Learners Returning To Education. Doctor of Education (EdD) thesis The Open University.

Hauck, Mirjam and Kurek, Malgorzata (2017). Digital Literacies in Teacher Preparation. In: Thorne, Steven and May, Stephen eds. Language, Education and Technology (3rd edition). Encyclopedia of Language and Education. Springer International Publishing, pp. 1–13.

Heaney, Caroline A.; Rostron, Claire L.; Walker, Natalie C. and Green, Alison J.K. (2017). Is there a link between previous exposure to sport injury psychology education and UK sport injury rehabilitation professionals' attitudes and behaviour towards sport psychology? Physical Therapy in Sport, 23 pp. 99–104.

Heaney, Caroline A.; Walker, Natalie C.; Green, Alison J.K. and Rostron, Claire L. (2017). The impact of a sport psychology education intervention on physiotherapists. European Journal of Physiotherapy, 19(2) pp. 97–103.

Heighes, Deborah Anne (2017). A Case Study of a School Science Department: A Site for Workplace Learning? Doctor of Education (EdD) thesis The Open University.

Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz (2017). Understanding boys (dis)engagement with reading for pleasure: Project findings. The Open University, Milton Keynes, UK.

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

Henry, Lucy A.; Messer, David J.; Wilcock, Rachel; Nash, Gilly; Kirke-Smith, Mimi; Hobson, Zoe and Crane, Laura (2017). Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Autism & Developmental Language Impairments, 2

Henwood, Melanie; Larkin, Mary and Milne, Alisoun (2017). Seeing the wood for the trees. Carer related research and knowledge: A scoping review. Melanie Henwood Associates.

Hernáiz, Rodrigo (2017). From prehistorical language convergence to (early) historical language shift: The Sumero-Akkadian contact scenario. In: DLCE Workshop "Language shift and substratum interference in (pre)history", 11-12 Jul 2017, Max Planck Institute for the Science of Human History. Jena, Germany.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2017). Implementing Randomised Control Trials in Open and Distance Learning: A Feasibility Study. Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 147–162.

Herring, Paul; Kear, Karen; Sheehy, Kieron and Jones, Roger (2017). A virtual tutor for children with autism. Journal of Enabling Technologies, 11(1) pp. 19–27.

Hoggart, Lesley (2017). Collaboration or collusion? Involving research users in applied social research. Women's Studies International Forum, 61 pp. 100–107.

Hoggart, Lesley (2017). Internalised abortion stigma: Young women’s strategies of resistance and rejection. Feminism and Psychology, 27(2) pp. 186–202.

Hoggart, Lesley; Newton, Victoria and Bury, Louise (2017). ‘Repeat abortion’, a phrase to be avoided? Qualitative insights into labelling and stigma. Journal of Family Planning and Reproductive Health Care, 43(1) pp. 26–30.

Holliman, A. J.; Gutiérrez Palma, N; Critten, S.; Wood, C.; Cunnane, H. and Pillinger, C. (2017). Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers. Reading and Writing, 30(3) pp. 509–521.

Horsley, Karen (2017). Using digital resources to document young children’s everyday moments. In: Goodliff, Gill; Canning, Natalie; Parry, John and Miller, Linda eds. Young children’s play and creativity: Multiple Voices. Routledge and The Open University.

Howells, Karen; Sarkar, Mustafa and Fletcher, David (2017). Can athletes benefit from difficulty? A systematic review of growth following adversity in competitive sport. In: Wilson, Mark R.; Walsh, Vincent and Parkin, Beth eds. Progress in Brain Research, Volume 234. Elsevier, pp. 117–159.

Hubscher-Davidson, Séverine (2017). Translation and Emotion - A Psychological Perspective. Routledge Advances in Translation and Interpreting Studies. Routledge.

Hubscher-Davidson, Severine (2017). Going through emotions. The Linguist, 56(5) pp. 20–21.

Hubscher-Davidson, Severine (2017). Once more with feeling. ITI Bulletin, 2017(Sept-Oct) pp. 8–9.

Hubscher-Davidson, Severine (2017). Trumpslation: why Donald Trump’s words give translators so much trouble. In The Conversation The Conversation.

Hubscher-Davidson, Severine (2017). Look before you teach. ITI Bulletin

Hubscher-Davidson, Severine (2017). Keynote Speaker: Translation and Emotions: A new Perspective on Integration. In: Translating for Europe Workshop, organised by the European Commission’s Directorate-General for Translation, Oct 2017, University of Malta.

Hubscher-Davidson, Severine (2017). Invited webinar: The Art of Translation - Advanced Translation Techniques. In: eCPD Webinar for translation professionals, Oct 2017.

Hultgren, Anna Kristina (2017). Vocatives as rationalized politeness: Theoretical insights from emerging norms in call centre service encounters. Journal of Sociolinguistics, 21(1) pp. 90–111.

Hultgren, Anna Kristina (2017). New perspectives on language and gender: Linguistic prescription and compliance in call centres. Language in Society, 46(5) pp. 674–695.

Humphry, Debbie (2017). ‘The Best New Place to Live’? Visual Research with Residents in East Village and E20. In: Cohen, Phil and Watt, Paul eds. London 2012 and the Post-Olympics City A Hollow Legacy? London: Palgrave MacMillan, pp. 179–204.

Hutchinson, Aisha; Waterhouse, Philippa; March-McDonald, Jane; Neal, Sarah and Ingham, Roger (2017). Understanding processes of risk and protection that shape the sexual and reproductive health of young women affected by conflict: the price of protection. Conflict and health, 11, article no. 15.

Iyer, Padmini and Moore, Rhiannon (2017). Measuring learning quality in Ethiopia, India and Vietnam: from primary to secondary school effectiveness. Compare: A Journal of Comparative and International Education, 47(6) pp. 908–924.

Jewitt, Katharine (2017). The MOOC Revolution massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition. Compass: Journal of Learning and Teaching, 10(1)

Jewitt, Katharine (2017). Best practice across the wider HE Sector in relation to student support in preparing for examinations, EMAs, revision, resits and resubmissions. The Open University.

Jewitt, Katharine (2017). Implementing a digital learning strategy - Keynote Speaker Dr Katharine Jewitt. In: Digital Transformation of Vocational Education Showcase Conference, 8 Dec 2017, Ecos Visitor and Conference Centre Ballymena, Ireland.

Jewitt, Katharine (2017). Implementing a Digital Learning Strategy [Keynote Lecture]. Digital Transformation of Vocational Education Showcase Conference, Ballymena, Ireland, 8th December 2017.

Jewitt, Katharine (2017). Improving assessment and feedback through virtual reality mobile learning, for higher degree apprentices in the workplace. In: Crompton, Helen and Traxler, John eds. Mobile Learning and Higher Education: Case Studies in Practice. Abingdon: Routledge, pp. 56–66.

Jewitt, Katharine and Claman, Marianne (2017). Do you want virtual fries with that? Chartered Institute of Personnel and Development pp. 44–46.

Jilg, Timothy and Southgate, Margaret (2017). Students helping students: a learning partnership initiative for distance language learners. Language Learning Journal, 45(2) pp. 245–262.

Johnston-Wilder, Sue and Lee, Clare (2017). Addressing the affective domain to increase effective-ness of mathematical thinking and problem solving. In: IMA and CETL-MSOR 2017: Mathematics Education beyond 16: Pathways and Transitions, 10-12 Jul 2017, University of Birmingham.

Jones, Lucy; Mills, Sara; Paterson, Laura L.; Turner, Georgina and Coffey-Glover, Laura (2017). Identity and naming practices in British marriage and civil partnerships. Gender and Language, 11(3) pp. 309–335.

Jones, Kerry (2017). Making the unspeakable visual: Memorialising the child that few people knew. In: Society for Psychological Anthropology Biennial Meeting, 18-21 Mar 2017, New Orleans, Louisianna.

Jones, Kerry (2017). Renegotiating father’s identity following stillbirth: what and who am I? In: BMC Pregnancy and Childbirth, BioMed Central, 17(1) p. 1457.

Jones, Kerry (2017). Renegotiating father’s identity following stillbirth: what and who am I? In: Meeting abstracts from the International Stillbirth Alliance Conference 2017. BMC Pregnancy and Childbirth, Suppl 1 p. 5.

Jones, Kerry; Birchley, Giles; Huxtable, Richard; Clare, Linda; Walter, Tony and Dixon, Jeremy (2017). Dementia and Advance Care Planning: Whose Decision? In: EAPC 2017: 15th World Congress of the European Association for Palliaitive Care, 17-20 May 2017, Madrid, Spain.

Jones, Kerry; Birchley, Giles; Huxtable, Richard; Clare, Linda; Walter, Tony and Dixon, Jeremy (2017). Dementia and Advance Care Planning: Whose Decision? [Conference Abstract]. In: European Journal of Palliative Care: Abstracts (EAPC 2017) p. 1090.

Jones, Kerry and Richards, Naomi (2017). Advanced Care Planning at the End of Life for People with Dementia. In: Dementia and End of Life Care in Scotland, 13 Jun 2017, The Open University, Dumfries, Scotland.

Kan, Qian and Bax, Stephen (2017). Introduction to Beyond the language classroom: researching MOOCs and other innovations. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net, pp. 1–4.

Kavanagh, Brian (2017). How Do Men Who Have Sex With Men Currently Understand, Evaluate And Respond To HIV Risk? A Mixed Methods Analysis Of An Internet Survey In A Post-Antiretroviral Society. Doctor of Philosophy (PhD) thesis The Open University.

KE206 Module Team (2017). Children and young people's wellbeing [KE2016 Books 1 & 2]. Milton Keynes: Open University.

Keith, Pauline Angela Francesca (2017). An Investigation into Experienced Expatriate Lecturers' Perceptions of Continuing Professional Development. Doctor of Philosophy (PhD) thesis The Open University.

Keogh, Peter (2017). Embodied, clinical and pharmaceutical uncertainty: people with HIV anticipate the feasibility of HIV treatment as prevention (TasP). Critical Public Health, 27(1) pp. 63–74.

Kieberger, Esther (2017). Improving Professional Skills for Trainers Working with Unemployed Adult Learners in Austria. Doctor of Education (EdD) thesis The Open University.

Kim, Chae-Young (2017). Participation or pedagogy?: Ambiguities and tensions surrounding the facilitation of children as researchers. Childhood, 24(1) pp. 84–98.

Kim, Chae-Young; Sheehy, Kieron and Kerawalla, Lucinda (2017). Developing Children as Researchers: A Practical Guide to Help Children Conduct Social Research. Abingdon: Routledge.

King, Liz (2017). Link lecturers' views on supporting student nurses who have a learning difficulty in clinical placement. In: North West London Research Symposium, 20 Sep 2017, Imperial College, London.

Knight, Simon and Littleton, Karen (2017). Socialising Epistemic Cognition. Educational Research Review, 21 pp. 17–32.

Knight, Simon; Rienties, Bart; Littleton, Karen; Mitsu, Matthew; Tempelaar, Dirk and Shah, Chirag (2017). The relationship of (perceived) epistemic cognition to interaction with resources on the internet. Computers in Human Behavior, 73 pp. 507–518.

Knight, Simon; Rienties, Bart; Littleton, Karen; Tempelaar, Dirk; Mitsui, Matthew and Shirag, Chirag (2017). The Orchestration of a Collaborative Information Seeking Learning Task. Information Retrieval Journal, 20(5) pp. 480–505.

Kucirkova, Natalia and Cremin, Teresa (2017). How can digital library systems help teachers support-children's reading for pleasure. IOE London Blog, UCL, London.

Kucirkova, Natalia and Littleton, Karen (2017). Digital learning hubs: theoretical and practical ideas for innovating massive open online courses. Learning, Media and Technology, 42(3) pp. 324–330.

Kucirkova, Natalia and Littleton, Karen (2017). Developing personalised education for personal mobile technologies with the pluralisation agenda. Oxford Review of Education, 43(3) pp. 276–288.

Kucirkova, Natalia; Littleton, Karen and Cremin, Teresa (2017). Young children’s reading for pleasure with digital books: six key facets of engagement. Cambridge Journal of Education, 47(1) pp. 67–84.

Kukulska-Hulme, Agnes; Lee, Helen and Norris, Lucy (2017). Mobile Learning Revolution: Implications for Language Pedagogy. In: Chapelle, Carol A. and Sauro, Shannon eds. The Handbook of Technology and Second Language Teaching and Learning. Oxford: Wiley & Sons, pp. 217–233.

Kulczycki, Cory; Genoe, Rebecca; Marston, Hannah; Freeman, Shannon and Musselwhite, Charles (2017). “If I want to know anything I just Google it”: Older adults’ functional and social leisure activities and technology. In: Canadian Congress on Leisure Research 15: Engaging legacies (CCLR15), 23-26 May 2017, University of Waterloo, ON, Canada.

Lai, Lana Yin Hui; Harris, Emma; West, Robert M and Mackie, Sarah Louise (2017). Association between glucocorticoid therapy and incidence of diabetes mellitus in polymyalgia rheumatica and giant cell arteritis: a systematic review and meta-analysis. RMD Open, 4(1) e000521.

Lanvers, Ursula (2017). Language learning motivation, global English and study modes: a comparative study. Language Learning Journal, 45(2) pp. 220–244.

Lanvers, Ursula and Coleman, James A. (2017). The UK language learning crisis in the public media: a critical analysis. Language Learning Journal, 45(1) pp. 3–25.

Larkin, Mary (2017). Carer Research and Knowledge Scoping Review. In: NIHR School for Social Care Conference 2017, 12 Apr 2017, LSE, London, UK.

Larkin, Mary (2017). The case for a Carer knowledge exchange network (CAREN). In: CAREN: the carer knowledge exchange network, 28 Sep 2017, Sydney, Australia.

Larkin, Mary (2017). The case for a carer knowledge exchange network (CAREN). In: Carer-related knowledge exchange network, 3 Oct, Adelaide - Southern services Reform group.

Larkin, Mary (2017). The case for a knowledge exchange network (CAREN). In: 7th International carers conference, 4-7 Oct, Adelaide, Australia.

Larkin, Mary (2017). Former’ older carers: their profile and needs. In: 7th International Carers Conference, Adelaide, Australia, 4-6 Oct 2017, Adelaide, Australia.

Larkin, Mary; Milne, Alisoun; Henwood, Melanie; Croisdale-Appleby, David and Clark, Michael (2017). Including Family Carers: Adding Value and Impact to Research. The NIHR School for Social Care Research The School for Social Care Research, London.

Lawson, Lovett; Muc, Magdalena; Oladimeji, Olanrewaju; Iweha, Chijioke; Opoola, Blessing; Abdurhaman, Saddiq T.; Bimba, John S. and Cuevas, Luis E. (2017). Tuberculosis and diabetes in Nigerian patients with and without HIV. International Journal of Infectious Diseases, 61 pp. 121–125.

Leavey, Gerard; Mallon, Sharon; Rondon-Sulbaran, Janeet; Galway, Karen; Rosato, Michael and Hughes, Lynette (2017). The failure of suicide prevention in primary care: family and GP perspectives - a qualitative study. BMC psychiatry, 17(1) p. 369.

Lee, Clare and Johnston-Wilder, Sue (2017). The Construct of Mathematical Resilience. In: Xolocotzin Eligio, Ulises ed. Understanding Emotions in Mathematical Thinking and Learning. Elsevier, pp. 269–291.

Lee, Clare and Ward-Penny, Robert (2017). Teachers’ Accounts of Developing Mathematical Resilience in the Classroom. In: The Second International Conference on Mathematical Resilience, 3-4 Mar 2017, The Open University.

Lee, Clare and Ward-Penny, Robert (2017). Perspectives and Practices in the Mathematics Classroom. In: Johnston-Wilder, Sue; Lee, Clare and Pimm, David eds. Learning to Teach Mathematics in the Secondary School (Fourth Edition). Routledge, pp. 192–207.

Leedham, Maria and Fernandez-Parra, Maria (2017). Recounting and reflecting: The use of first person pronouns in Chinese, Greek and British students' assignments in engineering. Journal of English for Academic Purposes, 26 pp. 66–77.

Lees, Amanda; Payler, Jane; Ballinger, Claire; Lawrence, Penny; Faust, Saul N. and Meads, Geoffrey (2017). Positioning Children’s Voice in Clinical Trials Research: A New Model for Planning, Collaboration, and Reflection. Qualitative Health Research, 27(14) pp. 2162–2176.

Léglise, Isabelle and Sánchez Moreano, Santiago (2017). From varieties in contact to the selection of linguistic resources in multilingual settings. In: Bassiouney, Reem ed. Identity and Dialect Performance: A Study of Communities and Dialects. Routledge Studies in Language and Identity. Abingdon: Routledge, pp. 141–159.

Leornardi, Sarah; Archer, Rachael; Tazzyman, Sarah; Burkin, Guy; Choudhoury, Arifa; Cork, Lorna and Fox, Alison (2017). Leadership Curriculum Evaluation: Final Report DFE- RR639. Department for Education, London.

Levell, Jade (2017). [Book review] Young Men and Domestic Abuse by David Gadd, Claire L. Fox, Mary-Louise Corr, Steph Alger and Ian Butler. Children & Society, 31(6) pp. 523–524.

Lewis, Tim (2017). Introduction to system special issue on telecollaboration. System, 64 pp. 1–6.

Liechty, Toni; Genoe, M. Rebecca and Marston, Hannah R. (2017). Physically Active Leisure and the Transition to Retirement: The Value of Context. Annals of Leisure Research, 20(1) pp. 23–38.

Lillis, Theresa (2017). Imagined, prescribed and actual text trajectories: the ‘problem’ with case notes in contemporary social work. Text and Talk, 37(4) pp. 485–508.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2017). ‘If it’s not written down it didn’t happen’: Contemporary social work as a writing intensive profession. Journal of Applied Linguistics and Professional Practice, 14(1) pp. 29–52.

Lillis, Theresa (2017). Writing in professional social work practice in a changing communicative landscape (WISP). In Impact Impact 2017(9) pp.61-63, Science Impact Ltd.

Lillis, Theresa (2017). Resistir regímenes de evaluación en el estudio del escribir: hacia un imaginario enriquecido. Signo y pensamiento, 36(71) pp. 66–81.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2017). Writing in contemporary social work: texts, technologies and trajectories. In: BAAL2017: British Association for Applied Linguistics Conference, 31 Aug - 02 Sep 2017, University of Leeds, UK.

Lingam-Willgoss, Candice (2017). The transitional experiences of recreational and elite sporting. In: BPS DSEP Conference 2017, Dec 2017, Glasgow.

Lloyd, Mair Elizabeth (2017). Living Latin: Exploring a Communicative Approach to Latin Teaching Through a Sociocultural Perspective on Language Learning. Doctor of Philosophy (PhD) thesis The Open University.

Lucassen, Mathijs F.G.; Stasiak, Karolina; Samra, Rajvinder; Frampton, Christopher M.A. and Merry, Sally N. (2017). Sexual minority youth and depressive symptoms or depressive disorder: A systematic review and meta-analysis of population-based studies. Australian and New Zealand Journal of Psychiatry, 51(8) pp. 774–787.

Lucassen, Mathijs; Fleming, Theresa M. and Merry, Sally N. (2017). Tips for research recruitment: The views of sexual minority youth. Journal of LGBT Youth, 14(1) pp. 16–30.

Lupson, Kathryn (2017). Teachers Being Creative: Technology in Drama? Doctor of Education (EdD) thesis The Open University.

Maher, Damian and Twining, Peter (2017). Bring your own device – a snapshot of two Australian primary schools. Educational Research, 59(1) pp. 73–88.

Major, Rachael Louise (2017). Nurses’ Personal and Professional Experiences of Dyslexia in Lifelong Learning: a Narrative Approach. Doctor of Education (EdD) thesis The Open University.

Mallon, Sharon (2017). The role of paramilitary punishment attacks and intimidation in death by suicide in post agreement Northern Ireland. In: Knowledge Exchange Seminar Series (KESS), 21 Jun 2017.

Manco, L; Dias, H; Muc, Magdalena and Padez, C (2017). The lactase- 13910C> T polymorphism (rs4988235) is associated with overweight/obesity and obesity-related variables in a population sample of Portuguese young adults. European journal of clinical nutrition, 71(1) pp. 21–24.

Mander, Sarah (2017). How big is our society? In: Brown, Zeta ed. Children, Families and Communities:. Abingdon: Routledge.

Marecek, Jeanne; Macleod, Catriona and Hoggart, Lesley (2017). Abortion embedded and embodied in social relations: Challenges for feminist psychology. Feminism and Psychology, 27(2) pp. 133–143.

Marecek, Jeanne; Macleod, Catriona and Hoggart, Lesley (2017). Abortion in legal, social, and healthcare contexts. Feminism and Psychology, 27(1) pp. 4–14.

Márquez Reiter, R. and Patiño-Santos, A. (2017). The discursive construction of moral agents among Spanish-speaking Latin American retailers in Elephant & Castle. Tilburg Papers in Cultural Studies(194)

Márquez Reiter, Rosina (2017). Interviews as sites of ideological work. Spanish in Context, 15(1) pp. 54–76.

Márquez Reiter, Rosina and Bou-Franch, Patricia (2017). (Im)politeness in Service Encounters. In: Culpeper, Jonathan; Haugh, Michael and Kádár, Dániel Z. eds. The Palgrave Handbook of Linguistic (Im)politeness. Palgrave Macmillan UK, pp. 661–687.

Marston, Hannah R.; Kroll, Michael; Fink, Dennis; Poveda, Rakel and Gschwind, Yves J. (2017). Digital Game Technology and Older Adults. In: Marston, Hannah; Freeman, Shannon and Musselwhite, Charles eds. Mobile e-Health. Human–Computer Interaction Series. Cham: Springer, pp. 149–171.

Mccartney, Kieran Neil and Forsyth, Jacky (2017). The efficacy of core stability assessment as a determiner of performance in dynamic balance and agility tests. Journal of Human Sport and Exercise, 12(3) pp. 640–650.

McInally, Wendy (2017). Public Engagement Event BRIGHTLIGHT. Wendy McInally.

McInally, Wendy and Willis, D. S. (2017). Impact of policy for Children and Young People with Cancer. Comprehensive Child and Adolescent Nursing, 40(2) pp. 68–70.

McMahon, Jennifer; MacDonald, Abbey and Owton, Helen (2017). A/r/tographic inquiry in sport and exercise research: A pilot study examining methodology versatility, feasibility and participatory opportunities. Qualitative Research in Sport, Exercise and Health, 7(4) pp. 403–417.

Merry, Sally N.; Stasiak, Karolina; Dunnachie, Bronwyn; Anstiss, Tania; Lucassen, Mathijs and Cargo, Tania (2017). Implementing and Testing Youth Psychotherapies through a National Center for Evidence-Based Practice in New Zealand. In: Weisz, John R. and Kazdin, Alan E. eds. Evidence-Based Psychotherapies for Children and Adolescents (Third Edition). New York: The Guilford Press, pp. 396–414.

Minocha, Shailey; Banks, Duncan; Holland, Caroline; McNulty, Catherine and Tudor, Ana-Despina (2017). Investigating the role of wearable activity-tracking technologies in the well-being and quality of life of people aged 55 and over. Report submitted to Sir Halley Stewart Trust, The Open University, Milton Keynes, UK.

Minocha, Shailey; Banks, Duncan; Holland, Caroline and Palmer, Jane (2017). Investigating the influence of wearable activity - tracking technologies on behaviour change in people aged 55 and over. In: 3rd Centre for Behaviour Change Digital Health Conference: Harnessing Digital Technology for Behaviour Change, 22-23 Feb 2017, Mary Ward House, Tavistock Place, London.

Minocha, Shailey; Holland, Caroline; Banks, Duncan; McNulty, Catherine and Tudor, Ana-Despina (2017). Investigating the role of wearable activity-tracking technologies in the well-being and quality of life of people aged 55 and over. In: Wearable Technologies Special Interest Group, ACTIS (Advanced Clinical Technology Innovation Support) programme, 10 May 2017, Kents Hill Park Training & Conference Centre, Milton Keynes, England.

Mitchell, Vince J. (2017). Ethics and mental health nursing. In: Chambers, Mary ed. Psychiatric and Mental Health Nursing: The Craft of Caring 3rd edition. New York, NY, USA: Routledge, pp. 19–27.

Moon, Bob (2017). Teacher Education and the University: The Global Reform Imperative. In: Maclean, Rupert ed. Life in Schools and Classrooms: Past, Present and Future. Education in the Asia-Pacific Region: Issues, Concerns and Prospects (38). Amsterdam: Springer, pp. 85–99.

Moon, Bob and Villet, Charmaine (2017). Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa? Journal of Learning for Development - JL4D, 4(1) pp. 23–35.

Moore, Rhiannon; Azubuike, Obiageri Bridget; Reddy, Prudhvikar; Rolleston, Caine and singh, Renu (2017). Young Lives School Survey, 2016-17: Evidence from India. Young Lives, Oxford, UK.

Moore, Rhiannon; Buckler, Alison; Addae-Kyeremeh, Eric; Singh, Renu; Rossiter, Jack and High, Chris (2017). Understanding teachers’ working experiences: capturing data on teachers as professionals, learners and change-makers in low resource contexts. In: Young Lives and RITES (OU) symposium, 5-7 Sep 2017, Oxford, UK.

Motzo, Anna and Proudfoot, Anna (2017). MOOCs for language learning – opportunities and challenges: the case of the Open University Italian Beginners’ MOOCs. In: Beyond the Language Classroom: Researching MOOCs and Other Innovations (Kan, Qian and Bax, Stephen eds.), Research Publishing, pp. 85–98.

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

Musgrave, Jackie (2017). Introduction in Studying for Your Early Years Degree: skills and knowledge for becoming an effective practitioner. In: Musgrave, Jackie; Savin-Baden, Maggi and Stobbs, Nicola eds. Studying for Your Early Years Degree: skills and knowledge for becoming an effective practitioner. St Albans: Critical Publishing, pp. 1–9.

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

Nao, Marion (2017). [Book review] Lubie Grujicic-Alatriste (ed.), Linking Discourse Studies to Professional Practice. Discourse & Society, 28(5) pp. 567–569.

NCD Risk Factor Collaboration (NCD-RisC) (2017). Worldwide trends in body-mass index, underweight, overweight, and obesity from 1975 to 2016: a pooled analysis of 2416 population-based measurement studies in 128.9 million children, adolescents, and adults. Lancet, 390(10113)

Newton, Victoria (2017). Evaluation of the HEE North Central and East London & NIHR CLAHRC North Thames Clinical Nurse/Midwife/AHP (NMAHP) Academic Fellowship Scheme: Key Findings. NIHR CLAHRC North Thames.

Newton, Victoria Louise (2017). ‘It's good to be able to talk’: An exploration of the complexities of participant and researcher relationships when conducting sensitive research. Women’s Studies International Forum, 61 pp. 93–99.

Newton, Victoria Louise and Fulop, Naomi (2017). Evaluation Report: HEE North Central and East London & NIHR CLAHRC North Thames Clinical Nurse/Midwife/AHP (NMAHP) Academic Fellowship Scheme. NIHR CLAHRC North Thames.

Newton, Victoria Louise and Fulop, Naomi (2017). Evaluation of the HEE North Central and East London & NIHR CLAHRC North Thames Clinical Nurse/Midwife/AHP (NMAHP) Academic Fellowship Scheme EXECUTIVE SUMMARY. NIHR CLAHRC North Thames.

O'Hagan, Lauren (2017). Principles, Privilege and Powerlessness in the Edwardian Prize Book: Bridging the Gap between Two Opposing Worlds. English Literature in Transition, 1880-1920, 60(4) pp. 506–529.

O'Rourke, Breffni and Stickler, Ursula (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 1–20.

Office for Fair Access (2017). Understanding the impact of outreach on access to higher education for disadvantaged adult learners. Office for Fair Access.

Okada, Alexandra and Rocha, Ana Karine (2017). Responsible Research and Innovation for Contemporary Education. In: The Online, Open and Flexible Higher Education Conference, 25-27 Oct 2017, Open University Milton Keynes (UK).

Okada, Alexandra; Rocha, Ana Karine; Whitelock, Denise; Furchter, Simone and Zucchi, Sangar (2017). Peer​ ​Learning​ ​And​ ​Assessment-in-Context​ ​With​ ​3D​ ​Immersive​ ​Glasses. In: 7th European Immersive Education Summit (EiED 2017), 16-19 Nov 2017, Lucca and Pisa, Italy.

Okada, Alexandra; Whitelock, Denise and Holmes, Wayne (2017). Students’ views on trust-based e-assessment system for online and blended environments. In: The Online, Open and Flexible Higher Education Conference, 25-27 Oct 2017, Open University, Milton Keynes.

Okello, George Awuor (2017). Producing Malaria Indicators Through District Health Information Software (DHIS2): Practices, Processes And Challenges In Kenya. Doctor of Philosophy (PhD) thesis The Open University.

Owton, Helen and Allen-Collinson, Jacquelyn (2017). Athlete Domestic Violence: contaminating acts and the violation of self-boundaries. In: Milner, Adrienne and Braddock, II, J.H. eds. Women in Sports: Breaking Barriers, Facing Obstacles. ABC-CLIO, pp. 185–202.

Owton, Helen (2017). Doing Poetic inquiry. Palgrave Pivot. Palgrave.

Owton, Helen (2017). The video space in sensitive research: Using arts based methods. In: The Annual British Psychological Society Conference, 3-5 May 2017, Hilton Metropole, Brighton, UK.

Owton, Helen (2017). Austria Radio interview on Women's EURO 2017. Radio FM 4.

Owton, Helen (2017). Women’s Euro 2017 football preview - all you need to know. The Conversation.

Owton, Helen and Allen-Collinson, Jacquelyn (2017). ‘It stays with you’: multiple evocative representations of dance and future possibilities for studies in sport and physical cultures. Qualitative Research in Sport, Exercise and Health, 9(1) pp. 49–55.

Owton, Helen and Sparkes, Andrew C. (2017). Sexual abuse and the grooming process in sport: Bella’s story. Sport, Education and Society, 22(6) pp. 732–743.

Palmgren-Neuvonen, Laura; Korkeamäki, Riitta-Liisa and Littleton, Karen (2017). Intercreating in the context of learner-generated DV production. Thinking Skills and Creativity, 26 pp. 13–23.

Paterson, Laura L.; Peplow, David and Grainger, Karen (2017). Does Money Talk Equate to Class Talk? Audience Responses to Poverty Porn in Relation to Money and Debt. In: Mooney, Annabelle and Sifaki, Evi eds. The Language of Money and Debt: A Multidisciplinary Approach. Palgrave, pp. 205–231.

Patterson, Jonathan and Wilton-Godberfforde, Emilia (2017). Variations of Vileness: An Introduction. Early Modern French Studies, 39(2) pp. 90–98.

Payler, Jane; Davis, Geraldine; Jarvis, Pam; Georgeson, Jan; Wood, Elizabeth and Lloyd, Eva (2017). BERA-TACTYC Early Childhood Education and Care Review 2004-2015. In: BERA Annual Conference 2016, 13-15 Sep 2016, University of Leeds.

Payler, Jane and Georgeson, Jan (2017). Social class and culture: bridging divides through learner agency. In: Moyles, Janet; Payler, Jane and Georgeson, Jan eds. Beginning Teaching, Beginning Learning (5th edition). Maidenhead: Open University Press, pp. 203–214.

Payler, Jane; Wood, Elizabeth; Georgeson, Jan; Davis, Geraldine; Jarvis, Pamela; Rose, Janet; Gilbert, Louise; Hood, Philip; Mitchell, Helena and Chesworth, Liz (2017). BERA-TACTYC Early Childhood Research Review 2003-2017. BERA, London.

Peace, S. M and Darton, R. A. (2017). Cross-Cultural Comparison of the Impact of Home Modification and Adaptation. In: Innovation in Aging, Oxford University Press, 1(Supplement) pp. 1034–1035.

Peace, Sheila; Gopinath, Manik and Holland, Caroline (2017). Meanings of home for older couples and spouse caregivers. In: Home futures: towards a critical feminist geography of housing, ageing and health, Royal Geographical Society with the Institute of British Geographers.

Pearson, E.; Hendry, H.; Rao, N.; Aboud, F.; Horton, C.; Siraj, I.; Raikes, A. and Miyahara, J. (2017). Reaching expert consensus on training different cadres in delivering early childhood development: technical report. United Kingdom Department for International Development.

Pearson, E.; Hendry, H.; Rao, N.; Aboud, F.; Horton, C.; Siraj, I.; Raikes, A. and Miyahara, J. (2017). Training early childhood development cadres in low-resource contexts. UK Government Department for International Development.

Pérez Cavana, Maria Luisa and Edwards, Chris (2017). Fostering student-centred pedagogy through the language learning support dimensions (LLSD). In: Krings, Hans P and Kühn, Bärbel eds. Inhalt und Vielfalt - Neue Herausforderungen für das Sprachenlernen und -lehren an Hochschulen. Fremdsprachen in Lehre und Forschung. Bochum, Gernabt: AKS Verlag, pp. 149–161.

Pérez-Sanagustín, Mar; Nussbaum, Miguel; Hilliger, Isabel; Alario-Hoyos, Carlos; Heller, Rachelle S.; Twining, Peter and Tsai, Chin-Chung (2017). Research on ICT in K-12 schools e A review of experimental and survey-based studies in computers & education 2011 to 2015. Computers and Education, 104 A1-A15.

Pinchbeck, Jessica and Heaney, Caroline (2017). Case report: the impact of a resubmission intervention on level 1 distance learning students. Open Learning: The Journal of Open, Distance and e-learning, 32(3) pp. 236–242.

Pita Costa, Joao; Stopar, luka; Fuart, Flavio; Grobelnik, Marko; Santanam, Raghu; Sun, Chenlu; Carlin, Paul; Black, Michaela and Wallace, Jonathan (2017). Text mining open datasets to support public health. In: Workshop on Information Technologies and Systems, 13-14 Dec 2017, Soeul.

Power, Tom; Mathew, Rama and Griffiths, Malcolm (2017). How are English language teachers supported to develop professional knowledge and practice, within their schools? Qualitative Study. EIA Research Reports; English in Action (EIA), Dhaka, Bangladesh.

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

Power, Tom; McCormick, Robert and Asbeek-Brusse, Elsbeth (2017). A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh. EIA Research Reports; English in Action (EIA), Dhaka, Bangladesh.

Purcell, C; Riddell, J; Brown, A; Cameron, ST; Melville, C; Flett, G; Bhushan, Y and McDaid, L (2017). Women's experiences of more than one termination of pregnancy within two years: a mixed-methods study. BJOG: An International Journal of Obstetrics & Gynaecology, 124(13) pp. 1983–1992.

Purcell, C.; Cameron, S.; Lawton, J.; Glasier, A. and Harden, J. (2017). Self-management of first trimester medical termination of pregnancy: a qualitative study of women's experiences. BJOG: An International Journal of Obstetrics & Gynaecology, 124(13) pp. 2001–2008.

Purcell, Carrie; Brown, Audrey; Melville, Catriona and McDaid, Lisa M (2017). Women’s embodied experiences of second trimester medical abortion. Feminism & Psychology, 27(2) pp. 163–185.

Purcell, Carrie; Cameron, Sharon; Lawton, Julia; Glasier, Anna and Harden, Jeni (2017). The changing body work of abortion: a qualitative study of the experiences of health professionals. Sociology of Health & Illness, 39(1) pp. 78–94.

Ribeiro, Silvar Ferreira; Pinto, Sonia Maria da Conceicao and Okada, Alexandra Lilavati Pereira (2017). Continuing teacher training using dilemmas with elements of ubiquity. Interfaces Cientificas, 6(1) pp. 107–124.

Rienties, Bart; Lewis, Timothy; Mcfarlane, Ruth; Nguyen, Quan and Toetenel, Lisette (2017). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Journal of Computer Assisted Learning, 31(3) pp. 273–293.

Rivas, Lucía and Cantarutti, Marina Noelia (2017). Prosodia y estructura genérica en inglés: Co-construyendo “stories” en la radio. In: Mattioli, E.I. and Mónaco, F. eds. Contribuciones al estudio de las relaciones entre ideología, discurso y sociedad. Santa Fe: Universidad Nacional del Litoral, pp. 115–128.

Rix, Jonathan and Parry, John (2017). Using In-the-Picture to Engage With the Child’s Perspective. In Sage Research Methods Cases SAGE Research Methods Cases.

Rocks, Eddie (2017). Exploring Transformative Journeys through a Higher Education Programme in a Further Education College. Doctor of Education (EdD) thesis The Open University.

Roelen, Keetie; Devereux, Stephen; Abdulai, Abdul-Gafaru; Martorano, Bruno; Palermo, Tia and Ragno, Luigi Peter (2017). How to Make ‘Cash Plus’ Work: Linking Cash Transfers to Services and Sectors. In Innocenti Working Paper WP-2017-10 UNICEF Office of Research, Florence, Italy.

Rogers, Justin (2017). ‘Different’ and ‘Devalued’: Managing the Stigma of Foster-Care with the Benefit of Peer Support. The British Journal of Social Work, 47(4) pp. 1078–1093.

Rogers, Justin (2017). Eco-maps and photo-elicitation: Reflections on the use of visual methods in social work research with children and young people. Journal of Applied Youth Studies, 1(4) pp. 59–74.

Rogers, Justin M. (2017). Memorial. Quality in Ageing and Older Adults, 18(1) pp. 81–82.

Rosell-Aguilar, Fernando (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34(2) pp. 243–258.

Ryan, Gemma (2017). Professionalism in Social Media - The 3C's rule. YouTube.

Ryan, Gemma Sinead (2017). An introduction to the origins, history and principles of ethnography. Nurse Researcher, 24(4) pp. 15–21.

Ryan, Gemma Sinead (2017). Critical realist ethnography: from philosophy to the practice of research analysis. In: RCN International Nursing Research Conference and Exhibition 2017, 4-7 Apr 2017, Oxford.

Ryan, Gemma Sinead (2017). What do nurses do in professional Facebook groups and how can we explain their behaviours? In: RCN International Nursing Research Conference 2017, 5-7 Apr 2017, Oxford.

Ryan, Gemma Sinead (2017). Professional socialisation, accountability and social media: what’s the relationship and should we care? In: Nursing education and professional development: the global perspective Conference and exhibition hosted by the RCN Education Forum, 21-22 Mar 2017, Cardiff, Wales.

Sah, Pramod Kumar (2017). Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives. Journal of NELTA, 22(1-2) pp. 26–38.

Samra, Rajvinder; Cox, Tom; Gordon, Adam; Conroy, Simon; Lucassen, Mathijs and Griffiths, Amanda (2017). What Factors Are Related to Medical Students’ and Doctors’ Attitudes Towards Older Patients? In: 21st IAGG World Congress of Gerontology and Geriatrics, 23-27 Jul 2017, San Francisco, California.

Samra, Rajvinder; Cox, Tom; Gordon, Adam L; Conroy, Simon; Lucassen, Mathijs and Griffiths, Amanda (2017). Factors related to medical students’ and doctors’ attitudes towards older patients: A systematic review. Age and Ageing, 46(6) pp. 911–919.

Sánchez Moreano, Santiago (2017). Enoncés de type OV et positionnements sociaux dans l’espagnol parlé par les Quichuas équatoriens à Cali (Colombie)

[OV constructions and stance in the Spanish spoken by Ecuadorian Quichuas in Cali (Colombia)]. Sociolinguistic Studies, 11(1) pp. 65–105.

Schulze-Cleven, Tobias; Reitz, Tilman; Maeße, Jens and Angermuller, Johannes (2017). The new political economy of higher education: between distributional conflicts and discursive stratification. Higher Education, 73(6) pp. 795–812.

Scott, David Steven (2017). "When You're Born You Can't Even Talk, So Everybody Starts Somewhere": the Lived Experiences of Sports Leadership Training. Doctor of Philosophy (PhD) thesis The Open University.

Seale, Jane and Chadwick, Darren (2017). How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(1), article no. 2.

Seale, Jane; Garcia-Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron and Hayhoe, Simon (2017). What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project? Jane Seale.

Seale, Jane K (2017). From the voice of a ‘Socratic Gadfly’: a call for more academic activism in the researching of disability in postsecondary education. European Journal of Special Needs Education, 32(1) pp. 153–169.

Seargeant, Philip (2017). [Comment] The symbolism of English on the Brexit battleground. World Englishes, 36(3) pp. 356–359.

Seargeant, Philip (2017). Teaching the history of English online: open education and student engagement. In: Hayes, Mary and Burkette, Allison eds. Approaches to Teaching the History of the English Language: Pedagogy in Practice. Oxford University Press, pp. 357–364.

Seargeant, Philip; Erling, Elizabeth J.; Solly, Mike and Chowdhury, Qumrul Hasan (2017). The communicative needs of Bangladeshi economic migrants: The functional values of host country languages versus English as a lingua franca. Journal of English as a Lingua Franca, 6(1) pp. 141–165.

Seargeant, Philip; Erling, Elizabeth J.; Solly, Mike; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2017). Analysing perceptions of English in rural Bangladesh. World Englishes, 36(4) pp. 631–644.

Secova, Maria (2017). Changement grammatical et discursif en français multiculturel de la région parisienne : éléments de comparaison. Lingvisticæ Investigationes, 40(2) pp. 173–199.

Secova, Maria (2017). Discourse-pragmatic variation in Paris French and London English: Insights from general extenders. Journal of Pragmatics, 114 pp. 1–15.

Semino, Elena; Demjen, Zsofia; Demmen, Jane; Koller, Veronika; Payne, Sheila; Hardie, Andrew and Rayson, Paul (2017). The online use of Violence and Journey metaphors by patients with cancer, as compared with health professionals: a mixed methods study. BMJ Supportive & Palliative Care, 7(1) pp. 60–66.

Sfar-Gandoura, Hanah; Ryan, Gemma Sinead and Melvin, Gail (2017). Evaluation of a drop-in clinic for young people with attention deficit hyperactivity disorder. Nursing Children & Young People, 29(5) pp. 24–32.

Sheehy, Kieron (2017). Ethics, epistemologies and inclusive education. In: Gajewski, Agnes ed. Ethics, Equity, and Inclusive Education. International Perspectives on Inclusive Education (9). Bingley: Emerald Publishers, pp. 59–78.

Sheehy, Kieron and Holliman, Andrew (2017). New technologies and a world of differences: Introducing the perils and promises for learners. In: Sheehy, Kieron and Holliman, Andrew eds. Education and New Technologies: Perils and Promises for Learners. Routledge.

Shi, Lijing; Stickler, Ursula and Lloyd, Mair E. (2017). The Interplay between attention, experience and skills in online language teaching. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 205–238.

Shrestha, Prithvi N. (2017). Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment. Journal of English for Academic Purposes, 25 pp. 1–17.

Simons, Joan and Brown, Nicola (2017). Parents in Health Care. In Journal of Child Health Care Journal of Child Health Care (Online Special Collection), SAGE.

Simons, Joan; Carter, Bernie; Craske, Jennie; Parry, Sarah; Coles, Sally and Bennett, Michelle (2017). Anaesthetists' views of managing children's pain post-surgery. Pain News, 15(4) pp. 181–184.

Simpson, Alan; Coffey, Michael; Hannigan, Ben; Barlow, Sally; Cohen, Rachel; Jones, Aled; Faulkner, Alison; Thornton, Alexandra; Vseteckova, Jitka; Haddad, Mark and Marlowe, Karl (2017). Cross-national mixed-methods comparative case study of recovery-focused mental health care planning and co-ordination in acute inpatient mental health settings (COCAPP-A). Health Services and Delivery Research, 5(26) pp. 1–234.

Simpson, J. E. (2017). Staying in touch in the digital era: New social work practice. Journal of Technology in Human Services, 35(1)

Simpson, Jennifer Evyonne; Bardsley, Janet; Haider, Sharif; Bayley, Kenneth; Brown, Gill; Harrington-Vail, Amanda and Dale-Emberton, Ann (2017). Taking advantage of dissonance: a CPD framework. Journal of Children's Services, 12(1) pp. 1–15.

Smith-Spark, James H.; Henry, Lucy A.; Messer, David J. and Zięcik, Adam P. (2017). Verbal and Non-verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems? Dyslexia, 23(3) pp. 234–250.

Solly, Mike; Hasan Chowdhury, Qumrul; Erling, Elizabeth J. and Seargeant, Philip (2017). The role of English in the safety, stability and resilience of Bangladeshi economic migrants working in the Middle East. In: Erling, Elizabeth J. ed. English Across the Fracture Lines: the contribution and relevance of English to security, stability and peace. British Council, pp. 109–114.

Spenceley, Kate; Humphrey, Richard and Lingam-Willgoss, Candice (2017). Defining Ultra-Endurance: A Survey of Athletes and Coaches to Achieve a Consensus Definition. Scope (Health and Activity), 1 pp. 171–179.

Stevenson, Jacqui; Keogh, Peter; Smith, John and West, Elizabeth (2017). Women’s experiences of ageing with HIV in London. HIV Nursing, 17(4) pp. 134–138.

Stewart, S. and Welton, N. (2017). Methodological framework and guide. Erasmus+.

Stewart-Lord, Adéle; Baillie, Lesley and Woods, Sandie (2017). Health care staff perceptions of a coaching and mentoring programme: a qualitative case study evaluation. International Journal of Evidence-based Coaching and Mentoring, 15(2) pp. 70–85.

Stickler, Ursula (2017). Qualitative and mixed methodology for online language teaching research. In: Applied Linguistic Research and Methodology. Proceedings from the CALS Conference 2015 (Cergol Kovačević, Kristina and Udier, Sanda Lucija eds.), Peter Lang Verlag, Frankfurt am Main, pp. 37–54.

Stickler, Ursula and Shi, Lijing (2017). Eyetracking methodology in SCMC: a tool for empowering learning and teaching. ReCALL pp. 160–177.

Stockley, Rachel C.; Donaldson, Glenis; Georgiou, Theo; Holland, Simon; van der Linden, Janet; Tetley, Josie; Garbutt, Linda and Pinzone, Ornella (2017). Walk to the Beat: A Case Report of the Use of a Novel Haptic Device to Improve Walking after Stroke. Journal of Novel Physiotherapy and Physical Rehabilitation, 4(2) pp. 56–59.

Stockley, RC; Donaldson, G; Georgiou, Theodoros; Caton, S; Pinzone, O; Visi, F; Holland, Simon; Sullivan, M and Tetley, Josie (2017). A small repeated measures study of haptic cueing upon gait symmetry in people after stroke. International Journal of Stroke, 12 (5S) pp. 44–45.

Stutchbury, Kris and Woodward, Clare (2017). Teachers Taught, Lessons Learnt: Experiences of Using Video to Support Teacher Learning on Three Continents. In: Pan Commonwealth Forum 8 (PCF8), 28-30 Nov 2016, Kuala Lumpur, Malaysia.

Stutchbury, Kris and Woodward, Clare (2017). Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education. Journal of Learning for Development - JL4D, 4(2)

Sundram, Frederick; Hawken, Susan J; Stasiak, Karolina; Lucassen, Mathijs FG; Fleming, Theresa; Shepherd, Matthew; Greenwood, Andrea; Osborne, Raechel and Merry, Sally N (2017). Tips and Traps: Lessons From Codesigning a Clinician E-Monitoring Tool for Computerized Cognitive Behavioral Therapy. JMIR Mental Health, 4(1) e3.

Sykes, Susie; Baillie, Lesley; Thomas, Beth; Scotter, Judith and Martin, Fiona (2017). Enhancing Care Transitions for Older People through Interprofessional Simulation: A Mixed Method Evaluation. International Journal of Integrated Care, 17(6), article no. 3.

Szabo, Csaba Zoltán (2017). Vocabulary Testing and the Influence of Second Language on Third Language Vocabulary Acquisition. Doctor of Philosophy (PhD) thesis The Open University.

Tagg, Caroline; Lyons, Agnieszka; Hu, Rachel and Rock, Frances (2017). The ethics of digital ethnography in a team project. Applied Linguistics Review, 8(2-3) pp. 271–292.

Tagg, Caroline; Seargeant, Philip and Brown, Amy Aisha (2017). Taking Offence on Social Media: Conviviality and Communication on Facebook. Pivot. Palgrave Macmillan.

Tarrant, Anna; Featherstone, Brid; O'Dell, Lindsay and Fraser, Clare (2017). ‘‘You try to keep a brave face on but inside you are in bits’’: Grandparent experiences of engaging with professionals in Children’s Services. Qualitative Social Work, 16(3) pp. 351–366.

Tatlow-Golden, Mimi; Gavin, Blanaid; McNamara, Niamh; Singh, Swaran; Ford, Tamsin; Paul, Moli; Cullen, Walter and McNicholas, Fiona (2017). Transitioning from child and adolescent mental health services with attention-deficit hyperactivity disorder in Ireland: Case note review. Early Intervention in Psychiatry, 12(3) pp. 505–512.

Tatlow-Golden, Mimi and Guerin, Suzanne (2017). Who I Am: The Meaning of Early Adolescents’ Most Valued Activities and Relationships, and Implications for Self-Concept Research. The Journal of Early Adolescence, 37(2) pp. 236–266.

Tatlow-Golden, Mimi; O’Farrelly, Christine; Booth, Ailbhe and Doyle, Orla (2017). ‘‘Bursting’’ to Go and Other Experiences: Children’s Views on Using the Toilet in the First School Year. The Journal of School Nursing, 33(3) pp. 214–222.

Tatlow-Golden, Mimi; Verdoodt, Valerie; Oates, John; Jewell, Jo; Breda, João J. and Boyland, Emma (2017). A safe glimpse within the "black box"? Ethical and legal principles when assessing digital marketing of food and drink to children. WHO Public Health Panorama, 3(4) pp. 613–621.

Tauber-Gilmore, Marcelle; Addis, Gulen; Zahran, Zainab; Black, Sally; Baillie, Lesley; Procter, Sue and Norton, Christine (2017). The views of older people and health professionals about dignity in acute hospital care. Journal of Clinical Nursing, 27(1-2) pp. 223–234.

Teggi, Diana (2017). Ethnographic Practice and New Materialist Onto-Epistemologies. In: London Conference in Critical Thought 2017, Stream ‘Theorizing Ethics and Politics in Ethnographic Practice’, 30 Jun - 1 Jul 2017, London South Bank University.

Tetley, J.; Stockley, R.; Donaldson, G.; Caton, S.; Sullivan, M.; Holland, S.; Georgiou, T.; Visi, F.; Williamson, A.; Wong, J. and Hill, R. (2017). Using rhythm for rehabilitation: evaluation of a novel haptic device. Manchester Metropolitan University & The Open University.

Therova, Dana (2017). Application of different tools to investigate features and development of UK-based international foundation students’ academic lexis in assessed writing. In: 1st International Conference on Corpus Analysis in Academic Discourse, 22-24 Nov 2017, Valencia, Spain.

Torres, Patricia Lupion; Santos, Katia Ethiénne Esteves dos; Kowalski, Raquel Pasternak Glitz and Okada, Alexandra (2017). Experience of Environmental Education using Responsible Research and Innovation of the Pontifical Catholic University of Paraná in the European Project Engage. Revista Diálogo Educacional, 17(55) pp. 1530–1554.

Tuck, Jackie (2017). Academics Engaging with Student Writing: Working at the Higher Education Textface. Routledge Research in Higher Education. London: Routledge.

Tuck, Jackie (2017). What do EAP Practitioners need to know? In: BALEAP ResTES Symposium, 28 Jan 2017, University of Leeds.

Twining, P.; Browne, N.; Murphy, P.; Hempel-Jorgensen, A.; Harrison, S. and Parmar, N. (2017). NP3 – New Purposes, New Practices, New Pedagogy: Meta-analysis report. Society for Educational Studies, London.

Vackova, Petra (2017). Social Inclusion in and around Visual Arts Activities: Epistemic Practices in a Preschool Context. Master of Research (MRes) thesis The Open University.

van Lier, Laila E.; Utter, Jennifer; Denny, Simon; Lucassen, Mathijs; Dyson, Ben and Clark, Terryann (2017). Home Gardening and the Health and Well-Being of Adolescents. Health Promotion Practice, 18(1) pp. 34–43.

Vicary, Sarah; Young, Alys and Hicks, Stephen (2017). A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4) pp. 550–565.

Vicary, Sarah (2017). The future has a long history: the influence of the study of social work history on education and practice. Bulletin of the Social Work History Network, 4(1) pp. 8–10.

Vicary, Sarah (2017). Mental Health Social Work: its social, legal or psychiatric character? Historical Association, Chester.

Vicary, Sarah (2017). Emotion management and the Approved Mental Health Professional. In: Contemporary Issues in Mental Health: A seminar series from SCWRU and MRC, 14 Nov 2017, Kings College, London, UK.

Vicary, Sarah (2017). Social work research and IPA: A contemporary study into approved mental health practice. “Pull”: the active use of dissonance. In: 1st International Conference on IPA, 21-22 May 2017, Glasgow, UK.

Vicary, Sarah (2017). Emotion management and the Approved Mental Health Professional: "pull" the active use of dissonance. In: XXXVth International Congress on Law and Mental Health, 9-14 Jul 2017, Prague, Czech Republic.

Vicary, Sarah (2017). [Book Review] Ethics and Law for Social Workers by Robert Johns. Journal of Social Work, 17(5)

Vicary, Sarah (2017). [Book Review] Critical and Creative Research Methodologies in Social Work by L Bryant. Qualitative Social Work, 16(5)

Vicary, Sarah (2017). [Book Review] Mental Health and Mental Capacity Law for Social Workers by Simon Godefroy. Journal of Social Work, 17(2)

Vicary, Sarah; Young, Alys and Hicks, Stephen (2017). Using Interpretative Phenomenological Analysis in social work research: a current study. In: European Conference for Social Work Research, 19-21 Apr 2017, Aalborg University, Denmark.

von Lindeiner-Stráský, Karina (2017). “… der harte Glanz des Hasses”: Satire und Humanismus im Exilwerk Klaus Manns. Oxford German Studies, 46(1) pp. 106–120.

von Lindeiner-Stráský, Karina (2017). Klaus Mann. https://sites.google.com/site/germanliterature.

Vseteckova, Jitka; Deepak Gopinath, Manik; Holland, Caroline; Draper, Jan; Pappas, Yannis; Gray, Stephen; McKeown, Eamonn and Dadova, Klara (2017). Barriers and facilitators to adherence to group exercise in institutionalised older people living with dementia: a systematic review. PROSPERO, 2017, CRD42017067805.

Walmsley, Jan; Tilley, Liz; Dumbleton, Sue and Bardsley, Janet (2017). The changing face of parent advocacy: a long view. Disability & Society, 32(9) pp. 1366–1386.

Ward, Michael R.M.; Tarrant, Anna; Terry, Gareth; Featherstone, Brid; Robb, Martin and Ruxton, Sandy (2017). Doing gender locally: The importance of ‘place’ in understanding marginalised masculinities and young men’s transitions to ‘safe’ and successful futures. The Sociological Review, 65(4) pp. 797–815.

Warren-Lee, Nicola (2017). Tacit Knowledge in Learning to Teach: What are the Possibilities for Student Teachers? Doctor of Education (EdD) thesis The Open University.

Waterhouse, Philippa; Hill, Allan G. and Hinde, Andrew (2017). Combining work and child care: The experiences of mothers in Accra, Ghana. Development Southern Africa, 34(6) pp. 771–786.

Waterhouse, Philippa; van der Wielen, Nele; Banda, Pamela Chirwa and Channon, Andrew Amos (2017). The impact of multi-morbidity on disability among older adults in South Africa: do hypertension and socio-demographic characteristics matter? International Journal for Equity in Health, 16, article no. 62.

Watson, Naomi A. (2017). Support and its Impact on the Lived Experiences of African Caribbean Nurses as Students and Practitioners in the British National Health Service (NHS). Journal of Healthcare Communications, 2(4), article no. 39.

Watson, Naomi Anna (2017). Here to Stay.. so.. Deal With It.. Experiences and Perceptions of Black British African Caribbean People about Nursing Careers. Germany: Lambert Academic Publishing.

Watts, Jacqueline H. and Cavaye, Joyce (2017). Caregiving as penalty and promise: reflections of former carers. In: Global Carework Summit, 1-3 Jun 2017, Lowell, Massachusetts, USA.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2017). What types of essay feedback influence implementation: Structure alone or structure and content? In: Technology Enhanced Assessment (TEA 2016). Communications in Computer and Information Science. (Joosten-ten Brinke, D. and Laanpere, M. eds.), Springer, Cham, 653 pp. 181–196.

Wiles, Fran (2017). Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework. European Journal of Social Work, 20(3) pp. 349–360.

Wiles, Fran (2017). How does the national context impact on social work professional identity? In: European Association of Schools of Social Work Conference, 26-29 Jun 2017, Paris Descartes University, France.

Wiles, Fran (2017). What is professional identity and how do social workers acquire it? In: Webb, Stephen A. ed. Professional Identity and Social Work. Routledge Academic, pp. 35–50.

Wiles, Fran and Vicary, Sarah (2017). Being a social worker: exploring and teaching about professional identities. In: EASSW-UNAFORIS 2017 European Conference, 27-29 Jun 2017, Paris, France.

Wilson, Ceri; Rouse, Lorna; Rae, Sarah and Kar Ray, Manaan (2017). Is restraint a 'necessary evil' in mental health care? Mental health inpatients' and staff members' experience of physical restraint. International Journal of Mental Health Nursing, 26(5) pp. 500–512.

Wilton-Godberfforde, Emilia (2017). Jean-Baptiste Poquelin: Dom Juan, ou le festin de Pierre [Don Juan]. The Literary Encylopedia.

Wilton-Godberfforde, Emilia (2017). Unmasking Falsehood: The Theatrical Pattern of Revelation in Nicole and Lamy. Yale French Studies(130) pp. 38–51.

Wilton-Godberfforde, Emilia (2017). Mendacity and the Figure of the Liar in Seventeenth-Century French Comedy. Routledge Studies in Renaissance Literature and Culture (37). Abingdon: Routledge.

Wingrove, Peter (2017). How suitable are TED talks for academic listening? Journal of English for Academic Purposes, 30 pp. 79–95.

Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya and Safford, Kimberly (2017). Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review. The Open University, Milton Keynes.

Wolfenden, Freda; Auckloo, Pritee; Buckler, Alison and Cullen, Jane (2017). Teacher educators and OER in East Africa: Interrogating pedagogic change. In: Hodgkinson-Williams, Cheryl and Arinto, Patricia B. eds. Adoption and impact of OER in the Global South. Cape Town, South Africa: ROER4D, pp. 251–286.

Wolfenden, Freda; Cross, Simon and Henry, Fiona (2017). MOOC adaptation and translation to improve equity in participation. Journal of Learning for Development - JL4D, 4(2)

Wolfenden, Freda; Henry, Fiona and Cross, Simon (2017). Extending the MOOC footprint: supporting capacity building in India. In: Pan-Commonwealth Forum 8, 2016 Conference proceedings, Commonwealth of Learning and Open University of Malaysia, Vancouver, Canada.

Woodhead, Martin; Rossiter, Jack; Dawes, Andrew and Pankhurst, Alula (2017). Scaling-up Early Learning in Ethiopia: Exploring the Potential of O-Class. Young Lives, Oxford Department of International Development (ODID), University of Oxford, Oxford.

Woodhead, Martin; Rossiter, Jack; Dawes, Andrew and Pankhurst, Alula (2017). Scaling-up Early Learning as a Sustainable Development Priority: A Case Study of Ethiopia. In: Miller, Linda; Cameron, Claire; Dalli, Carmen and Barbour, Nancy eds. The Sage Handbook of Early Childhood Policy. London: Sage Reference.

Yeandle, Sue; Chou, Yueh-Ching; Fine, Michael; Larkin, Mary and Milne, Alisoun (2017). [Editorial] Care and caring: interdisciplinary perspectives on a societal issue of global significance. International Journal of Care and Caring, 1(1) pp. 3–25.

2016To Top

Cooke, Carolyn; Evans, Keith; Philpott, Chris and Spruce, Gary eds. (2016). Learning to Teach Music in the Secondary School: A Companion to School Experience (3rd Edition). Learning to Teach Subjects in the Secondary School Series. Oxon: Routledge.

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

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

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

Hann, David and Lillis, Theresa eds. (2016). The Politics of Language and Creativity in a Globalised World. Milton Keynes: The Open University.

Hargreaves, Eleanore; Kambouri, Maria; Bradshaw, Pete and Attard, Michelle eds. (2016). Bringing Theory and Practice Closer in Teacher Learning: Partnerships Between Faculties of Education and Schools in Conducting Practicum, CPD and Action Research. Cairo: American University of Cairo.

Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. (2016). Futures for English Studies: Teaching language, literature and creative writing in Higher Education. Basingstoke: Palgrave Macmillan.

Lillis, Theresa; Harrington, Kathy; Lea, Mary R. and Mitchell, Sally eds. (2016). Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse/Parlor Press.

O'Dowd, Robert and Lewis, Tim eds. (2016). Online Intercultural Exchange: policy, pedagogy, practice. Routledge Studies in Language and Intercultural Communication. London: Routledge.

Semino, Elena and Demjén, Zsófia eds. (2016). The Routledge Handbook of Metaphor and Language. Routledge Handbooks in Linguistics. London: Routledge.

Singh, Jaspal; Cserzo, Dorottya and Kantara, Argyro eds. (2016). Downscaling Culture: Revisiting Intercultural Communication. Newcastle upon Tyne: Cambridge Scholars.

Social Work History Network eds. (2016). Bulletin of the Social Work History Network, 3(1)

Social Work History Network eds. (2016). Bulletin of the Social Work History Network, 3(2)

Zaalouk, Malak; Sultana, Ronald and Bradshaw, Pete eds. (2016). Building the Capacity of Faculties of Education: Case Studies of a TEMPUS Journey in Peer Learning and Transformations in Teacher Education. Cairo: American University of Cairo.

Adinolfi, Lina (2016). Utilising tablets and one-to-one coaching to create classroom videos for teacher development in India. In: Pickering, George and Gunashekar, Paul eds. Ensuring quality in English language teacher education. British Council, pp. 197–202.

Allen-Collinson, Jacquelyn; Owton, Helen and Crust, Lee (2016). Opening up dialogues and airways: using vignettes in research to enrich asthma understandings in sport and exercise. Qualitative Research in Sport, Exercise and Health, 8(4) pp. 352–364.

Álvarez, Inma (2016). El cuerpo en movimiento: aspectos de la identidad y la evaluación de la danza. In: Alcaraz, María José and Bertinetto, Alessandro eds. Las artes y la filosofía. Problemas de Estética. Ciudad de México: Instituto de Investigaciones Filosóficas, UNAM, pp. 217–278.

Álvarez Puente, Inma (2016). Prácticas curatoriales en el arte: el caso de la danza. In: La investigación en Danza (Soprano Manzo, Virginia and Giménez Morte, Carmen eds.), Mahali, Valencia, pp. 79–93.

Angermuller, Johannes (2016). Análise de discurso pós-estruturalista. As vozes do sujeito na linguagem em Lacan, Althusser, Foucault, Derrida e Sollers. São Paulo: Pontes.

Antal, Bálint (2016). An Exploration of the Values and Behaviours Determining Sustainable Well-Being in Hungary. Master of Research (MRes) thesis The Open University.

Arthur, Lore and Crossley, Michael (2016). Wide horizons and blurred boundaries: comparative perspectives on adult and lifelong learning. International Journal of Lifelong Education, 36(1-2) pp. 181–194.

Astruc, Lluïsa and del Mar Vanrell, Maria (2016). Intonational phonology and politeness in L1 and L2 Spanish. Probus, 28(1) pp. 91–118.

Astruc, Lluisa; Vanrell, Maria del Mar and Prieto, Pilar (2016). Cost of the action and social distance affect the selection of question intonation in Catalan. In: Armstrong, Meghan E.; Henriksen, Nicholas and Vanrell, Maria del Mar eds. Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields. John Benjamins Publishing Company, pp. 91–114.

Attar, Dena and Maybin, Janet (2016). The contribution of children's literature studies. In: Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. Futures for English Studies : Teaching Language, Literature and Creative Writing in Higher Education. Houndmills: Palgrave Macmillan, pp. 179–196.

Attwood, Megan Elizabeth (2016). Exploring Place: Further Education, Working Class Women and a Foundation Degree. Doctor of Education (EdD) thesis The Open University.

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

Balogun, Saliu Adejumobi and Guntupalli, Aravinda Meera (2016). Gender differences in the prevalence and socio-demographic correlates of mobility disability among older adults in Nigeria. European Journal of Ageing, 13(3) pp. 231–239.

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

Bartolini, Nadia; Raghuram, Parvati and Revill, George (2016). Provocations of the present: what culture for what geography? Social & Cultural Geography, 17(6) pp. 745–752.

Baumann, Uwe (2016). An investigation of the background, practice and intercultural communicative competence of part-time distance language tutors at the Open University. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 11(1) pp. 45–56.

Bax, Stephen and Chan, Sathena (2016). Researching the cognitive validity of GEPT High-Intermediate and Advanced Reading: an eye tracking and stimulated recall study. The Language Training and Testing Center (LTTC) Taipei, Taiwan (R.O.C).

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

Beaven, Tita (2016). Is developing employability skills relevant to adult language students? In: Corradini, Erika; Borthwick, Kate and Gallagher-Brett, Angela eds. Employability for languages: a handbook. Research-publishing.net, pp. 133–138.

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

Bennett, Kay; Mander, Sarah and Richards, Lynn (2016). Inclusive practice for families. In: Brown, Zeta ed. Inclusive Education: perspectives on pedagogy, policy and practice. Abingdon: Routledge.

Birchley, Giles; Jones, Kerry; Huxtable, Richard; Dixon, Jeremy; Kitzinger, Jenny and Clare, Linda (2016). Dying well with reduced agency: a scoping review and thematic synthesis of the decision-making process in dementia, traumatic brain injury and frailty. BMC Medical Ethics, 17, article no. 46.

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

Borgstrom, Erica (2016). Images of hospices on social media: The #notdingy campaign. Medicine Anthropology Theory, 3(3) pp. 105–111.

Borgstrom, Erica (2016). National End-of-Life Care Policy in the English Context: The Problem and Solution to Death and Dying. In: Foster, Liam and Woodthorpe, Kate eds. Death and Social Policy in Challenging Times. Palgrave Macmillan, pp. 35–52.

Borgstrom, Erica; Morris, Rachel; Wood, Diana; Cohn, Simon and Barclay, Stephen (2016). Learning to care: medical students' reported value and evaluation of palliative care teaching involving meeting patients and reflective writing. BMC Medical Education, 16, article no. 306.

Bourne, Adam; Dodds, Catherine; Keogh, Peter and Weatherburn, Peter (2016). Non-condom related strategies to reduce the risk of HIV transmission: Perspectives and experiences of gay men with diagnosed HIV. Journal of Health Psychology, 21(11) pp. 2562–2571.

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

Bradshaw, Pete and Younie, Sarah (2016). Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity. Teacher Development: An international journal of teachers' professional development, 20(5) pp. 599–613.

Brown, Desma Sharon (2016). How Do a Group of Trainee Primary Teachers Collaborate Discursively? Doctor of Education (EdD) thesis The Open University.

Burt, Jenni; Abel, Gary; Elmore, Natasha; Lloyd, Cathy; Benson, John; Sarson, Lara; Carluccio, Anna; Campbell, John; Elliot, Marc N and Roland, Martin (2016). Understanding negative feedback from South Asian patients: an experimental vignette study. BMJ Open, 6(9), article no. e011256.

Burt, Jenni; Lloyd, Cathy; Campbell, John; Roland, Martin and Abel, Gary (2016). Variations in GP–patient communication by ethnicity, age, and gender: evidence from a national primary care patient survey. British Journal of General Practice, 66(642) e47-e52.

Butcher, John (2016). Social mobility isn't just about 18 year-olds: adults need life chances too. In The Conversation The Conversation.

Butcher, John (2016). Can tablet computers enhance learning in further education? Journal of Further and Higher Education, 40(2) pp. 207–226.

Butcher, John (2016). Editorial. Widening Participation and Lifelong Learning, 18(2) pp. 1–6.

Cámara de la Fuente, Lidia and Comas-Quinn, Anna (2016). Situated Learning in Open Communities: The TED Open Translation Project. In: Blessinger, Patrick and Bliss, T. J. eds. Open Education: International Perspectives in Higher Education. Cambridge: OpenBook Publishers, pp. 93–114.

Canning, Natalie (2016). Children's Empowerment in Play. Doctor of Philosophy (PhD) thesis The Open University.

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

Carter, Bernie; Simons, Joan; Bray, Lucy and Arnott, Janine (2016). Navigating Uncertainty: Health Professionals' Knowledge, Skill and Confidence in Assessing and Managing Pain in Children with Profound Cognitive Impairment. Pain Research and Management, 2016, article no. 8617182.

Cavaye, Joyce (2016). Surviving the transition from active to post-caregiving: the experiences of former carers. In: Healthy lives: technologies, policies and experiences; European Society for Health and Medical Sociology, 16th Biennal Congress, 27-29 Jun 2016, Geneva.

Cavaye, Joyce (2016). Caregiving as a rewarding experience: the perceptions of carers of older people. In: Healthy lives: technologies, policies and experiences; European Society for Health and Medical Sociology, 16th Biennal Congress, 27-29 Jun 2016, Geneva.

Cavaye, Joyce and Watts, Jacqueline H. (2016). Experiences of bereaved carers: insights from the literature. European Journal of Palliative Care, 23(4) pp. 200–203.

Cavaye, Joyce and Watts, Jacqueline H. (2016). Life after caregiving - through the lens of the personal and the professional. European Journal of Palliative Care Blog.

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

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

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

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

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

Chatterton, Claire (2016). Sister Minnie Wood. Bulletin of the UK Association for the History of Nursing., 5 pp. 81–82.

Chatterton, Claire (2016). Pioneering days for trauma care. Mental Health Practice, 19(9) p. 11.

Chatterton, Claire and McInnes, Marilyn (2016). 'Rekindling the Desire to Live.' Nursing Men Following Facial Injury and Surgery during the First World War. Bulletin of the UK Association for the History of Nursing., 5 pp. 56–60.

Clark, Terryann C.; Lucassen, Mathijs F.G.; Fleming, Theresa; Peiris-John, Roshini; Ikihele, Amio; Teevale, Tasileta; Robinson, Elizabeth and Crengle, Sue (2016). Changes in the sexual health behaviours of New Zealand secondary school students, 2001–2012: findings from a national survey series. Australian and New Zealand Journal of Public Health, 40(4) pp. 329–336.

Clegg, Helen; Owton, Helen and Allen-Collinson, Jacquelyn (2016). The cool stuff!: Gender, dance and masculinity. Psychology of Women Section Review, 18(2) pp. 6–16.

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

Comas-Quinn, Anna (2016). Blended Teaching and the Changing Role of the Tutor – the need for a review of teacher professional development. In: Marsh, Deborah and McCarthy, Michael eds. The Cambridge Guide to Blended Learning for Language Teaching. Cambridge: Cambridge University Press, pp. 68–82.

Cooke, Carolyn (2016). Pedagogy as Improvisation: a possible scaffold to support music student teachers developing pedagogical understanding. In: The International Society of Music Education, Jul 2016, Glasgow.

Cooke, Carolyn (2016). Behaviour for Musical Learning. In: Cooke, Carolyn; Evans, Keith; Philpott, Chris and Spruce, Gary eds. Learning to Teach Music in the Secondary School: A companion to school experience (3rd Edition). Learning to Teach Subjects in the Secondary School. Oxon: Routledge, pp. 94–108.

Cooke, Carolyn and Spruce, Gary (2016). What is a Music Curriculum? In: Cooke, Carolyn; Evans, Keith; Philpott, Chris and Spruce, Gary eds. Learning to Teach Music in the Secondary School: A companion to school experience (3rd Edition). Learning to Teach Subjects in the Secondary School. Oxon: Routledge, pp. 63–79.

Cornock, Marc (2016). Advancing practice. Orthopaedic & Trauma Times(29) pp. 11–12.

Cornock, Marc (2016). Revalidation and you. Orthopaedic & Trauma Times(31) pp. 8–10.

Coughlan, Tony and Perryman, Leigh-Anne (2016). 50,000 Facebook views from a $30 investment: CYP-Media’s use of open practices to increase access to learning in the children and young people’s sector. In: Open Education Global Conference 2016, 11-13 Apr 2016, Krakow, Poland.

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

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

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

Cremin, Teresa (2016). Introduction – Creativity and creative pedagogies: Exploring challenges, possibilities and potential. In: Cremin, Teresa ed. Creativity and Creative Pedagogies in the Early and Primary Years. London: Routledge, xvii-xxvii.

Cremin, Teresa (2016). Apprentice story writers: Exploring young children’s print awareness and agency in early story authoring. In: Cremin, Teresa; Flewitt, Rosie; Martell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge, pp. 67–84.

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

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

Cremin, Teresa; Lillis, Theresa; Myhill, Debra and Eyres, Ian (2016). Professional writers’ identities: the perceived influence of formal education and early learning. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge, pp. 19–36.

Cremin, Teresa and Locke, Terry (2016). Introduction to "Writer Identity and the Teaching and Learning of Writing". In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge, xvii-xxxi.

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

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

Critten, Sarah; Sheriston, Lee and Mann, Franceska (2016). Young Children's spelling representations and spelling strategies. Learning and Instruction, 46 pp. 34–44.

Critten, Val (2016). Expectations and realisations: the employment story of a young man with cerebral palsy. Disability and Society, 31(4) pp. 573–576.

Critten, Val and Kucirkova, Natalia (2016). Digital Personal Stories: A Case Study of Two African Adolescents, with Severe Learning and Communication Disabilities. Journal of childhood and developmental disorders, 1(1), article no. 7.

Crockett, Nicole; Cohen, Phil and Humphry, Debbie (2016). Speaking out of Place: End of Project Report. The Building Exploratory and LivingMaps Network, London.

Cross, Simon; Sharples, Mike and Healing, Graham (2016). Learning with mobile devices: the changing place and space of distance learners' study. In: EDULEARN16 Proceedings, pp. 5385–5393.

Danielsson, Henrik; Henry, Lucy; Messer, David; Carney, Daniel P.J. and Rönnberg, Jerker (2016). Developmental delays in phonological recoding among children and adolescents with Down syndrome and Williams syndrome. Research in Developmental Disabilities, 55 pp. 64–76.

Darko, Natalie and Mackintosh, Chris (2016). 'Don’t you feel bad watching the Olympics, watching us?' A qualitative analysis of London 2012 Olympics influence on family sports participation and physical activity. Qualitative Research in Sport, Exercise and Health, 8(1) pp. 45–60.

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

Dawadi, Saraswati (2016). Reading Strategies in the Nepalese School Leaving Exam: Establishing Construct Validity. Master of Research (MRes) thesis The Open University.

de Lappe, Joseph (2016). Asexual Activism. In: Naples, Nancy; Hoogland, Renee C.; Wickramasinghe, Maithree and Wong, Wai Ching Angela eds. The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies. John Wiley & Sons, Ltd.

Deepak Gopinath, Manik; Entwistle, Vikki; Illsley, Barbara and Kelly, Tim (2016). The significance of bodily impairments in place and wellbeing relationships – insights from a qualitative study of older people living in Scotland. In: Communities in Later Life: Engaging with Diversity, British Society of Gerontology.

Demjen, Zsofia (2016). Laughing at Cancer Online: a corpus-based investigation of irreverent humour as coping. In: Language and Health Online: Typing yourself healthy, 15-16 Apr 2016, Basel, Switzerland.

Demjen, Zsofia (2016). Laughing at Cancer: Humour, empowerment, solidarity and coping online. Journal of Pragmatics, 101 pp. 18–30.

Demjén, Zsófia and Hardaker, Claire (2016). Metaphor, impoliteness, and offence in online communication. In: Semino, Elena and Demjén, Zsófia eds. The Routledge Handbook of Metaphor and Language. Abingdon: Routledge, pp. 353–368.

Demjén, Zsófia and Semino, Elena (2016). Using metaphor in healthcare: physical health. In: Semino, Elena and Demjén, Zsófia eds. The Routledge Handbook of Metaphor and Language. Abingdon: Routledge, pp. 385–399.

Demjén, Zsófia and Semino, Elena (2016). Introduction: Metaphor and Language. In: Semino, Elena and Demjén, Zsófia eds. The Routledge Handbook of Metaphor and Language. Abingdon: Routledge, pp. 1–10.

Demjen, Zsofia; Semino, Elena and Koller, Veronika (2016). Metaphors for ‘good’ and ‘bad’ deaths: A health professional view. Metaphor and the Social World, 6(1) pp. 1–19.

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1) pp. 10–24.

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

Dennis, Carol Azumah; Ballans, Jane; Bowie, Marie; Humphries, Sally and Stones, Sandra (2016). Post Compulsory Teacher Educators: the 'even more' quality. In: Crawley, Jim ed. Post Compulsory Teacher Educators: Connecting Professionals. Critical guides for teacher educators. St Albans: Critical Publishing.

Denny, Simon; Lucassen, Mathijs F. G.; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V. and Utter, Jennifer (2016). The association between supportive high school environments and depressive symptoms and suicidality among sexual minority students. Journal of Clinical Child and Adolescent Psychology, 45(3) pp. 248–261.

Devaux, Jérôme (2016). When the role of the court interpreter intersects and interacts with new technologies. In: Henry-Tierney, P and Karunanayake, D eds. Intersect, Innovate, Interact. CTIS Occasional Papers, 7. Manchester: Centre for Translation and Intercultural Studies, pp. 4–21.

Dias, Helena; Muc, Magdalena; Padez, Cristina and Manco, Licínio (2016). Association of polymorphisms in 5-HTT (SLC6A4) and MAOA genes with measures of obesity in young adults of Portuguese origin. Archives of Physiology and Biochemistry, 122(1) pp. 8–13.

Diop, Dame (2016). Exploring Teacher Professional Identity With Teachers of English of a Secondary School in Senegal. Master of Research (MRes) thesis The Open University.

Dobson, Elizabeth and Littleton, Karen (2016). Digital technologies and the mediation of undergraduate students’ collaborative music compositional practices. Learning, Media and Technology, 41(2) pp. 330–350.

Douglas, Jenny (2016). Developing an intersectionality based framework for health promotion. In: 22nd International Union of Health Promotion and Education World Conference, 22-26 May 2016, Curitiba, Brazil.

Draper, Janet; Clark, Liz and Rogers, Jill (2016). Manager's role in maximizing investment in continuing professional education. Nursing Management, 22(9) pp. 30–36.

Dyke, Janet Elizabeth (2016). Discourses Influencing OU Students' Participation In, and Engagement With, Online Collaborative Learning. Doctor of Education (EdD) thesis The Open University.

Earle, Rod (2016). Convict Criminology - Inside and Out. New Horizons in Criminology. UK: Policy Press.

Earle, Rod (2016). Race, Ethnicity, Multiculture and Prison Life. In: Jewkes, Yvonne; Bennett, Jamie and Crewe, Ben eds. Handbook on Prisons (2nd edition). Abingdon: Routledge, pp. 568–585.

Edwards, Tracey and Jones, Graham (2016). Post-16 education and issues of inclusion. In: Brown, Zeta ed. Inclusive Education: Perspectives on pedagogy, policy and practice. Routledge, pp. 27–33.

Edwards, Tracey and Williams-Brown, Zeta (2016). Review of A Critical Companion to Early Childhood, by Michael Reed and Rosie Walker. Educationalfutures, 7(2)

Erling, Elizabeth J.; Adinolfi, Lina; Hultgren, Anna Kristina; Buckler, Alison and Mukorera, Mark (2016). Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. Comparative Education, 52(3) pp. 294–310.

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

Eyres, Ian (2016). Conceptualising writing and identity. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. Abingdon: Routledge, pp. 3–18.

Fleming, Theresa; Lucassen, Mathijs; Stasiak, Karolina; Shepherd, Matthew and Merry, Sally (2016). The impact and utility of computerised therapy for educationally alienated teenagers: the views of adolescents who participated in an Alternative Education based trial. Clinical Psychologist, 20(2) pp. 94–102.

Flewitt, Rosie; Cremin, Teresa and Mardell, Ben (2016). Paley’s approach to storytelling and story acting: Research and practice. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Floyd, Alan (2016). Supporting academic middle managers in higher education: do we care? Higher Education Policy, 29(2) pp. 167–183.

Floyd, Alan and Fuller, Carol (2016). Leadership identity in a small island developing state: the Jamaican context. Compare: A Journal of Comparative and International Education, 46(2) pp. 251–271.

Floyd, Alan and Fung, Dilly (2016). Leading the Performance Review process: professional development or performativity. In: New Zealand Educational Administration and Leadership Society Conference, 20-22 Apr 2016, Dunedin, New Zealand.

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

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

Fulcher, Norman Glenn and Owen, Nathaniel (2016). Dealing with the Demands of Language Testing and Assessment. In: Hall, Graham ed. The Routledge Handbook of English Language Teaching. Routledge Handbooks in Applied Linguistics. Oxford: Routledge, pp. 109–120.

Galway, Karen; Gossrau-Breen, Diana; Mallon, Sharon; Hughes, Lynette; Rosato, Michael; Rondon-Sulbaran, Janeet and Leavey, Gerry (2016). Substance misuse in life and death in a 2 year cohort of suicides. British Journal of Psychiatry, 208(3) pp. 292–297.

Genoe, M. Rebecca; Liechty, Toni; Marston, Hannah R. and Sutherland, Victoria (2016). Blogging into Retirement: Using Online Research Methods to Understand Leisure among Baby Boomers. Journal of Leisure Research, 48(1) pp. 15–34.

Georgeson, Jan; Røn Larsen, Maja and Payler, Jane (2016). Using Early Years Practitioners’ Knowledge from ‘Being Alongside’ to Support the Development of Children with Special Educational Needs. In: Sorzio, Paulo ed. Becoming an Expert Practitioner in the Educational Services. Competences, Transitions and Trajectories. Lecce, Italy: Pensa MultiMedia, pp. 57–68.

Golding, Tyrrell (2016). Is signing an online petition really volunteering? The Conversation.

Gunter, Anthony (2016). From bad to worse? Marginalised youth and ‘Road life’ (mis)representations and realities. In: Blackman, Shane and Kempson, Michelle eds. The Subcultural Imagination: Theory, Research and Reflexivity in Youth Cultures. Youth, Young Adulthood and Society. London, UK: Routledge, pp. 46–62.

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

Hamid, M. Obaidul and Erling, Elizabeth J. (2016). English-in-Education Policy and Planning in Bangladesh: A Critical Examination. In: Kirkpatrick, Robert ed. English Language Education Policy in Asia. Language Policy (11). Springer, pp. 25–48.

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

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

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

Hann, David (2016). Building rapport and a sense of communal identity through play in a second language classroom. In: Bell, Nancy ed. Multiple Perspectives on Language Play. Language Play and Creativity. Berlin: De Gruyter Mouton, pp. 219–244.

Harrington-Vail, Amanda; Simpson, Jenny; Haider, Sharif; Bardsley, Janet; Brown, Gill; Bayley, Kenneth and Dale-Emberton, Ann (2016). Addressing the needs of the children’s integrated workforce: A method for developing collaborative practice through joint learning. Journal of Playwork Practice, 3(2) pp. 107–124.

Hassan, Xavière (2016). "What stops me from having a multi-cultural thing within myself?" Languages and perception of self among plurilingual pupils of West African heritage (Ivory Coast). African Renaissance, 13(3 & 4) pp. 39–55.

Hauck, Mirjam; Galley, Rebecca and Warnecke, Sylvia (2016). Researching participatory literacy and positioning in online learning communities. In: Farr, Fiona and Murray, Liam eds. The Routledge Handbook of Language Learning and Technology. Routledge Handbooks in Applied Linguistics. London: Routledge, pp. 71–87.

Hauck, Mirjam and MacKinnon, Teresa (2016). A New Approach to Assessing Online Intercultural Exchanges: Soft Certification of Participant Engagement. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultual Exchange: Policy, Pedagogy, Practice. Routledge Studies in Language and Intercultural Communication (4). New York: Routledge, pp. 209–234.

Hauck, Mirjam and O'Dowd, Robert (2016). Telecollaboration and Virtual Exchange in University Foreign Language Education. IIE NEtworker, Fall pp. 22–23.

Heaney, Caroline; Walker, Natalie; Green, Alison and Rostron, Claire (2016). Bringing Sport Psychology into Physiotherapy. In: British Association of Sport & Exercises Sciences (BASES) Conferences 2016, 29-30 Nov 2016, East Midlands Conference Centre, Nottingham.

Heller, R.; Purcell, C.; Mackay, L.; Caird, L. and Cameron, S. T. (2016). Barriers to accessing termination of pregnancy in a remote and rural setting: a qualitative study. BJOG: An International Journal of Obstetrics & Gynaecology, 123(10) pp. 1684–1691.

Henry, Fiona and Seal, Tim (2016). Access for all: Using mobile and open education to secure success in underserved settings. In: UNESCO Mobile Learning Week 2016, 7-11 Mar 2016, UNESCO HQ, Paris, France.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2016). A randomised control study about the effects of different assessment registration encouragements. In: 8th Biennial conference of EARLI Sig 1: Assessment & Evaluation, 24-26 Aug 2016, Munich, Germany.

Hewings, Ann and Seargeant, Philip (2016). English language studies: A critical appraisal. In: Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. Futures for English Studies: Teaching language, literature and creative writing. Basingstoke: Palgrave Macmillan, pp. 61–77.

Higgs, Alison and Martin, Anne (2016). Teaching ethics for social work: whose values? In: Joint Social Work Education and Research Conference (JSWEC) 2016, 15 Jul 2016.

Hills, Laura and Hughes, Jonathan (2016). Assessment worlds colliding? Negotiating between discourses of assessment on an online open course. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 108–115.

Holman, Daniel and Borgstrom, Erica (2016). Applying social theory to understand health-related behaviours. Medical Humanities, 42(2) pp. 143–145.

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

Horsley, Karen (2016). The ‘Listening Project’: Seeing and hearing young children’s stories,voices and imaginations through documentary photography in one day nursery. Possibilities and dilemmas. In: 26th EECERA (European Early Childhood Education Research Association) Conference, 2016, 31 Aug - 3 Sep 2016, Dublin City University, Dublin, Ireland.

Howells, Karen (2016). Butterflies, Magic Carpets, and Scary Wild Animals: An Intervention with a Young Gymnast. Case Studies in Sport and Exercise Psychology, 1 pp. 26–37.

Howells, Karen and Fletcher, David (2016). Adversarial Growth in Olympic Swimmers: Constructive Reality or Illusory Self-Deception? Journal of Sport & Exercise Psychology, 38(2) pp. 173–186.

Hubscher-Davidson, Severine (2016). Trait Emotional intelligence and translation: A study of professional translators. Target, 28(1) pp. 132–157.

Hubscher-Davidson, Severine (2016). Titty or Tatty: What's in a name? In Open Learn The Open University.

Hubscher-Davidson, Severine (2016). Keynote Speaker: Personality Traits and Translation Specialization: Different Strokes for Different Folks. In: Annual Meeting of The Norwegian Non-fiction Writers and Translators Association, Nov 2016, Oslo, Norway.

Hubscher-Davidson, Severine (2016). Invited discussant. In: 5th International Research Workshop on Methodology in Translation Process Research (TPRW5), 1-3 Dec 2016, University of Graz, Austria.

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees: a tale of 2 case-studies. International Journal of Sustainability in Higher Education, 17(3) pp. 404–416.

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees. In: HEA Arts & Humanities Conference, 03 Mar 2016, Brighton.

Hultgren, Anna Kristina (2016). Rationalizing politeness: Naming as a shortcut to customer care in call centre telephone talk. In: Sociolinguistics Symposium 21, 15-18 Jun 2016, Murcia.

Hultgren, Anna Kristina (2016). The Englishization of non-English-dominant universities: An unforeseen consequence of university rankings? In: Sociolinguistics Symposium 21, 15-18 Jun 2016, Murcia.

Hultgren, Anna Kristina (2016). EMI in higher education: Implications for EAP. In: BALEAP PIM: EMI in Higher Education: the challenges and the opportunities, 11 Jun 2016, Southampton.

Hultgren, Anna Kristina (2016). EMI and multilingualism in non-English-dominant universities: reflecting on symptoms and root causes. In: The Multilingual University: The Linguistic Landscape in HE in ED and EMI Settings: Future Directions, 8-9 Jul 2016.

Hultgren, Anna Kristina (2016). English as a medium of instruction in international higher education: Your questions answered. In: 20th UK NARIC Annual Conference, 21 Nov 2016, London.

Hultgren, Anna Kristina (2016). The Role of Policy in Shaping English as a University Subject in Denmark. In: Hewings, A.; Prescott, L. and Seargeant, P. eds. Futures for English Studies: Teaching Language, Literature and Creative Writing in Higher Education. Palgrave Macmillan, pp. 120–138.

Hultgren, Anna Kristina (2016). Domain Loss: the rise and demise of a concept. In: Linn, Andrew ed. Investigating English in Europe: Contexts and Agendas. English in Europe, 6. Mouton de Gruyter, pp. 153–158.

Hultgren, Anna Kristina (2016). Parallel Language Use. In: Linn, Andrew ed. Investigating English in Europe: Contexts and Agendas. English in Europe, 6. Mouton de Gruyter, pp. 158–163.

Hultgren, Anna Kristina; Erling, Elizabeth J. and Chowdhury, Qumrul Hasan (2016). Ethics in language and identity research. In: Preece, Sian ed. Routledge Handbook of Language and Identity. Routledge Handbooks in Applied Linguistics. Routledge.

Hutchinson, Aisha; Waterhouse, Philippa; March-McDonald, Jane; Neal, Sarah and Ingham, Roger (2016). Understanding Early Marriage and Transactional Sex In the Context of Armed Conflict: Protection at a Price. International Perspectives on Sexual and Reproductive Health, 42(1) pp. 45–49.

Jewitt, Katharine (2016). Benchmarking OU Assessment Feedback Practice and Mechanisms. The Open University.

Jones, Kerry (2016). Parental identity in narratives of grief following perinatal death. In: The British Association for Applied Linguistics Science and Communication Conference, 25 Nov 2016, The Open University, Milton Keynes, UK.

Jones, Rebecca L. (2016). Aging and Bisexuality. In: Goldberg, Abbie E. ed. The SAGE Encyclopedia of LGBTQ Studies. Sage, pp. 57–61.

Jones, Rebecca L. (2016). Sexual identity labels and their implications in later life: The case of bisexuality. In: Peel, Elizabeth and Harding, Rosie eds. Ageing and Sexualities: Interdisciplinary Perspectives. Routledge.

Jordan, J.; Rose, L.; Dainty, K.N.; Noyes, J. and Blackwood, B. (2016). Factors that impact on the use of mechanical ventilation weaning protocols in critically ill adults and children: a qualitative evidence-synthesis. Cochrane Database of Systematic Reviews, 10, Art. No. CD011812..

Jordan, Joanne and Fullerton, Deirdre (2016). Evaluation of the Children's Palliative Care Programme (CPCP). A jointly funded programme of work arising from Palliative Care for Children with Life-limiting Conditions - A National Policy. Summary Report. In EVALUATION OF THE CHILDREN’S PALLIATIVE CARE PROGRAMME (CPCP) The Irish Hospice Foundation, Republic of Ireland.

Kellett, Mary (2016). Making it happen: young people with learning difficulties undertaking their own research. In: Buchner, Tobias; Koenig, Oliver and Schupperner, Saskia eds. Inklusive Forschung: Gemeinsam mit Menschen mit Lernschwierigkeiten forschen. Bad Heilbrunn: Klinkhardt, pp. 260–276.

Keogh, Peter; Weatherburn, Peter and Reid, David (2016). Learning from the experiences of people with HIV using general practitioner services in London: a qualitative study. Primary Health Care Research and Development, 17(4) pp. 351–360.

Khourochvili, Mariami; Bohr, Yvonne; Litwin, Leah; Lucassen, Mathijs and Merry, Sally (2016). Pilot testing a computerized CBT program in a remote Arctic region: Nunavut youth and youth workers reflect on SPARX. In: Association for Behavioral and Cognitive Therapies (ABCT) 50th Annual Convention, 27-30 Oct 2016, New York City.

Kim, Chae-Young (2016). Why research 'by' children? Rethinking the assumptions underlying the facilitation of children as researchers. Children & Society, 30(3) pp. 230–240.

Kirke-Smith, Mimi; Henry, Lucy A. and Messer, David (2016). The Effect of Maltreatment Type on Adolescent Executive Functioning and Inner Speech. Infant and Child Development, 25(6) pp. 516–532.

Knight, Simon; Allen, Laura; Littleton, Karen; Rienties, Bart and Tempelaar, Dirk (2016). Writing Analytics for Epistemic Features of Student Writing. In: Transforming Learning, Empowering Learners: Conference Proceedings Volume 1 (Looi, Chee-Kit; Polman, Joseph; Cress, Ulrike and Reimann, Peter eds.), International Society of the Learning Sciences, Singapore, pp. 194–201.

Knight, Simon and Mercer, Neil (2016). Collaborative Epistemic Discourse in Classroom Information Seeking Tasks. Technology, Pedagogy and Education

Kooken, Janice; Welsh, Megan E.; McCoach, D. Betsy; Johnston-Wilder, Sue and Lee, Clare (2016). Development and Validation of the Mathematical Resilience Scale. Measurement and Evaluation in Counseling and Development, 49(3) pp. 217–242.

Koruyan, Kasim (2016). The influence of technology-enhanced task design on the development of language learner autonomy and motivation in an Anatolian high school: a case study. Doctor of Education (EdD) thesis The Open University.

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

Lanvers, Ursula (2016). On the predicaments of the English L1 language learner: a conceptual article. International Journal of Applied Linguistics, 26(2) pp. 147–167.

Larkin, Mary (2016). [Book review] Margarita León (ed.) (2014), The Transformation of Care in European Societies. Journal of Social Policy, 45(2) pp. 381–382.

Larkin, Mary (2016). 'Former' older carers - what do we know about their profile and needs? In: Focusing on Older Carers: Exploring the Research and Practice Axis, 16 Jun 2016, Bristol, British Society of Gerontology.

Larkin, Mary (2016). Scoping Carer Research. In: 4th International Conference on Evidence-based Policy in Long-term Care, 4-7 Sep 2016, London School of Economics.

Larkin, Mary and Mitchell, Wendy (2016). Carers, choice and personalisation: what do we know? Social Policy and Society, 15(2) pp. 189–205.

Leavey, Gerard; Rosato, Michael; Galway, Karen; Hughes, Lynette; Mallon, Sharon and Rondon, Janeet (2016). Patterns and predictors of help-seeking contacts with health services and general practitioner detection of suicidality prior to suicide: a cohort analysis of suicides occurring over a two-year period. BMC Psychiatry, 16, article no. 120.

Ledger, Susan; Earle, Sarah; Tilley, Elizabeth and Walmsley, Jan (2016). Contraceptive decision-making and women with learning disabilities. Sexualities, 19(5-6) pp. 698–724.

Ledger, Susan; Shufflebotham, Lindy and Walmsley, Jan (2016). Disability. In: Denny, E; Earle, Sarah and Hewison, A eds. Sociology for Nurses (3rd Edition). Cambridge: Polity Press, pp. 203–226.

Lewis, Tim and O'Dowd, Robert (2016). Introduction to Online Intercultural Exchange and This Volume. In: Lewis, Tim and O'Dowd, Robert eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. London: Routledge, pp. 3–20.

Lewis, Tim and O'Dowd, Robert (2016). Online Intercultural Exchange and Foreign Language Learning: a Systematic Review. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. Routledge, pp. 21–66.

Lillis, T.; Leedham, M.; Twiner, A.; Moore, J. and Whitehead, M. (2016). ‘If it’s not written down it didn’t happen’: Social worker perspectives on contemporary writing and recording demands. In: Joint Social Work Education and Research Conference (JSWEC) 2016, 15 Jul 2016, Milton Keynes.

Lillis, Theresa (2016). Creativity in political discourse. In: Hann, David and Lillis, Theresa eds. The politics of language and creativity in a globalised world. Milton Keynes: The Open University, pp. 65–113.

Lillis, Theresa and Curry, Mary Jane (2016). Academic writing for publication in a multilingual world. In: Manchón, Rosa M. and Matsuda, Paul Kei eds. Handbook of Second and Foreign Language Writing. Communication Competence Language and Communication Problems Practical Solutions, 11. Boston/Berlin: De Gruyter, pp. 201–222.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2016). Combining ethnography and corpus to research writing practices in social work: challenges and opportunities in methodology, epistemology and application. In: ALAPP 2016 (Applied Linguistics and Professional Practice Conference), 3-5 Nov 2016, Copenhagen, Denmark.

Lillis, Theresa and Tuck, Jackie (2016). Academic Literacies: a critical lens on writing and reading in the academy. In: Hyland, Ken and Shaw, Philip eds. The Routledge Handbook of English for Academic Purposes. Routledge Handbooks. Routledge, pp. 30–43.

Lingam-Willgoss, Candice (2016). A study investigating risk and transitional experiences of elite sporting females. In: Gender Inequalities in Sport Conference, 17 Mar 2016, Milton Keynes.

MacKian, Sara; Bartolini, Nadia; Pile, Steve and Sambo, Daniele (2016). Spiritualism in Stoke-on-Trent. Glasgow: TWTD Press.

Mackintosh, Chris; Darko, Natalie and May-Wilkins, Hetty (2016). Unintended outcomes of the London 2012 Olympic Games: local voices of resistance and the challenge for sport participation leverage in England. Leisure Studies, 35(4) pp. 454–469.

Mackintosh, Chris; Zehndorfer, Elesa and Darko, Natalie (2016). Outdoor Recreation as a Potential Lever for Health Improvement: A Review of the Health Benefits, Barriers and Opportunities for the Sector. Metropolitan University Business School, Manchester.

Mallon, Sharon (2016). An exploration of the dynamics of suicide among women. In: Knowledge Exchange Seminar Series (KESS), 27 Jan 2016, Stormont Buildings, Belfast.

Mallon, Sharon; Galway, Karen; Rondon, Janeet and Leavey, Gerry (2016). An exploration of integrated data on the social dynamics of suicide among women. Sociology of Health and Illness, 38(4) pp. 662–675.

Mancini, Clara; Li, Sha; O'Connor, Grainne; Valencia, Jose; Edwards, Duncan and McCain, Helen (2016). Towards Multispecies Interaction Environments: Extending Accessibility to Canine Users. In: ACI '16: Proceedings of the Third International Conference on Animal-Computer Interaction, ACM, article no. 8.

Manco, Licínio; Muc, Magdalena and Padez, Cristina (2016). Association study between near-MC4R variants and obesity-related variables in Portuguese young adults. Gene Reports, 5 pp. 98–101.

Márquez Reiter, R.; Ganchenko, K. and Charalambidou, A. (2016). Requests and counters in Russian traffic police officer-citizen encounters: face and identity implications. Pragmatics and Society, 7(4) pp. 512–539.

Marston, Hannah R.; Freeman, Shannon; Bishop, Kristen A. and Beech, Christian L. (2016). A Scoping Review of Digital Gaming Research Involving Older Adults Aged 85 and Older. Games for Health Journal, 5(3) pp. 157–174.

Marston, Hannah R. and Hall, Amanda K. (2016). Gamification: Applications for Health Promotion and Health Information Technology Engagement. In: Novák, Daniel; Tulu, Bengisu and Brendryen, Håvar eds. Handbook of research on holistic perspectives in gamification for clinical practice. Advances in Medical Technologies and Clinical Practice. Hershey: IGI Global, pp. 78–104.

Marston, Hannah R.; Kroll, Michael; Fink, Dennis; de Rosario, Helios and Gschwind, Yves J. (2016). Technology use, adoption and behaviour in older adults: results from the iStoppFalls Project. Educational Gerontology, 42(6) pp. 371–387.

Marston, Hannah R.; Kroll, Michael; Fink, Dennis and Gschwind, Yves J. (2016). Flow experience of older adults using the iStoppFalls exergames. Games and Culture, 11(1-2) pp. 201–222.

Marston, Hannah R.; Woodbury, Ashley; Gschwind, Yves J.; Kroll, Michael; Fink, Dennis; Eichberg, Sabine; Kreiner, Karl; Ejupi, Andreas; Janneke, Annegarn; de Rosario, Helios; Wienholtz, Arno; Wieching, Rainer and Delbaere, Kim (2016). The design of a purpose-built exergame for fall prediction and prevention for older people. European Review of Aging and Physical Activity, 12, article no. 13.

McCormick, Michael (2016). [Book Review] Malcolm Golightley, Social work and mental health. Journal of Social Work, 16(1) pp. 124–125.

McElvaney, Rosaleen and Tatlow-Golden, Mimi (2016). A traumatised and traumatising system: Professionals' experiences in meeting the mental health needs of young people in the care and youth justice systems in Ireland. Children and Youth Services Review, 65 pp. 62–69.

McMillan, Amy; Orimadegun, Adebola E.; Sumarah, Mark W.; Renaud, Justin; Muc Da Encarnacao, Magdalena; Gloor, Gregory B.; Akinyinka, Olusegun O.; Reid, Gregor and Allen, Stephen J. (2016). Metabolic derangements identified through untargeted metabolomics in a cross-sectional study of Nigerian children with severe acute malnutrition. Metabolomics, 13(2)

Messer, David; Henry, Lucy A. and Nash, Gilly (2016). The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments. British Journal of Educational Psychology, 86(3) pp. 412–428.

Messer, David and Kucirkova, Natalia (2016). Digital and new technologies: Research tools and questions. In: Prior, Jess and Van Herwegen, Jo eds. Practical Research with Children. Abingdon: Routledge, pp. 264–284.

Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre and Scott, Peter (2016). Inquiry-Based Learning on the Cloud. In: Chao, Lee ed. Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes. Hershey PA, USA: Information Science Reference, pp. 291–310.

Milne, Ian and Cremin, Teresa (2016). Creative Exploration. In: Davies, Dan and McGregor, Deb eds. Teaching Science Creatively Second Edition. Learning to teach in the primary school series. London: Routledge, pp. 77–90.

Minocha, Shailey; Banks, Duncan; Holland, Caroline; Palmer, Jane; McNulty, Catherine and Peasgood, Alice (2016). Role of wearable activity-tracking technologies in the well-being and quality of life of people aged 55 and over. In: Haptics for Education workshop at STEM Futures – Lifelong Learning in the Digital Age, 5th eSTEeM Annual Conference 2016, 14-15 Apr 2016, The Open University, UK.

Minocha, Shailey and Holland, Caroline (2016). Digital inclusion: opportunities for older people. In: Older European Citizens in a Changing World, Conference and AGM, Ransackers Association, 20 Sep 2016, Europe House, London, England.

Minocha, Shailey; Holland, Caroline; McNulty, Catherine; Banks, Duncan and Palmer, Jane (2016). Social isolation and loneliness in people aged 55 and over in the UK. In: Campaign to End Loneliness Research Hub Meeting, 14 Apr 2016, London School of Economics, 9th Floor Research Suite, Houghton Street, London, WC2A 2AE.

Minocha, Shailey; Holland, Caroline; McNulty, Catherine; Banks, Duncan and Palmer, Jane (2016). Social isolation and loneliness in people aged 55 and over in Milton Keynes: developing an action plan. In: Tackling Loneliness And Social Isolation Workshop, Ageing Well and Living Well, Milton Keynes Health and Wellbeing Board, 27 Apr 2016, Civic Offices, Milton Keynes Council, Milton Keynes, UK.

Montgomery, Heather (2016). The Rise of Childhood Studies. In: Montgomery, Heather ed. Childhood Studies. Routledge, pp. 1–17.

Montgomery, Heather (2016). Understanding the indefensible: reflections on fieldwork with child prostitutes in Thailand. In: Allerton, Catherine ed. Children: Ethnographic Encounters. London: Bloomsbury, pp. 141–154.

Montgomery, Heather (2016). Anthropological Perspectives on Children’s Rights. In: Ruck, Martin D.; Peterson-Badali, Michele and Freeman, Michael eds. Handbook of Children’s Rights: Global and Multidisciplinary Perspectives. Taylor & Francis, pp. 97–113.

Moon, Bob and Villett, Charmaine (2016). Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa. Commonwealth of Learning, Vancouver.

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

Moon, Bob and Pontefract, Caroline (2016). Teacher education reform and the Palestinian Refugee Community: The United Nations Relief and Works Agency (UNRWA). In: Maclaughlin, Colleen; Cordingley, Philippa; McLellan, Ros and Baumfield, Vivienne eds. Making a Difference: Turning Teacher Learning Inside Out. The Cambridge Education Research Series. Cambridge University Press, pp. 18–24.

Moore, Rhiannon (2016). The Design of the 2016-17 Young Lives School Survey in India. Technical Note 37; Young Lives, Oxford, UK.

Motzo, Anna (2016). Evaluating the effects of a ‘student buddy’ initiative on student engagement and motivation. In: Goria, Cecilia; Speicher, Oranna and Stollhans, Sascha eds. Innovative language teaching and learning at university: enhancing participation and collaboration. Dublin, Ireland, Voillans, France: Research-publishing.net, pp. 19–28.

Muc Da Encarnacao, Magdalena; Mota-Pinto, Anabela and Padez, Cristina (2016). Association between obesity and asthma - epidemiology, pathophysiology and clinical profile. Nutrition Research Reviews, 29(2) pp. 194–201.

Mukherjee, Sarah Jane (2016). Children's Meaning Making In Classroom Role-Play At 4-5 Years: A Systemic Functional Linguistic Investigation. Doctor of Philosophy (PhD) thesis The Open University.

Musselwhite, Charles; Marston, Hannah R. and Freeman, Shannon (2016). Editorial: From Needy and Dependent to Independent Homo Ludens: Exploring Digital Gaming and Older People. Games and Culture, 11(1-2) pp. 3–6.

Nao, Marion (2016). [Book review] Roberta Piazza and Alessandra Fasulo (eds), Marked Identities: Narrating Lives between Social Labels and Individual Biographies. Discourse & Communication, 10(3) pp. 314–316.

Nao, Marion (2016). [Book Review] Discourse Analysis: Putting Our Worlds into Words by Susan Strauss and Parastou Feiz. In BAAL News BAAL.

Newman, Hannah J. H.; Howells, Karen and Fletcher, David (2016). The Dark Side of Top Level Sport: An Autobiographic Study of Depressive Experiences in Elite Sport Performers. Frontiers in Psychology

Newton, Victoria Louise (2016). Everyday Discourses of Menstruation: Cultural and Social Perspectives. Palgrave Macmillan.

Nind, Melanie; Seale, Jane; Chapman, Rohhss and Tilley, Liz (2016). The Conundrum of Training and Capacity Building for People with Learning Disabilities Doing Research. Journal of Applied Research in Intellectual Disabilities, 29(6) pp. 542–551.

Nix, Ingrid and Hall, Marion (2016). Collecting Questionnaire and Interview Data: Evaluating Approaches to Developing Digital Literacy Skills. SAGE Research Methods Cases, SAGE Publications Ltd, London, UK.

Norman, Kay and Mitchell, Heidi (2016). Addressing sexual health needs – an essential role for the primary care nurse. Nursing in Practice

O'Farrelly, Christine; Booth, Ailbhe; Tatlow-Golden, Mimi and Doyle, Orla (2016). Self-reported early experiences of children from low socioeconomic status backgrounds: The children's thoughts about school study. Children's Research Digest: Transitions, 3(2)

Oakley, Ben and Shibli, Simon (2016). What do the Olympic medal tables say about your nation’s sporting priorities? The Conversation, London.

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

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

Olynick, J; Freeman, S; Marston, Hannah; Musselwhite, C; Kulczycki, C and Genoe, R (2016). Intergenerational Influences on the Understanding and Use of Technology in Later Life. British Columbia, Canada.

Orthaber, Sara and Márquez Reiter, Rosina (2016). When routine calls for information become interpersonally sensitive. Pragmatics and Society, 7(4) pp. 638–663.

Owen, Nathaniel; Fox, Alison and Bird, Terese (2016). The development of a small-scale survey instrument of UK teachers to study professional use (and non-use) of and attitudes to social media. International Journal of Research & Method in Education, 39(2) pp. 170–193.

Owton, Helen (2016). A Father’s Son. Qualitative Inquiry, 22(7) pp. 559–560.

Owton, Helen (2016). Adam Johnson guilty: Why is there so much depravity in football? International Business Times.

Owton, Helen (2016). Sexual Abuse in Sport: A Qualitative Case Study. London: Palgrave Macmillan.

Owton, Helen (2016). Why are Olympic athletes copping so much abuse? It all comes down to gender. The Conversation.

Owton, Helen (2016). How universities can help to support student-parents. Times Higher Education.

Owton, Helen (2016). Slow moving arts-based methods in sport. In: Psychology of Women's Section Annual Conference, 6-8 Jul 2016, Cumberland Lodge, Windsor.

Owton, Helen (2016). Representing taboos in sport: Video representation. In: 5th International Conference in Qualitative Research in Sport and Exercise, 30 Aug - 01 Sep 2016.

Owton, Helen (2016). Visual Methods Workshop. In: 5th International Conference in Qualitative Research in Sport and Exercise, 30 Aug - 01 Sep 2016.

Owton, Helen (2016). We must challenge the culture of silence about child sexual abuse in football. The Conversation.

Owton, Helen (2016). Tough Old Boots. Psychology of Women Section Review, 18(1)

Owton, Helen (2016). In conversation with… Lara A. King. Psychology of Women Section Review, 18(1)

Owton, Helen (2016). Pro athletes are helping victims report sexual abuse in youth soccer. Good Magazine.

Owton, Helen and Allen-Collinson, Jacquelyn (2016). Conformers, contesters, creators: vignettes of asthma identities and sporting embodiment. International Review for the Sociology of Sport, 51(6) pp. 699–714.

Owton, Helen; Allen-Collinson, Jacquelyn and Siriwardena, Niro (2016). Response [refers to Lucy Gibson, Jessica Kearney, Lucy Everson, Jonny Coppel, Rahul Chodhari, Childhood Asthma: A Narrative Approach. Chest, 149(1) p. 283.

Owton, Helen and Clegg, Helen (2016). "I want to be a ballet teacher just like you": Gendered Tensions in Dance. In: Gender and Inequalities in Sport Conference, 17 Mar 2016, Milton Keynes, UK.

Owton, Helen; Clegg, Helen and Allen-Collinson, Jacquelyn (2016). “I wanted to be Darcey Bussell”: Motivations and expectations of female dance teachers. Qualitative Methods in Psychology Bulletin, 22 pp. 55–64.

Owton, Helen; Clegg, Helen and Allen-Collinson, Jacquelyn (2016). The coolness of dance and masculinity. In: 5th International Conference in Qualitative Research in Sport and Exercise, 30 Aug - 01 Sep 2016, University of Chichester, UK.

Owton, Helen and Lazard, Lisa (2016). Why sportspeople convicted of violence against women forfeit their right to be ‘stars'. The Conversation.

O’Doherty, Siobhain; Linehan, Christine; Tatlow-Golden, Mimi; Craig, Sarah; Kerr, Mike; Lynch, Christy and Staines, Anthony (2016). Perspectives of family members of people with an intellectual disability to a major reconfiguration of living arrangements for people with intellectual disability in Ireland. Journal of Intellectual Disabilities, 20(2) pp. 137–151.

Palmer, Jane; Minocha, Shailey; Holland, Caroline; McNulty, Catherine and Banks, Duncan (2016). Social isolation and loneliness in people aged 55 and over in Milton Keynes: the way forward. In: Ageing Well and Living Well Scoping Workshop, 23 Feb 2016, Age UK Milton Keynes, The Peartree Centre, Milton Keynes.

Paterson, Laura L.; Coffey-Glover, Laura and Peplow, David (2016). Negotiating stance within discourses of class: Reactions to Benefits Street. Discourse & Society, 27(2) pp. 195–214.

Payler, Jane (2016). Positioning children in research: continuum of children’s engagement with research. In: European Early Childhood Education Research Association Conference 2016, 31 Aug - 03 Sep 2016, Dublin City University, Dublin, Ireland.

Payler, Jane; Georgeson, Jan and Wong, Sandie (2016). Young children shaping interprofessional practice in early years settings: towards a conceptual framework for understanding experiences and participation. Learning, Culture and Social Interaction, 8 pp. 12–24.

Peplow, David; Swann, Joan; Trimarco, Paola and Whiteley, Sara (2016). The discourse of reading groups: Integrating cognitive and sociocultural perspectives. Routledge.

Perryman, Leigh-Anne and Seal, Timothy (2016). Open Educational Practices and Attitudes to Openness across India: Reporting the Findings of the Open Education Research Hub Pan-India Survey. Journal of Interactive Media in Education, 2016(1), article no. 15.

Poloczek, Sebastian; Henry, Lucy A.; Danielson, Henrik; Büttner, Gerhard; Mähler, Claudia; Messer, David J.; Schuchardt, Kirsten and van der Molen, Mariët J. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58 pp. 83–93.

Poppelaars, Marlou; Tak, Yuli R.; Lichtwarck-Aschoff, Anna; Engels, Rutger C.M.E.; Lobel, Adam; Merry, Sally N.; Lucassen, Mathijs F.G. and Granic, Isabela (2016). A Randomized Controlled Trial Comparing two Cognitive-Behavioral Programs for Adolescent Girls with Subclinical Depression: A School-Based Program (Op Volle Kracht) and a Computerized Program (SPARX). Behaviour Research and Therapy, 80 pp. 33–42.

Power, Tom; Cullen, Jane; Woodward, Clare; Mathew, Rama; Payler, Jane and McCormick, Robert (2016). English Speaking and Listening Assessment Project - Baseline. Bangladesh. The British Council, Dhaka.

Prescott, Lynda; Hewings, Ann and Seargeant, Philip (2016). Introduction: Futures for English Studies. In: Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. Futures for English Studies: Teaching Language, Literature and Creative Writing. Basingstoke: Palgrave Macmilan, pp. 1–8.

Preston, Diane and Floyd, Alan (2016). Supporting the Role of Associate Dean in Universities: an Alternative Approach to Management Development. Higher Education Quarterly, 70(3) pp. 264–280.

Purcell, Carrie; Cameron, Sharon; Lawton, Julia; Glasier, Anna and Harden, Jeni (2016). Contraceptive care at the time of medical abortion: experiences of women and health professionals in a hospital or community sexual and reproductive health context. Contraception, 93(2) pp. 170–177.

Raghuram, Parvati; Bornat, Joanna and Henry, Leroi (2016). "Without racism there would be no geriatrics": South Asian overseas-trained doctors and the development of Geriatric Medicine in the United Kingdom', 1950-2000. In: Monnais, Laurence and Wright, David eds. Doctors beyond Borders: the transnational migration of physicians in the twentieth century. Toronto: University of Toronto Press, pp. 185–207.

Rawles, Joanna (2016). Developing Social Work Professional Judgment Skills: Enhancing Learning in Practice by Researching Learning in Practice. Journal of Teaching in Social Work, 36(1) pp. 102–122.

Redmond, Michael (2016). Affective Attunement: Emotion and Collaboration: A Study of Ireland’s Voluntary Secondary School Principals. Joint Managerial Body, Dublin.

Ricketts, Ellie J.; Francischetto, Elaine O’Connell; Wallace, Louise M.; Hogan, Angela and McNulty, Cliodna A. M. (2016). Tools to overcome potential barriers to chlamydia screening in general practice: Qualitative evaluation of the implementation of a complex intervention. BMC Family Practice, 17(33)

Rienties, Bart; Boroowa, Avinash; Cross, Simon; Kubiak, Christopher and Mayles, Kevin (2016). Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in Education(1), article no. 2.

Rienties, Bart; Boroowa, Avinash; Cross, Simon; Farrington-Flint, Lee; Herodotou, Christothea; Prescott, Lynda; Mayles, Kevin; Olney, Tom; Toetenel, Lisette and Woodthorpe, John (2016). Reviewing three case-studies of learning analytics interventions at the open university UK. In: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ACM International Conference Proceeding Series, ACM, New York, pp. 534–535.

Rodrigues, Daniela; Muc, Magdalena; Rodrigues, PRM; Pinto, A Mota and Padez, Cristina (2016). Dietary Patterns and Their Socioeconomic and Behavioral Determinants in 6- to 8-Year-Old Portuguese Children. Ecology of food and nutrition, 55(5) pp. 428–441.

Rooke, Eliza Katey (2016). Dialogic space during mother-child interaction in the early years. Doctor of Education (EdD) thesis The Open University.

Rosell-Aguilar, Fernando (2016). User evaluation of language learning mobile applications: a case study with learners of Spanish. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 545–581.

Rosell-Aguilar, Fernando and Kan, Qian (2016). Design and user evaluation of a mobile app to teach Chinese characters. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 399–434.

Rossen, Fiona V.; Clark, Terryann; Denny, Simon |J.; Fleming, Theresa M.; Peiris-John, Roshini; Robinson, Elizabeth and Lucassen, Mathijs F. G. (2016). Unhealthy Gambling Amongst New Zealand Secondary School Students: An Exploration of Risk and Protective Factors. International Journal of Mental Health and Addiction, 14(1) pp. 95–110.

Rossen, Fiona V.; Lucassen, Mathijs F.G.; Fleming, Theresa M.; Sheridan, Janie and Denny, Simon J. (2016). Adolescent gambling behaviour, a single latent construct and indicators of risk: findings from a national survey of New Zealand high school students. Asian Journal of Gambling Issues and Public Health, 6, article no. 7.

Rouse, Lorna and Finlay, W. M. L. (2016). Repertoires of responsibility for diabetes management by adults with intellectual disabilities and those who support them. Sociology of Health & Illness, 38(8) pp. 1243–1257.

Ryan, Gemma Sinead (2016). Enhancing Nursing Student Success: A Critical Realist Framework of Modifiable Factors. Archives of Nursing Practice and Care, 2(1) pp. 57–70.

Ryan, Gemma (2016). International perspectives on social media guidance for nurses: a content analysis. Nursing Management, 23(8) pp. 28–35.

Ryan, Gemma Sinead; Cuthbert, Kate; Dryden, Tanya; Baker, Denise and Forman, Dawn (2016). Going 4D: Embedding the Four Dimensional Framework for Curriculum Design. In: Forman, Dawn; Jones, Marion and Thistlethwaite, Joan eds. Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. London: Palgrave Macmillan, pp. 99–121.

Ryan, Gemma Sinead and Davies, Fiona (2016). Development and evaluation of an online, interactive information and advice tool for pre-registration nursing students. Nurse Education in Practice, 17 pp. 214–222.

Ryan, Gemma Sinead and Sfar-Gandoura, Hanah (2016). Engaging, Listening, Informing: Using social media in disseminating clinical research to patients & the public. In: 2nd International Health Forum; International Health Conference 2016, 20-22 Jun 2016, Kings College London.

Ryan, Gemma Sinead and Sfar-Gandoura, Hanah (2016). ADHD One Stop Shop: a nurse-led, multi-agency drop in clinic for young people with ADHD. In: RCN International Research Conference 2016, 6-8 Apr 2016, Edinburgh, Scotland.

Safford, Kimberly (2016). Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element of the Statutory Test in Spelling, Punctuation and Grammar (SPaG). Changing English, 23(1) pp. 3–21.

Safford, Kimberly; Messer, David; McLachlan, Jill; Walker, Kim; Ghosh, Kerenza; Laird, Stephanie; Disney, Ann and Wright, Deborah (2016). Teaching grammar and testing grammar in the English primary school: The impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England. UKLA and The Open University.

Safford, Kimberly and Stinton, Julia (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Journal of Educational Technology, 47(1) pp. 135–150.

Sambo, Daniele; Bartolini, Nadia; MacKian, Sara and Pile, Steve (2016). Nature Light Truth: An exploration of Spiritualism in the Everyday Life of Stoke-on-Trent. Glasgow: TWTD Press.

Samra, Rajvinder; Car, Josip; Majeed, Azeem; Vincent, Charles and Aylin, Paul (2016). How to monitor patient safety in primary care? Healthcare professionals’ views. JRSM Open, 7(8) pp. 1–8.

Saxena, Nakul; Kyaw, Bhone M.; Vseteckova, Jitka; Dev, Parvati; Paul, Pradeep; Lim, Kenneth Teck Kiat; Kononowicz, Andrezej; Masiello, Italo; Tudor Car, Lorainne; Nikolaou, Charoula K.; Zary, Nabil and Car, Josip (2016). Virtual reality environments for health professional education (Protocol). Cochrane Database of Systematic Reviews(Issue 2), article no. CD012090.

Seale, Jane (2016). How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework. Research Papers in Education, 31(2) pp. 212–233.

Seargeant, Philip (2016). World Englishes and English as a Lingua Franca: a changing context for ELT. In: Hall, Graham ed. The Routledge handbook of English language teaching. Routledge, pp. 13–25.

Sheehy, Kieron (2016). Developmental psychology: cognitive development and epistemologies. In: Ness, Hayley; Kaye, Helen and Stenner, Paul eds. Investigating Psychology 3. Milton Keynes: The Open University.

Sheriston, Lee; Critten, Sarah and Jones, Emily (2016). Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. Reading Research Quarterly, 51(4) pp. 403–417.

Shrestha, Prithvi (2016). Formative feedback and writing assessment: any evidence of learning? In: Assessment for learning and assessment of learning: Incommensurate paradigms or complementary perspectives? BAAL TEA SIG Conference, 11 Mar 2016, University of Reading, UK.

Sieminski, Sandy; Messenger, Julie and Murphy, Sam (2016). Case study: what supports students to improve their grades? Open Learning: The Journal of Open, Distance and e-Learning, 31(2) pp. 141–151.

Simpson, Alan; Hannigan, Ben; Coffey, Michael; Barlow, Sally; Cohen, Rachel; Jones, Aled; Vseteckova, Jitka; Faulkner, Alison; Thornton, Alexandra and Cartwright, Martin (2016). Recovery-focused care planning and coordination in England and Wales: A cross-national mixed methods comparative case study. BMC Psychiatry, 16, article no. 147.

Simpson, Alan; Hannigan, Ben; Coffey, Michael; Jones, Aled; Barlow, Sally; Cohen, Rachel; Všetečková, Jitka and Faulkner, Alison (2016). Cross-national comparative mixed-methods case study of recovery-focused mental health care planning and co-ordination: Collaborative Care Planning Project (COCAPP). Health Services and Delivery Research, 4(5) pp. 1–190.

Simpson, Alan; Hannigan, Ben; Coffey, Michael; Jones, Aled; Barlow, Sally; Cohen, Rachel; Všetečková, Jitka; Faulkner, Alison and Haddad, Mark (2016). Study protocol: cross-national comparative case study of recovery-focused mental health care planning and coordination (COCAPP). BMC Psychiatry, 15, article no. 145.

Simpson, J.; Bayley, K.; Haider, S.; Bardsley, J.; Brown, G.; Dale-Emberton, A. and Harrington-Vail, A. (2016). Developing a CPD Framework in a time of organisational cultural conflict. Organisational Studies and Innovation Review, 2(2) pp. 64–70.

Simpson, Jenny (2016). A divergence of opinion: how those involved in child and family social work are responding to the challenges of the Internet and social media. Child and Family Social Work, 21(1) pp. 94–102.

Simpson, Jenny (2016). Staying in touch in the digital era: New social work practice. In: Joint World Conference on Social Work, Education and Social Development 2016, 27-30 Jun 2016, Seoul, South Korea.

Simpson, Jenny (2016). Rethinking empirical research into Children in Care and Contact. In: 6th International Conference on Sociology and Social Work, 25-26 Aug 2016, Zwolle, Netherlands.

Simpson, Jenny; Bardsley, Janet; Bayley, Kenneth; Haider, Sharif; Brown, Gill; Dale-Emberton, Ann and Harrington-Vail, Amanda (2016). Developing a CPD Framework in a time of organizational cultural conflict. In: MBAcademy International Business Conference, 15-17 Apr 2016, Brunel University, London.

Simpson, Jenny; Marsh, Glynis; Haider, Sharif; Bardsley, Janet; Bayley, Kenneth; Brown, Gill; Harrington-Vail, Amanda and Dale-Emberton, Ann (2016). Taking advantage of dissonance: the development of a CPD model for a children’s integrated service. In: European Business and Management Conference, 7-10 Jul 2016, Brighton, England.

Singh, Jaspal (2016). Delhi to Bronx: Transkulturelle Historizität als transformatives Potential. In: Kämper, Heidrun; Schmidt-Brücken, Daniel and Warnke, Ingo H. eds. Textuelle Historizität: Interdisziplinäre Perspektiven auf das diskursive Apriori. Diskursmuster / Discourse Patterns (12). Berlin: Mouton De Gruyter, pp. 261–284.

Singh, Jaspal Naveel and Dattatreyan, Ethiraj Gabriel (2016). Cultural interventions: Repositioning hip hop education in India. 36(1): 55-64. Linguistics and Education, 36(1) pp. 55–64.

Smith-Spark, James H.; Henry, Lucy A.; Messer, David J.; Edvardsdottir, Elisa and Zięcik, Adam P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53-54 pp. 323–341.

Soler, Janet (2016). The politics of the teaching of reading. PROSPECTS, 46(3-4) pp. 423–433.

Sorhaindo, Annik; Bonell, Chris; Fletcher, Adam; Jessiman, Patricia; Keogh, Peter and Mitchell, Kirstin (2016). Being targeted: Young women's experience of being identified for a teenage pregnancy prevention programme. Journal of Adolescence, 49 pp. 181–190.

Sorhaindo, Annik; Mitchell, Kirstin; Fletcher, Adam; Jessiman, Patricia; Keogh, Peter and Bonell, Chris (2016). Young women’s lived experience of participating in a positive youth development programme: The “Teens & Toddlers” pregnancy prevention intervention. Health Education, 116(4) pp. 356–371.

Spilioti, Tereza and Giaxoglou, Korina (2016). Scaling the field of intercultural communication: reflections on trajectories of culture. In: Singh, Jaspal Naveel; Kantara, Argyro and Cserzo, Dorottya eds. Downscaling Culture: Revisiting Intercultural Communication. Newcastle: Cambridge Scholars, pp. 366–373.

Stasiak, Karolina; Fleming, Theresa; Lucassen, Mathijs F. G.; Shepherd, Matthew J.; Whittaker, Robyn and Merry, Sally N. (2016). Computer-Based and Online Therapy for Depression and Anxiety in Children and Adolescents. Journal of Child and Adolescent Psychopharmacology, 26(3) pp. 235–245.

Stickler, Ursula and Shi, Lijing (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56 pp. 119–126.

Stickler, Ursula; Smith, Bryan and Shi, Lijing (2016). Using eye-tracking technology to explore online learner interactions. In: Caws, Catherine and Hamel, Marie-Josée eds. Language-Learner Computer Interactions: Theory, methodology and CALL applications. Language Studies, Science and Engineering (2). John Benjamins, pp. 163–186.

Stockley, R; Donaldson, G; Tetley, J.; Georgiou, T.; Holland, S.; van der Linden, J. and Pinzone, O. (2016). Walk to the beat: a single case study investigating a novel haptic device to improve walking after stroke. In: Cerebrovascular Diseases (Hennerici, Marion R. ed.), S. Karger, Basel, 41((Suppl 1)) p. 89.

Stutchbury, Kris (2016). Moving forward with TESSA: what is the potential for MOOCs? In: 3rd International Conference of the African Virtual University, 6-8 Jul 2016, Nairobi, Kenya.

Szabo, Cz. (2016). Exploring the Mental Lexicon of the Multilingual: Vocabulary Size, Cognate Recognition and Lexical Access in the L1, L2 and L3. Eurasian Journal of Applied Linguistics, 2(2) pp. 1–25.

Tagg, Caroline (2016). Heteroglossia in text-messaging: performing identity and negotiating relationships in a digital space. Journal of Sociolinguistics, 20(1) pp. 59–85.

Tagg, Caroline and Seargeant, Philip (2016). Negotiating social roles in semi-public online contexts. In: Leppänen, Sirpa; Westinen, Elina and Kytölä, Samu eds. Social Media Discourse, (Dis)identifications and Diversities. Routledge Studies in Sociolinguistics (13). London: Routledge, pp. 211–234.

Talley, J. (2016). Spirituality as a determinant of health – a health promotion perspective. In: 2nd International Sprituality in Healthcare Conference: Nurturing the Spirit, 22 Jun 2016, Dublin, Ireland.

Talley, Janine (2016). Moving from the margins: The role of narrative and metaphor in health literacy. Journal of Communication in Healthcare, 9(2) pp. 109–119.

Tatlow-Golden, Mimi; O’Farrelly, Christine; Booth, Ailbhe; O’Rourke, Claire and Doyle, Orla (2016). ‘Look, I have my ears open’: Resilience and early school experiences among children in an economically deprived suburban area in Ireland. School Psychology International, 37(2) pp. 104–120.

Tatlow-Golden, Mimi; Prihodova, Lucia; Gavin, Blanaid; Cullen, Walter and McNicholas, Fiona (2016). What do general practitioners know about ADHD? Attitudes and knowledge among first-contact gatekeepers: systematic narrative review. BMC Family Practice, 17(1), article no. 129.

Tatlow-Golden, Mimi; Tracey, Lynne and Dolphin, Louise (2016). Who's Feeding the Kids Online? Digital food marketing to children in Ireland: Advertisers’ tactics, children’s exposure and parents’ awareness. Irish Heart Foundation, Dublin, Ireland.

Teszenyi, Eleonora (2016). Children at Four. In: Cox, Anna and Sykes, Gillian eds. The Multiple Identities of the Reception Teacher: Pedagogy and Purpose. London: Learning Matters/Sage.

Tetley, Josie; Dobson, Fiona; Jack, Kirsten; Pearson, Beryl and Walker, Elaine (2016). Building a values-based culture in nurse education. Nurse Education in Practice, 16(1) pp. 152–155.

Tuck, Jackie (2016). 'That ain't going to get you a professorship': discourses of writing and the positioning of academics' work with student writers in UK higher education. Studies in Higher Education, 41(9) pp. 1612–1626.

Tudor Car, Lorainne; Papachristou, Nikolaos; Gallagher, Joseph; Samra, Rajvinder; Wazny, Kerri; El-Khatib, Mona; Bull, Adrian; Majeed, Azeem; Aylin, Paul; Atun, Rifat; Rudan, Igor; Car, Josip; Bell, Helen; Vincent, Charles and Dean Franklin, Bryony (2016). Identification of priorities for improvement of medication safety in primary care: a PRIORITIZE study. BMC Family Practice, 17(160)

Twining, Peter; Rix, Jonathan and Sheehy, Kieron (2016). Developing Point of Learning : an innovative approach to enhancing professional learning. Imagine Education, London.

Utter, Jennifer; Denny, Simon; Lucassen, Mathijs and Dyson, Ben (2016). Adolescent cooking abilities and behaviors: Associations with nutrition and emotional well-being. Journal of Nutrition Education and Behavior, 48(1) pp. 35–41.

Van Hoof, J.; Janssen, M. L; Heesakkers, C. M. C; Van Kersbergen, W.; Severijns, L. E. J; Willems, L. A. G; Marston, H. R.; Janssen, B. M. and Nieboer, M. E. (2016). The Importance of Personal Possessions for the Development of a Sense of Home of Nursing Home Residents. Journal of Housing For the Elderly, 30(1) pp. 34–50.

Vaziri, Daryoush D.; Aal, Konstantin; Ogonowski, Corinna; Von Rekowski, Thomas; Kroll, Michael; Marston, Hannah R.; Poveda, Rakel; Gschwind, Yves J.; Delbaere, Kim; Wieching, Rainer and Wulf, Volker (2016). Exploring user experience and technology acceptance for a fall prevention system: results from a randomized clinical trial and a living lab. European Review of Aging and Physical Activity, 13(6)

Vicary, Sarah (2016). Mental Health Social Work: its social, legal or psychiatric character? In: 6th Conference on Sociology and Social Work, 25-26 Aug 2016, Zwolle, Netherlands.

Vicary, Sarah (2016). Exploring the role and experience of Approved Mental Health Professionals. In: Inaugural UK Mental Disability Law Conference, 30 Jun - 01 Jul 2016, Nottingham, UK.

Vicary, Sarah (2016). Exploring the relationship between research and practice in mental health social work; narrowing the dialogue between research and practice. In: 6th European Conference for Social Work Research, 30 Mar - 1 Apr 2016, Lisbon, Portugal.

Vicary, Sarah (2016). Emotion management in statutory social work. In: Social Work seminars, Department of Social Work and Interprofessional Education, 25 May 2016, University of Chester.

Vicary, Sarah (2016). The Feeling rule and approved mental health practice. London Consortium of Approved Mental Health.

Vicary, Sarah (2016). [Book Review] Innovations in Social Work Research: Using Methods Creatively Louise Hardwick, Roger Smith and Aidan Worsley (eds). British Journal of Social Work, 47(4) pp. 1270–1271.

Vicary, Sarah (2016). [Book Review] The Social Workers Guide to Children and Families Law 2nd edn., by Lynn Davies. Journal of Social Work, 16(1) pp. 123–124.

Vince, David and Ellis, Elizabeth (2016). Students enabling TEL innovation: a pilot. The Open University.

von Lindeiner-Stráský, Karina (2016). „Ode to the Transformative Power of Art“? Kunst und Politik in Florian Henckel von Donnersmarcks Das Leben der Anderen (2006). In: Max, Katrin ed. Tendenzen und Perspektiven der gegenwärtigen DDR-Literatur-Forschung. Königshausen und Neumann.

von Lindeiner-Stráský, Karina (2016). “Wenn Lenin hätte glauben können, die ‚Appassionata’ für die revolutionäre Sache hören zu müssen...“ Kunst und Politik in Florian Henckel von Donnersmarcks ‚Das Leben der Anderen“. In: Max, Katrin ed. Tendenzen und Perspektiven der gegenwärtigen DDR-Literatur-Forschung. Würzburg: Königshausen & Neumann, pp. 277–293.

Walker, Susan H.; Newton, Victoria L.; Hoggart, Lesley and Parker, Mike J. (2016). Predictors of non-use of intrauterine contraception among women aged 18-49 years in a general practice setting in the UK. Open Access Journal of Contraception, 7 pp. 155–160.

Walmsley, Jan; Earle, Sarah; Tilley, Elizabeth; Chapman, Rohhss; Ledger, Susan and Townson, Lou (2016). Contraceptive choices for women with learning disabilities. Learning Disability Practice, 19(2) pp. 32–34.

Walmsley, Jan; Earle, Sarah; Tilley, Elizabeth; Ledger, Susan; Chapman, Rohss and Townson, Lou (2016). The experiences of women with learning disabilities on contraception choice. Primary Health Care, 26(9) pp. 28–32.

Waterhouse, Philippa; Hill, Allan G. and Hinde, Andrew (2016). Childbearing and Economic Work: The Health Balance of Women in Accra, Ghana. Maternal and Child Health Journal, 20(2) pp. 408–421.

Watkins, Philippa and Glover, Alison (2016). Future Generations: Developing Education for Sustainability and Global Citizenship for University Education Students. In: Leal Filho, Walter and Pace, Paul eds. Teaching Education for Sustainable Development at University Level. Switzerland: Springer International Publishing, pp. 67–81.

Watts, Jacqueline H. (2016). Former carers: a hidden population. In: Healthy lives: technologies, policies and experiences; European Society for Health and Medical Sociology, 16th Biennal Congress, 27-29 Jun 2016, Geneva, Switzerland.

Watts, Jacqueline H. and Cavaye, Joyce (2016). Work and informal caregiving: challenges and opportunities. In: Ageing in Europe: Beyond the work-centred life course, 14-16 Sep 2016, Frankfurt, Germany.

Williams, Timothy P and Rogers, Justin (2016). Rejecting ‘the child’, embracing ‘childhood’: Conceptual and methodological considerations for social work research with young people. International Social Work, 59(6) pp. 734–744.

Woodhead, Martin (2016). Early Childhood Development in the SDGs. Young Lives Policy Brief 28, Oxford Department of International Development (ODID).

World Health Organization Regional Office for Europe (2016). Tackling food marketing to children in a digital world: trans-disciplinary perspectives. Children’s rights, evidence of impact, methodological challenges, regulatory options and policy implications for the WHO European Region. World Health Organization.

2015To Top

Bárkányi, Zsuzsanna and Perényi, Katalin eds. (2015). Határvidékek: köztes világok, köztes kategóriák [Borderlands: intermediate worlds, intermediate categories]. Lazarillo, 6. Budapest, Hungary: Eötvös Kiadó.

Chapman, Rohhss; Ledger, Sue; Townson, Louise and Docherty, Daniel eds. (2015). Sexuality and Relationships in the Lives of People with Intellectual Disabilities: Standing in My Shoes. London: Jessica Kingsley.

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

Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. (2015). Best Practice with Children and Families: Critical Social Work Stories. Basingstoke: Palgrave Macmillan.

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

Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian eds. (2015). English-Medium Instruction in European Higher Education. Language and Social Life, 4. Berlin: De Gruyter Mouton.

Drake, Deborah H.; Earle, Rod and Sloan, Jennifer eds. (2015). The Palgrave Handbook of Prison Ethnography. Palgrave Studies in Prisons and Penology. Basingstoke: Palgrave Macmillan.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta; Hubscher-Davidson, Séverine and Norberg, Ulf eds. (2015). Describing Cognitive Processes in Translation. John Benjamins.

Everhard, Carol J. and Murphy, Linda eds. (2015). Assessment and Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan.

Hampel, Regine and Stickler, Ursula eds. (2015). Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan.

Shrestha, Prithvi N. ed. (2015). Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education.

Social Work History Network eds. (2015). Bulletin of the Social Work History Network, 2(1)

Social Work History Network eds. (2015). Bulletin of the Social Work History Network, 2(2)

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

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

Addo, O. Y.; Stein, A. D.; Fall, C. H.; Gigante, D. P.; Guntupalli, A. M.; Horta, B. L.; Kuzawa, C. W.; Lee, N.; Norris, S. A.; Osmond, C.; Prabhakaran, P.; Richter, L. M.; Sachdev, H. P. S. and Martorell, R. (2015). Parental Childhood Growth and Offspring Birthweight: Pooled Analyses from Four Birth Cohorts in Low and Middle Income Countries. American Journal of Human Biology, 27(1) pp. 99–105.

Ahmed, Faraz; Abel, Gary A; Lloyd, Cathy E; Burt, Jenni and Roland, Martin (2015). Does the availability of a South Asian language in practices improve reports of doctor-patient communication from South Asian patients? Cross sectional analysis of a national patient survey in English general practices. BMC Family Practice, 16(55)

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

Allen-Collinson, Jacquelyn and Owton, Helen (2015). Intense embodiment: senses of heat in women’s running and boxing. Body & Society, 21(2) pp. 245–268.

Allen-Collinson, Jacquelyn; Owton, Helen and Siriwardena, Aloysius Niroshan (2015). It’s scary, scary, scary …”: the lived experience of asthma. In: Lincolnshire Community Health Services NHS Trust and University of Lincoln Research Forum, 25 Jun 2015, University of Lincoln.

Álvarez, Inma and Pérez Cavana, Maria (2015). Multilingual and multicultural task-based learning scenarios: a pilot study from the MAGICC project. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 5(1) pp. 59–82.

Angermuller, Johannes (2015). Why there is no poststructuralism in France. The making of an intellectual generation. Bloomsbury Studies in Continental Philosophy. London: Bloomsbury.

Angermuller, Johannes (2015). Le discours comme pratique langagière. Construire la place des chercheurs dans le discours académique. In: Canut, Cécile and von Münchow, Patricia eds. Le langage en sciences humaines et sociales. Limoges: Lambert Lucas, pp. 145–154.

Angermuller, Johannes (2015). Lire le 'déconstructivisme derridien'. De la subjectivité dans le discours philosophique. In: Maingueneau, Maingueneau and Vallespir, Mathilde eds. Lire Derrida ? Autour d’“Éperons. Les styles de Nietzsche”. Le Discours Philosophique.. Limoges: Lambert-Lucas, pp. 93–101.

Angermuller, Johannes (2015). Discourse Studies. In: Wright, James D. ed. International Encyclopedia of the Social & Behavioral Sciences, Second Edition. Amsterdam: Elsevier, pp. 510–515.

Angermuller, Johannes and Maeße, Jens (2015). Regieren durch Leistung. Zur Verschulung des Sozialen in der Numerokratie. In: Schäfer, Alfred and Thompson, Christiane eds. Leistung. Paderborn: Schoeningh, pp. 61–108.

Angermuller, Johannes and Philippe, Gilles (2015). Analyse du discours et dispositifs d?énonciation. Autour des travaux de Dominique Maingueneau. Limoges: Lambert-Lucas.

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

Bárkányi, Zsuzsanna and G. Kiss, Zoltan (2015). The laryngeal properties of Slovak three-consonant clusters. Beszédkutatás, 23 pp. 66–91.

Bárkányi, Zsuzsanna and Štefan, Beňuš (2015). Prosodic conditioning of pre-sonorant voicing. In: Proceedings of the 18th International Congress of Phonetic Sciences Glasgow (Michaux, M; Caspers, J; van Heuven, VJJP and Hiligsmann, Ph eds.), University of Glasgow, Glasgow, article no. 0336.

Bárkányi, Zsuzsanna and G. Kiss, Zoltán (2015). Why do sonorants not voice in Hungarian?: And why do they voice in Slovak? In: É. Kiss, Katalin; Surányi, Balázs and Dékány, Éva eds. Approaches to Hungarian, Volume 14. Amsterdam, Holland: John Benjamins Publishing Company, pp. 65–94.

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

Bartolini, Nadia (2015). The politics of vibrant matter: consistency, containment and the concrete of Mussolini’s bunker. Journal of Material Culture, 20(2) pp. 191–210.

Beaven, Tita (2015). Open Educational Resources and Language Teachers' Professional Practice: A Case Study of Engagement With OER. Doctor of Education (EdD) thesis The Open University.

Beaven, Tita (2015). OER (re)use and language teachers’ tacit professional knowledge: three vignettes. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Researchpublishing.net, pp. 77–88.

Bell, Jo; Stanley, Nicky; Mallon, Sharon and Manthorpe, Jill (2015). Insights into the processes of suicide contagion: Narratives from young people bereaved by suicide. Suicidology Online, 6(1) pp. 43–52.

Bertilsdotter Rosqvist, Hanna; Brownlow, Charlotte and O'Dell, Lindsay (2015). "What's the point in having friends?" reformulating notions of friends and friendship for adults with autism. Disability Studies Quarterly, 35(4)

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

Blackburn, M.; Earle, S. and Komaromy, C. (2015). Relationships and sexuality in young adults with life-limiting conditions in England. In: Archives of Disease in Childhood, 100(Suppl3), article no. A89.

Boampong, Michael (2015). Stocktake Report of Human Mobility and Migration-Related Initiatives by UNDP. United Nations Development Programme, New York.

Borgstrom, Erica (2015). Social death in end-of-life care policy. Contemporary Social Science: Journal of the Academy of Social Sciences, 10(3) pp. 272–283.

Borgstrom, Erica (2015). Planning for an (un)certain future: Choice within English end-of-life care. Current Sociology, 63(5) pp. 700–713.

Borgstrom, Erica (2015). Advance care planning: between tools and relational end-of-life care? BMJ Supportive and Palliative Care; 5; 216-217.

Borgstrom, Erica and Walter, Tony (2015). Choice and compassion at the end of life: A critical analysis of recent English policy discourse. Social Science & Medicine, 136-137 pp. 95–105.

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

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

Burton, Sonia and Perez-Gore, Isabelle (2015). Impact on learners: English in Action (Bangladesh). In: Nepal English Language Teachers Assocation (NELTA) 20th International Conference, 17-19 Feb 2015, Kathmandu, Nepal.

Bury, Louise; Hoggart, Lesley and Newton, Victoria Louise (2015). Young women's experiences of unintended pregnancy and abortion: key findings. Open University Research Report; The Open University, Milton Keynes, UK.

Butcher, John (2015). 'Shoe-Horned And Sidelined'? Challenges For Part-Time Learners In The New HE Landscape. Higher Education Academy, York.

Butcher, John (2015). Financial risk and inflexibility: part-time HE in decline. Widening Participation and Lifelong Learning, 17(4) pp. 89–104.

Butcher, John (2015). Listen to part-time learners and smart policy will follow. In: Hillman, Nick ed. It's the finance, stupid: The decline of part-time higher education and what to do about it. Oxford: Higher Education Policy Institute, pp. 48–56.

Butcher, John and Rose-Adams, John (2015). Part-time learners in open and distance learning: revisiting the critical importance of choice, flexibility and employability. Open Learning: The Journal of Open, Distance and e-Learning, 30(2) pp. 127–137.

Butcher, John; Sinclair, Stefanie and Clarke, Anactoria (2015). The Challenge of Assessing Reflection: The Open University's Access Programme. In: Miller, Wendy; Collings, Jane and Kneale, Pauline eds. Inclusive Assessment. PedRIO Papers (7). Plymouth University: Pedagogic Research Institute and Observatory (PedRIO), pp. 25–29.

Cantarutti, Marina (2015). Teaching the Prosodic Configuration of Lectures: Thematic Structure, Intonation, and L1 Interference. In: Proceedings of the Phonetics Teaching and Learning Conference (Przedlacka, Joanna; Ashby, Michael and Maidment, John eds.), Phonetics Teaching and Learning Conference, London, pp. 23–28.

Cantarutti, Marina Noelia (2015). Hacia una caracterización textual y prosódica del género expositivo oral: En busca de un marco de referencia para estudiantes del Profesorado de Inglés. In: Luchini, Pedro Luis; García Jurado, María Amalia and Alves, Ubiratã eds. Fonética y Fonología: Articulación entre enseñanza e investigación. Mar del Plata: Universidad Nacional de Mar del Plata, pp. 303–312.

Carter, Bernie; Bray, Lucy; Satchwell, Candice and Simons, Joan (2015). Engaging with children in designing pain research: how to do it and is it worth the effort? Pain News, 13(2) pp. 121–124.

Cavaye, Joyce (2015). The health and wellbeing of former carers of older people. In: 44th BSG Conference, Ageing in Changing Times; Challenges and Future Prospects, 01-03 Jul 2015, Newcastle upon Tyne.

Cavaye, Joyce (2015). Health and wellbeing in the post-caregiving period. In: 6th International Carers Conference - Care and caring: future proofing the new demographics, 03-06 Sep 2015, Gothenburg, Sweden.

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

Chatterton, Claire (2015). Training mental health nurses in the United Kingdom– a historical overview. Part Two: 1948 onwards. Bulletin of the UK Association for the History of Nursing., 4 pp. 5–14.

Chatterton, Claire (2015). Nursing Biography: Catherine E Bennett. Bulletin of the UK Association for the History of Nursing., 4 pp. 66–68.

Chatterton, Claire (2015). Inpatient mental health care in the first world war. Mental Health Practice, 19(1) pp. 35–37.

Chatterton, Claire (2015). 'The weakest link in the chain of nursing'? Recruitment and retention in mental health nursing in England, 1948-68. In: Borsay, Anne and Dale, Pamela eds. Mental Health Nursing: The working lives of paid carers in the nineteenth and twentieth centuries. Nursing History and Humanities. Manchester University Press, pp. 169–189.

Cheek, Colleen; Fleming, Theresa; Lucassen, Mathijs F. G.; Bridgman, Heather; Stasiak, Karolina; Shepherd, Matthew and Orpin, Peter (2015). Integrating health behavior theory and design elements in serious games. JMIR Mental Health, 2(2), article no. e11.

Chen, Hong; Komaromy, Carol and Valentine, Christine (2015). From hope to hope: The experience of older Chinese people with advanced cancer. Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 19(2) pp. 154–171.

Clark, Elisabeth; Draper, Janet and Rogers, Jill (2015). Illuminating the process: evaluating the impact of continuing professional education on practice. Nurse Education Today, 35(2) pp. 388–394.

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

Comas-Quinn, Anna and Borthwick, Kate (2015). Sharing: Open Educational Resources for Language Teachers. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices. Palgrave Macmillan, pp. 96–112.

Cooke, Carolyn (2015). Teaching as performance: music student teacher’s perceptions of pedagogy. In: Scottish Educational Research Association, Nov 2015, University of Aberdeen.

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

Cooper, Barry (2015). Power and negotiation in practice: from problems to solutions. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice With Children and Families: Critical Social Work Stories. Basingstoke: Palgrave, pp. 141–152.

Cooper, Barry; Gordon, Jean and Rixon, Andrew (2015). Telling Stories: a journey into narratives of practice. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice With Children and Families: Critical Social Work Stories. Basingstoke: Palgrave, pp. 16–30.

Cornock, Marc (2015). Writing for publication. Orthopaedic & Trauma Times(25) pp. 9–10.

Cornock, Marc (2015). Informed consent. Orthopaedic & Trauma Times(25) pp. 18–20.

Cornock, Marc (2015). Refusing, or being unable, to provide consent. Orthopaedic & Trauma Times(26) pp. 9–10.

Cornock, Marc (2015). The child and consent. Orthopaedic & Trauma Times(27) pp. 13–15.

Cornock, Marc (2015). A brief guide to reviewing research articles. Orthopaedic & Trauma Times(28) pp. 21–22.

Coughlan, Tony and Perryman, Leigh-Anne (2015). Learning from the innovative open practices of three international health projects outside academia. In: Open Education Global Conference 2015, 22-24 Apr 2015, Banff, Alberta, Canada.

Coughlan, Tony and Perryman, Leigh-Anne (2015). Are student-led Facebook groups open educational practices? In: OER15, 14-15 Apr 2015, Cardiff.

Coughlan, Tony and Perryman, Leigh-Anne (2015). Learning from the innovative open practices of three international health projects: IACAPAP, VCPH and Physiopedia. Open Praxis, 7(2) pp. 173–189.

Coughlan, Tony and Perryman, Leigh-Anne (2015). A murky business: navigating the ethics of educational research in Facebook groups. European Journal of Open, Distance and e-Learning pp. 146–169.

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

Cremin, Teresa (2015). Exploring teachers’ identity positions as teacher-writers and writer-teachers in the classroom. In: Turnbull, Jan; Barton, Georgina and Brock, Cynthia eds. Teaching Writing in Today's Classroom: Looking Back to Looking Forward. Sydney: Australian Literacy Educators' Association (ALEA), pp. 51–68.

Cremin, Teresa (2015). Creative teaching and creative teachers. In: Wilson, Anthony ed. Creativity in Primary Education (3rd ed). Achieving QTS. London: SAGE, pp. 33–44.

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

Cross, Simon; Sharples, Mike and Healing, Graham (2015). E-Pedagogy of Handheld Devices 2013 Survey: Patterns of student use for learning. The Open University, UK.

Darko, Natalie and Mackintosh, Christopher (2015). Challenges and constraints in developing and implementing sports policy and provision in Antigua and Barbuda: which way now for a small island state? International Journal of Sport Policy and Politics, 7(3) pp. 365–390.

Delprato, Marcos; Akyeampong, Kwame; Sabates, Ricardo and Hernandez-Fernandez, Jimena (2015). On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia. International Journal of Educational Development, 44 pp. 42–55.

Demjen, Zsofia (2015). Sylvia Plath and the Language of Affective States: Written Discourse and the Experience of Depression. Advances in Stylistics. London: Bloomsbury.

Demjen, Zsofia and Semino, Elena (2015). Henry’s voices: the representation of auditory verbal hallucinations in an autobiographical narrative. Medical Humanities, 41(1) pp. 57–62.

Demmen, Jane; Semino, Elena; Demjen, Zsofia; Koller, Veronika; Hardie, Andrew; Rayson, Paul and Payne, Sheila (2015). A computer-assisted study of the use of Violence metaphors for cancer and end of life by patients, family carers and health professionals. International Journal of Corpus Linguistics, 20(2) pp. 205–231.

Demouy, Valérie; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2015). Exploring trends, motivations and behaviours in the use of mobile devices for language learning in a higher education distance learning setting. In: Eurocall 2015, 26-29 Aug 2015, Padua, Italy.

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

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

Devaux, Jerome (2015). The court interpreter’s perception of their role: a Role-Space approach. In: InDialog - 2nd International Conference Community Interpreting in Dialogue with Technology, 20-21 Nov 2015, Berlin.

Devaux, Jerome (2015). Interpreting for better or for worse – the court interpreter’s perception
of their role in videoconference interpreting. In: 5th IATIS Conference: Innovation paths in translation and intercultural studies, 6-10 Jul 2015, Universidade Federal de Minas Gerais, Belo Horizonte.

Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian (2015). English-medium instruction in European higher education: review and future research. In: Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian eds. English-Medium Instruction in European Higher Education. Language and Social Life (4). Berlin: De Gruyter Mouton, pp. 317–324.

Dockrell, Julie E.; Connelly, Vincent; Walter, Kirsty and Critten, Sarah (2015). Assessing children's writing products: the role of curriculum based measures. British Educational Research Journal, 41(4) pp. 575–595.

Dornan, Paul and Woodhead, Martin (2015). How Inequalities Develop through Childhood: Life-course Evidence from Young Lives Cohort Study. Innocenti Discussion Paper No.2015-01, UNICEF Office of Research, Florence.

Douglas, Jenny (2015). Resisting the tobacco economy: cigarette smoking and African-Caribbean young women in the UK: intersections of 'race', ethnicity, gender, class and tobacco. In: Caribbean Studies Association 40th Annual Conference: The Caribbean in an Age of Global Apartheid: Fences, Boundaries, and Borders - Literal and Imagined, 25-29 May 2015, New Orleans, Louisiana, USA.

Douglas, Jenny (2015). An Intersectionality based framework for tobacco control. In: International Conference on Public Policy, 1-4 Jul 2015, Milan.

Douglas, Jenny (2015). Conducting focus group research with African-Caribbean young women on cigarette smoking. In: The Qualitative Report 6th Annual Conference (TQR2015), 8-10 Jan 2015, Nova Southeastern University, Fort Lauderdale, Florida, USA.

Drake, Deborah H.; Darke, Sacha and Earle, Rod (2015). Prison Life, Sociology of: Recent Perspectives from the United Kingdom. In: Wright, J. ed. International Encyclopaedia of Social and Behavioural Sciences (2nd ed). Oxford: Elsevier, pp. 924–929.

Drake, Deborah; Earle, Rod and Sloan, Jennifer (2015). Pushing the boundaries of prison ethnography. HERC, HERC.

Draper, Janet (2015). Ethnography: principles, practice and potential. Nursing Standard, 29(36) pp. 36–41.

Drasovean, Anda and Tagg, Caroline (2015). Evaluative Language and Its Solidarity-Building Role on TED.com: An Appraisal and Corpus Analysis. Language@Internet, 12, article no. 1.

Earle, Sarah; Chapman, Rohhss; Ledger, Sue; Townson, Lou and Walmsley, Jan (2015). Contraceptive choices for women with learning disabilities. The Open University, Milton Keynes.

Earle, Rod and Drake, Deborah H. (2015). Men, Masculinity and Crime. In: Brooks, Carolyn and Schissell, Bernard eds. Marginality and Condemnation - A Critical Introduction to Criminology (3rd ed). Fernwood Publishing, pp. 350–370.

Earle, Rod and Phillips, Coretta (2015). Prison ethnography at the threshold of race, reflexivity and difference. In: Earle, Rod; Drake, Deborah and Sloan, Jennifer eds. The Palgrave Handbook of Prison Ethnography. Basingstoke: Palgrave, pp. 230–251.

Earle, Sarah and Church, Sarah (2015). Sociology: What is it good for? In: Deery, Ruth; Denny, Elaine and Letherby, Gayle eds. Sociology for Midwives. Cambridge: Polity Press, pp. 7–21.

Emke, Martina; Stickler, Ursula and the MoreDOTS project team (2015). Teaching and learning online – Developing your skills to develop others. In: Krings, Hans P. and Kühn, Bärbel eds. Fremdsprachliche Lernprozesse. Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen. Fremdsprachen in Lehre und Forschung (FLF), 48. Arbeitskreis der Sprachenzentren e.V., pp. 199–209.

Erling, Elizabeth J.; Seargeant, Philip; Solly, Michael; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2015). English for economic development: a case study of migrant workers from Bangladesh. ELT Research Papers 15.03; British Council.

Erling, Elizabeth (2015). Review of Innovation and Change in English Language Education. ELT Journal, 69(2) pp. 217–219.

Erling, Elizabeth (2015). The Relationship Between English and Employability in the Middle East and North Africa. British Council, Manchester.

Fensham-Smith, Amber (2015). New technologies, knowledge networks and communities in home education. In: The European Conference on Education (ECE) 2015, 1-5 Jul 2015, Brighton.

Fensham-Smith, Amber J (2015). Home education: networks and communities. In: WISERD Annual Conference, Cardiff University, 30 of Jun 2015, Cardiff.

Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise and Sheehy, Kieron (2015). Pre-teens' informal learning with ICT and Web 2.0. Technology, Pedagogy and Education, 24(2) pp. 247–265.

Fernández-Toro, María and Furnborough, Concha (2015). Eliciting students’ voices through screencast assisted ‘feedback on feedback’. European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014

Flewitt, Rosie; Messer, David and Kucirkova, Natalia (2015). New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy, 15(3) pp. 289–310.

Foley, Karen; Middleton, Dave and Fribbance, Ian (2015). From despair to somewhere: activating students in a distance learning environment. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 9(1) pp. 18–32.

Fox, A.; Poultney, V.; Brown, A.; Rawes, N. and Silverthorne, J. (2015). "I see inquiry as a normal part of my professional practice": A critical examination of practitioners' experiences from one Midlands Teaching School Alliance. In: BERA Annual Conference 2015, 15-17 Sep 2015, University of Belfast.

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

Fuertes Gutierrez, Mara (2015). Lo que se sabe de Hervás: ideas lingüísticas, errores y revitalización de su figura en el marco de la historiografía lingüística. Estudios de Lingüística del Español, 36 pp. 197–234.

Fung, Dilly and Floyd, Alan (2015). Exploring distributed leadership in an English university. In: SRHE Annual Research Conference, 9-11 Dec 2015, Celtic Manor Resort, Newport in South Wales, United Kingdom.

Gage, Heather; Cheynel, Jerome; Williams, Peter; Mitchell, Katherine; Stinton, Christopher; Katz, Jeanne; Holland, Caroline and Sheehan, Bartley (2015). Service utilisation and family support of people with dementia: a cohort study in England. International Journal of Geriatric Psychiatry, 30(2) pp. 166–177.

Gallagher, Alison Lucy (2015). Blended Learning: An Exploration of the Experiences of Lecturers and Students in Post Qualification Nurse Education. Doctor of Education (EdD) thesis The Open University.

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2015). Modern languages and specific learning difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning. Open Learning: The Journal of Open, Distance and e-learning, 30(1) pp. 53–72.

Garcia, Rebecca; Ali, Nasreen; Papadopoulos, Chris and Randhawa, Gurch (2015). Specific antenatal interventions for Black, Asian and Minority Ethnic (BAME) pregnant women at high risk of poor birth outcomes in the United Kingdom: a scoping review. BMC Pregnancy and Childbirth, 15(1), article no. 226.

Garcia, Rebecca and Hand, Christopher J. (2015). Analgesic effects of self-chosen music type on cold pressor-induced pain: Motivating vs. relaxing music. Psychology of Music, 44(5) pp. 967–983.

Gargett, Andrew and Barnden, John (2015). Gen-Meta: Generating metaphors by combining AI and corpus-based modeling. Web Intelligence, 13(2) pp. 103–114.

Gargett, Andrew and Barnden, John (2015). Modeling the interaction between sensory and affective meanings for detecting metaphor. In: Proceedings of the Third Workshop on Metaphor in NLP, Association for Computational Linguistics, pp. 21–30.

Gargett, Andrew; Mille, Simon and Barnden, John (2015). Deep generation of metaphors. In: Conference on Technologies and Applications of Artificial Intelligence, TAAI 2015, 20-22 Nov 2015, Tainan, Taiwan, IEEE, pp. 336–343.

Georgeson, Jan and Payler, Jane (2015). Work or play: how children learn to read the signals. In: Moyles, Janet ed. The Excellence of Play (4th edition). Maidenhead UK: Open University Press, pp. 159–172.

Giaxoglou, Korina (2015). 'Everywhere I go, you're going with me': Time and space deixis as affective positioning resources in shared moments of digital mourning. Discourse, Context & Media, 9 pp. 55–63.

Giaxoglou, Korina (2015). Entextualising mourning on Facebook: stories of grief as acts of sharing. New Review of Hypermedia and Multimedia, 21(1-2) pp. 87–105.

Gopinath, Manik; Illsley, Barbara; Kelly, Mothy and Entwistle, Vikki (2015). Moving residence to secure valued capabilities: insights from a qualitative study of relationships between place & wellbeing among older people living in Scotland. In: "Capabilities on the move: mobility and aspirations" - HDCA Conference 2015, 10-13 Sep 2015, Georgetown University, Washington DC, USA.

Gschwind, Yves J.; Eichberg, Sabine; Ejupi, Andreas; de Rosario, Helios; Kroll, Michael; Marston, Hannah R.; Drobics, Mario; Annegarn, Janneke; Wieching, Rainer; Lord, Stephen R.; Aal, Konstantin; Vaziri, Daryoush; Woodbury, Ashley; Fink, Dennis and Delbaere, Kim (2015). ICT-based system to predict and prevent falls (iStoppFalls): results from an international multicenter randomized controlled trial. European Review of Aging and Physical Activity, 12, article no. 10.

Gunter, Anthony (2015). ‘Keeping it real’: the experiences of black youth beyond criminal (in)justice statistics. Criminal Justice Matters, 101(1) pp. 14–17.

Guntupalli, Aravinda and Chakraborty, Suchandrima (2015). Active ageing index in India: Is the UNECE approach applicable to developing countries? In: UNECE, Active Ageing Conference,, 16-17 Apr 2015, Brussels.

Haider, Sharif (2015). Critical Reflection in Online Forums: techniques and tips for tutors. The Open University.

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

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

Hammersley, Martyn (2015). Methodology: The Essence of Sociology? In: Holborn, Martin ed. Contemporary Sociology. Cambridge: Polity, pp. 628–654.

Hampel, Regine (2015). Theoretical approaches and research-based pedagogies for online teaching. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 134–149.

Hampel, Regine and Stickler, Ursula (2015). Introduction: From teacher training to self-reflective practice. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 1–11.

Harrison-White, Karen and King, Elizabeth (2015). Hub and spoke model for nursing student placements in the UK, Nursing Children and Young People. Nursing Children and Young People, 27(2) pp. 24–29.

Heaney, Caroline and Owton, Helen (2015). Using social media to raise your profile. In: Faculty of Education and Language Studies Learning and Teaching Conference, Open University, Milton Keynes, 7 Oct 2015, Milton Keynes.

Heaney, Caroline A.; Walker, Natalie C.; Green, Alison J. K. and Rostron, Claire L. (2015). Sport psychology education for sport injury rehabilitation professionals: a systematic review. Physical Therapy in Sport, 16(1) pp. 72–79.

Hempel-Jorgensen, Amelia (2015). Learner agency in urban primary schools in disadvantaged contexts: Report to Society for Educational Studies. The Open University, Milton Keynes, UK.

Hempel-Jorgensen, Amelia (2015). Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies? Pedagogy, Culture and Society, 23(4) pp. 531–554.

Hempel-Jorgensen, Amelia (2015). Working class girls and child-centred pedagogy: what are the implications developing socially just pedagogy? International Studies in Sociology of Education, 25(2) pp. 132–149.

Henry, Lucy A.; Messer, David J. and Nash, Gilly (2015). Executive functioning and verbal fluency in children with language difficulties. Learning and instruction, 39 pp. 137–147.

Higgs, Alison (2015). Effective Feedback in Blended learning. In: Conference Proceedings: The Future of Education, libreiauniversitaria.it, Padova.

Higgs, Alison (2015). Social justice. In: Bell, Linda and Hafford-Letchfield, Trish eds. Ethics, Values And Social Work Practice. Maidenhead: Open University Press, pp. 112–121.

Higgs, Alison (2015). Social justice. In: Bell, Linda and Hafford-Letchfield, Trish eds. Ethics, Values And Social Work Practice. Maidenhead: Open University Press, pp. 112–121.

Higgs, Alison; McCormick, Mick and Sieminski, Sandy (2015). Changing identities changing contexts: the roles and identities of expert patients, service users and volunteer school governors. In: JSWEC Joint Social Work Education and Research Conference 2015: Social work education and research across boundaries, 15-17 Jul 2015, Open University, Milton Keynes.

Higgs, Alison and Twomey, Mary (2015). Editorial. Ethics and Social Welfare, 9(3) pp. 223–224.

Higman, Wendy; Wallace, Louise M.; Law, Susan; Bartle, Naomi C. and Blake, Kathryn (2015). Assessing clinicians' knowledge and confidence to perform kangaroo care and positive touch in a tertiary neonatal unit in England using the Neonatal Unit Clinician Assessment Tool (NUCAT). Journal of Neonatal Nursing, 21(2) pp. 72–82.

Hoggart, Lesley; Newton, Victoria Louise and Bury, Louise (2015). "How could this happen to me?": Young women's experiences of unintended pregnancies: a qualitative study. Open University Research Report; The Open University, Milton Keynes, UK.

Hoggart, Lesley (2015). Abortion Counselling in Britain: Understanding the Controversy. Sociology Compass, 9(5) pp. 365–378.

Hoggart, Lesley and Newton, Victoria (2015). UK abortion study: “I didn't think it would happen to me.” Young women's accounts of preabortion contraceptive use. In: Contraception, 92(4) p. 399.

Hoggart, Lesley; Newton, Victoria; Walker, Susan and Parker, Mike (2015). Barriers to intrauterine contraceptive uptake in General Practice: patient and practitioner perspectives - Findings from a mixed-method UK study. Anglia Ruskin University & The Open University.

Holford, Naomi (2015). Gender and sexuality. In: Farrington-Flint, Lee and Montgomery, Heather eds. An introduction to childhood studies and child psychology (2nd ed.). Milton Keynes: The Open University, pp. 255–276.

Holford, Naomi (2015). Transitions to adulthood. In: Farrington-Flint, Lee and Montgomery, Heather eds. An introduction to childhood studies and child psychology (2nd ed.). Milton Keynes: The Open University, pp. 299–324.

Holford, Naomi (2015). Lost innocence? The sexualization of childhood. In: Kehily, Mary Jane ed. An introduction to childhood studies. Third edition. Open University Press, pp. 173–190.

Holland, Caroline (2015). Public places and age. In: Twigg, Julia and Martin, Wendy eds. Routledge Handbook of Cultural Gerontology. Routledge International Handbooks. Abingdon: Routledge, pp. 455–462.

Holland, Caroline (2015). Values and Ethics in Making Emerging Technologies Work for Older People. In: Human Aspects of IT for the Aged Population. Design for Aging (Zhou, Jia and Gavriel, Salvendy eds.), Springer, pp. 201–209.

Howells, Karen and Fletcher, David (2015). Sink or swim: adversity- and growth-related experiences in Olympic swimming champions. Psychology of Sport and Exercise, 16(3) pp. 37–48.

Hubscher-Davidson, Severine (2015). Tolerance for ambiguity and the translation profession: A new direction for empirical research in translation. In: 5th IATIS Conference, 7-10 Jul 2015, Brazil.

Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf (2015). Introduction. In: Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf eds. Describing Cognitive Processes in Translation. John Benjamins, pp. 1–5.

Hultgren, Anna Kristina (2015). English-Medium Instruction in European Higher Education: lessons from the Nordic countries. In: Going Global 2015: The Conference for Leaders in International Education, 1-2 Jun 2015, London, UK.

Hultgren, Anna Kristina (2015). English Medium Instruction in Scandinavian Higher education: issues and controversies. In: English Medium Instruction: Global Views and Countries in Focus, 15 Nov 2015, University of Oxford, Department of Education.

Hultgren, Anna Kristina (2015). Landerapport Danmark: Parallelsproglighed på danske universiteter: en statusrapport 2013 [Parallellingualism at Danish universities: a status report 2013]. In: Gregersen, Frans ed. Hvor parallelt: Om parallellspråkighet på Nordens universitet. Copenhagen: Nordic Council, pp. 117–196.

Hultgren, Anna Kristina (2015). English as an international language of science and its effect on Nordic terminology: the view of scientists. In: Linn, Andrew; Bermel, Neil and Ferguson, Gibson eds. Attitudes towards English in Europe. Language and Social Life (2). Berlin: De Gruyter Mouton, pp. 139–164.

Hultgren, Anna Kristina; Jensen, Christian and Dimova, Slobodanka (2015). Introduction: English-medium instruction in European higher education: from the North to the South. In: Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian eds. English-Medium Instruction in European Higher Education. Language and Social Life (4). Berlin: De Gruyter Mouton, pp. 1–16.

Ibbotson, Paul and Kearvell-White, Jennifer (2015). Inhibitory Control Predicts Grammatical Ability. PLoS ONE, 10(12), article no. e0145030.

Jewitt, Katharine (2015). Enhancing the digital experience of students. Jisc.

Jewitt, Katharine (2015). An investigation into students' expectations and experiences when using technology in an FE college. Prospects College of Advanced Technology.

Jewitt, Katharine (2015). An investigation into students' expectations and experiences when using technology in an FE college. PROCAT (Prospects College of Advanced Technology).

Jones, Kerry (2015). Support and Critical Communication in the Parental Perinatal Death Experience. In: International Children's Palliaitve Care: Future Directions, 18-21 May 2016, Buenos Aires, Argentina, ICPCN.

Jordan, Joanne; Price, Jayne and Prior, Lindsay (2015). Disorder and disconnection: parent experiences of liminality when caring for their dying child. Sociology of Health & Illness, 37(6) pp. 839–855.

Kádár, Dániel Z. and Márquez Reiter, Rosina (2015). (Im)politeness and (im)morality: Insights from intervention. Journal of Politeness Research: language, behavior, culture, 11(2) pp. 239–260.

Kehily, Mary Jane and de Lappe, Joseph (2015). Reappraising Youth Subcultures and the Impact upon Young People’s Sexual Cultures: Links and Legacies in Studies of Girlhood. In: Renold, Emma; Ringnose, Jessica and Egan, R.Danielle eds. Children, Sexuality and Sexualization. London: Palgrace Macmillan, pp. 56–70.

Keogh, Peter and Dodds, Catherine (2015). Pharmaceutical HIV prevention technologies in the UK: six domains for social science research. AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV, 27(6) pp. 796–803.

Kerawalla, Lucinda (2015). Talk Factory Generic: empowering secondary school pupils to construct and explore dialogic space during pupil-led whole-class discussions. International Journal of Educational Research, 70 pp. 57–67.

Knight, Simon and Littleton, Karen (2015). Dialogue as Data in Learning Analytics for Productive Educational Dialogue. Journal of Learning Analytics, 2(3) pp. 111–143.

Knight, Simon and Littleton, Karen (2015). Developing a multiple-document-processing performance assessment for epistemic literacy. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, ACM, pp. 241–245.

Knight, Simon and Littleton, Karen (2015). Discourse-centric learning analytics: mapping the terrain. Journal of Learning Analytics, 2(1) pp. 185–209.

Knight, Simon and Littleton, Karen (2015). Learning Through Collaborative Information Seeking. In: Hansen, Preben; Shah, Chirag and Klas, Claus-Peter eds. Collaborative Information Seeking: Best practices, New Domains, New Thoughts. Computer Supported Cooperative Work. Springer International Publishing, pp. 101–116.

Knight, Simon and Littleton, Karen (2015). Thinking, Interthinking, and Technological Tools. In: Wegerif, Rupert; Li, Li and Kaufman, James C. eds. The Routledge International Handbook of Research on Teaching Thinking. Routledge International Handbooks of Education. Abingdon, New York: Routledge, pp. 467–478.

Knight, Simon and Mercer, Neil (2015). The role of exploratory talk in classroom search engine tasks. Technology, Pedagogy and Education, 24(3) pp. 303–319.

Kontopoulou, Konstantina and Fox, Alison (2015). Designing a consequentially based study into the online support of pre-service teachers in the UK. Educational Research and Evaluation, 21(2) pp. 122–138.

Kucirkova, Natalia; Sheehy, Kieron and Messer, David (2015). A Vygotskian perspective on parent-child talk during iPad story sharing. Journal of Research in Reading, 38(4) pp. 428–441.

Kucirkova, N. and Sakr, M. (2015). Child-Father creative text-making at home with crayons, iPad, collage & PC. Thinking Skills and Creativity, 17 pp. 59–73.

Kucirkova, Natalia (2015). Story-Making with iPad Apps: Baking Stories in the 21st Century. Exchange

Kucirkova, Natalia (2015). Book Review: The thinking teacher. Journal of Education for Teaching: International Research and Pedagogy, 41(4) pp. 451–452.

Kucirkova, Natalia (2015). Towards truly transformative technology-enhanced education. In: Using Technology in Education, Westminster Education Forum, pp. 75–77.

Kukulska-Hulme, Agnes; Norris, Lucy and Donohue, Jim (2015). Mobile pedagogy for English language teaching: a guide for teachers. ELT Research Papers 14.07; British Council 2015, London.

Larkin, Mary (2015). Developing the knowledge base about carers and personalisation: contributions made by an exploration of carers’ perspectives on personal budgets and the carer–service user relationship. Health and Social Care in the Community, 23(1) pp. 33–41.

Larkin, Mary (2015). Do high levels of caring mean poorer carer mental health? Social care Elf.

Larkin, Mary (2015). Attachment in people with dementia and their carers. Social care Elf.

Larkin, Mary (2015). Testing stress training for black and minority ethnic carers of people with dementia. Social care Elf.

Larkin, Mary (2015). Why carers are disadvantaged even when their responsibilities end. The Conversation, London.

Larkin, Mary (2015). Testing a person-centred approach to carer support. Social Care Elf.

Larkin, Mary (2015). Making room for former carers. In: 6th International Carers Conference - Care and caring: future proofing the new demographics, 03-06 Sep 2015, Gothenburg, Sweden, International Conference of Care and Caring.

Larkin, Mary (2015). Unbecoming a carer. In: British Medical Sociology Association, 2015, British Medical Sociology Association.

Larkin, Mary and Milne, Alisoun (2015). Caring in the 21st century: research evidence and knowledge generation. Health and Social Care in the Community, 23(1) pp. 1–3.

Ledger, Sue; Chapman, Rohhss and Townson, Lou (2015). Stories from Around the Globe. In: Chapman, Rohhss; Ledger, Sue; Townson, Louise and Docherty, Daniel eds. Sexuality and Relationships in the Lives of People with Learning Disabilities: Standing in My Shoes. London: Jessica Kingsley, pp. 26–45.

Ledger, Sue; Chapman, Rohhss and Townson, Louise (2015). Law, Policy and Diversity: Exploring the Gap between Rhetoric and Real Life. In: Chapman, Rohhss; Ledger, Sue and Townson, Louise eds. Sexuality and Relationships in the Lives of People with Intellectual Disabilities: Standing in My Shoes. London: Jessica Kingsley, pp. 144–162.

Leedham, M. (2015). Chinese Students’ Writing in English: Implications from a Corpus-Driven Study. Abingdon: Routledge.

Leedham, Maria (2015). Chinese Students’ Writing in English: Using visuals and lists. English Teaching in China (ETiC), 6 pp. 16–20.

Leedham, Maria (2015). Learning from lecturers: What disciplinary practice can teach us about ‘good’ student writing. In: Lillis, Theresa; Harrington, Kathy; Lea, Mary and Mitchell, Sally eds. Working with Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, pp. 163–174.

Lewis, Timothy; Comas-Quinn, Anna and Hauck, Mirjam (2015). Clustering, Collaboration and Community: Sociality at Work in a cMOOC. In: Dixon, Edward and Thomas, Michael eds. Researching Language Learner Interactions Online: From Social Media to MOOCs. CALICO Monograph Series, 13. Texas, USA: Computer Assisted Language Instruction Consortium (CALICO), pp. 45–61.

Li, Nai; McCormick, Robert; Power, Tom; Burton, Sonia; Siddique, Ashraf and Rahman, Shajedur (2015). Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Third Cohort (2014). English in Action (EIA), Dhaka.

Li, Nai; McCormick, Robert; Power, Tom; Siddique, Ashraf; Burton, Sonia and Rahman, Shajedur (2015). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in English in Action: Third Cohort (2014). English in Action (EIA), Dhaka.

Li, Nai; McCormick, Robert; Power, Tom; Siddique, Md. Ashraf; Burton, Sonia and Rahman, Md. Shajedur (2015). English Proficiency Assessments of Primary and Secondary Students Participating in English in Action: Third Cohort (2014) Large-Scale Quantitative Study. English in Action.

Li, Chenxi (Cecilia) (2015). Online Language Teacher Skills and Roles in an Audio-Graphic Conferencing Classroom. Master of Research (MRes) thesis The Open University.

Lillis, Theresa and Curry, Mary Jane (2015). The politics of English, language and uptake: the case of international academic journal article reviews. AILA Review, 28 pp. 127–150.

Linehan, Christine; O'Doherty, Siobhain; Tatlow-Golden, Mimi; Craig, Sarah; Kerr, Michael; Lynch, Christy; McConkey, Roy and Staines, Anthony (2015). Moving Ahead: Factors contributing to successful transition of people with intellectual disabilities from congregated to community-based residential options in two regions in Ireland. School of Social Work, Trinity College Dublin, Dublin, Ireland.

Lloyd, C. E.; Sartorius, N.; Cimino, L. C.; Alvarez, A.; Guinzbourg de Braude, M.; Rabbani, G.; Uddin Ahmed, H.; Papelbaum, M.; Regina de Freitas, S.; Ji, L.; Yu, X.; Gaebel, W.; Mussig, K.; Chaturvedi, S. K.; Srikanta, S. S.; Burti, L.; Bulgari, V.; Musau, A.; Ndete, D.; Heinze, G.; Romo Nava, F.; Taj, R.; Khan, A.; Kokoszka, A.; Papasz-Siemieniuk, A.; Starostina, E. G.; Bobrov, A. E.; Lecic-Tosevski, D.; Lalic, N. M.; Udomratn, P.; Tangwongchai, S.; Bahendeka, S.; Basangwa, D. and Mankovsky, B. (2015). The INTERPRET-DD study of diabetes and depression: a protocol. Diabetic Medicine, 32(7) pp. 925–934.

Lomax, Robert and Nix, Ingrid (2015). Social media and social work students: the boundaries just got more complicated. In: Joint Social Work Education Conference (JSWEC 2015), 15-17 Jul 2015, The Open University, Milton Keynes.

Lucassen, Mathijs F. G.; Clark, Terryann C.; Denny, Simon J.; Fleming, Theresa M.; Rossen, Fiona V.; Sheridan, Janie; Bullen, Pat and Robinson, Elizabeth M. (2015). What has changed from 2001 to 2012 for sexual minority youth in New Zealand? Journal of Paediatrics and Child Health, 51(4) pp. 410–418.

Lucassen, Mathijs F. G. and Burford, James (2015). Educating for diversity: an evaluation of a sexuality diversity workshop to address secondary school bullying. Australasian Psychiatry, 23(5) pp. 544–549.

Lucassen, Mathijs F. G.; Hatcher, Simon; Fleming, Theresa M.; Stasiak, Karolina; Shepherd, Matthew J. and Merry, Sally N. (2015). A qualitative study of sexual minority young peoples’ experiences of computerised therapy for depression. Australasian Psychiatry, 23(3) pp. 268–273.

Lucassen, Mathijs F. G.; Merry, Sally N.; Hatcher, Simon and Frampton, Christopher M. A. (2015). Rainbow SPARX: a novel approach to addressing depression in sexual minority youth. Cognitive and Behavioral Practice, 22(2) pp. 203–216.

Lucassen, Mathijs F. G.; Stasiak, Karolina; Crengle, Sue; Weisz, John R.; Frampton, Christopher M. A.; Bearman, Sarah Kate; Ugueto, Ana M.; Herren, Jennifer; Cribb-Su'a, Ainsleigh; Faleafa, Monique; Kingi-'Ulu'ave, Denise; Loy, Jik; Scott, Rebecca M.; Hartdegen, Morgyn and Merry, Sally N. (2015). Modular Approach to Therapy for Anxiety, Depression, Trauma, or Conduct Problems in outpatient child and adolescent mental health services in New Zealand: study protocol for a randomized controlled trial. Trials, 16, article no. 457.

Mackintosh, Chris; Darko, Natalie; Rutherford, Zoe and Wilkins, Hetty-May (2015). A qualitative study of the impact of the London 2012 Olympics on families in the East Midlands of England: lessons for sports development policy and practice. Sport, Education and Society, 20(8) pp. 1065–1087.

Madeley, Anna-Marie (2015). Lived Experience of midwives using Fresh Ears: A service evaluation. In: HEE/NIHR Research Conference, Jun 2015, Oxford, NIHR/ Oxford Academic Health Network.

Mády, Katalin and Bárkányi, Zsuzsanna (2015). Voicing assimilation at accentual phrase boundaries in Hungarian. In: Proceedings of the 18th International Congress of Phonetic Sciences (Wolters, Maria; Livingstone, Judy; Beattie, Bernie; Smith, Rachel; MacMahon, Mike; Stuart-Smith, Jane and Scobbie, Jim eds.), The Scottish Consortium for ICPhS 2015, Glasgow, UK.

Mallon, Sharon (2015). Robin Williams headlines make my work as a suicide researcher seem futile. In The Conversation The Conversation, London.

Mallon, Sharon and Galway, Karen (2015). Towards an understanding of bereavement in the pathway to suicide. Northern Ireland Assembly.

Mallon, Sharon; Rosato, Michael; Galway, Karen; Hughes, Lynette; Rondon-Sulbaran, Janeet; McConkey, Sam and Leavey, Gerard (2015). Patterns of Presentation for Attempted Suicide: Analysis of a Cohort of Individuals Who Subsequently Died by Suicide. Suicide and Life Threatening Behaviour, 45(3) pp. 335–344.

Mallon, Sharon and Stanley, Nicky (2015). Creation of a death by suicide: How do bereaved young adults come to understand the death of a friend as suicide? Crisis, 36(2) pp. 142–147.

Mander, Sarah and Sturge, Sally (2015). Early Help Mechanisms – A mere fad or ground breaking reformation to child protection systems? The importance of interprofessional working; the educational and health perspective. Pedagogy in Practice, 1(2)

Mansur, Saba Bahareen and Shrestha, Prithvi N. (2015). The EAP course design Quagmire – juggling the stakeholders’ perceived needs. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 93–113.

Márquez Reiter, Rosina (2015). Cortesía y descortesía. In: Gutierrez-Rexach, Javier ed. Enciclopedia de Lingüística Hispánica. Routledge.

Márquez Reiter, Rosina and Martín Rojo, Luisa (2015). A sociolinguistics of diaspora. Latino practices, identities and ideologies. New York: Routledge.

Márquez-Reiter, Rosina; Orthaber, Sara and Kádár, Dániel Z. (2015). Disattending Customer Dissatisfaction on Facebook: A Case Study of a Slovenian Public Transport Company. In: Christopher, Elizabeth ed. International Management and Intercultural Communication. Palgrave Macmillan UK, pp. 108–126.

Marston, Hannah R. and Graner Ray, Sheri (2015). Older women on the game: understanding digital game perspectives from an ageing cohort. In: Domínguez-Rué, Emma and Nierling, Linda eds. Ageing and Technology: Perspectives from the Social Sciences. Transcript-Verlag.

Martin, Faith; Turner, Andrew; Wallace, Louise M.; Stanley, Damian; Jesuthasan, Jana and Bradbury, Nicola (2015). Qualitative evaluation of a self-management intervention for people in the early stage of dementia. Dementia, 14(4) pp. 418–435.

McInally, Wendy (2015). Leadership in practice. In: [Conference], 26 Feb 2015.

McInally, Wendy (2015). Using an e-portfolio tool. In: Teaching Fellows Conference, 1 Jan 2015, Edinburgh, Florence Nightingale Foundation.

McInally, Wendy; Garner, Bonnie and Metcalfe, Sharon (2015). Enriching the Student Experience Through a Collaborative Cultural Learning Model. Creative Nursing, 21(3) pp. 161–166.

McNulty, Cliodna; Ricketts, Ellie J.; Rugman, Claire; Hogan, Angela; Charlett, Andre; Campbell, Rona and CIRT study group (2015). A qualitative study exploring the acceptability of the McNulty-Zelen design for randomised controlled trials evaluating educational interventions. BMC Family Practice, 16(1)

Melville, C.; Brown, A.; Cameron, S.; Caird, L.; Flett, G; Laird, G.; McDaid, L. and Purcell, C. (2015). Access to later termination of pregnancy in Scotland: the impact of travel. BJOG: An International Journal of Obstetrics & Gynaecology, 122 pp. 11–12.

Mengoni, Silvana; Bardsley, Janet and Oates, John (2015). An evaluation of key working for families of children and young people with special educational needs and disabilities. British Journal of Special Education, 42(4) pp. 355–373.

Miller, Clare; Koronka, Adam; Shufflebotham, Lindy and Ledger, Sue (2015). Clare's Story: Gay Women Might Need a Rainbow Fairy Group. In: Chapman, Rohhss; Ledger, Sue; Townson, Louise and Docherty, Daniel eds. Sexuality and Relationships in the Lives of People with Intellectual Disabilities: Standing in My Shoes. Jessica Kingsley, pp. 193–209.

Millonig, Diana Jean (2015). Integrating English as a Foreign Language in Austrian primary schools: contextual and participant perspectives. Doctor of Education (EdD) thesis The Open University.

Minocha, Shailey; Holland, Caroline; McNulty, Catherine; Banks, Duncan and Palmer, Jane (2015). Social isolation and loneliness in people aged 55 and over in Milton Keynes. The Open University, Milton Keynes, UK.

Montgomery, Heather (2015). Understanding Child Prostitution in Thailand in the 1990s. Child Development Perspectives, 9(3) pp. 154–157.

Montgomery, Heather (2015). Anthropological approaches to childhood. In: Kehily, Mary Jane ed. Introduction to Childhood Studies (Third Edition). Maidenhead: Open University Press, p. 83.

Montgomery, Heather (2015). The Dynamics of Culture. In: Waterhouse, Lorraine and McGhee, Janice eds. Challenging Child Protection: New Directions in Safeguarding Children. Research Highlights in Social Work. London: Jessica Kingsley, pp. 34–41.

Montgomery, Heather (2015). Prostitution (child). In: Whelehan, Patricia and Bolin, Anne eds. The International Encyclopedia of Human Sexuality. Wiley-Blackwell.

Motzo, Anna and Quattrocchi, Debora (2015). Dyslexia in modern language learning: a case study on collaborative task-design for inclusive teaching and learning in an online context. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Dublin: Research-publishing.net, pp. 89–102.

Muc, Magdalena; Kreiner-Møller, Eskil; Larsen, Jeppe M.; Birch, Sune; Brix, Susanne; Bisgaard, Hans and Lauritzen, Lotte (2015). Maternal fatty acid desaturase genotype correlates with infant immune responses at 6 months. British Journal of Nutrition, 114(6) pp. 891–898.

Muc, Magdalena; Padez, Cristina and Manco, Lic\'\inio (2015). Influence of physical activity on the association between the FTO variant rs9939609 and adiposity in young adults. American Journal of Human Biology, 27(5) pp. 734–738.

Mukorera, Mark (2015). Exploring the Influence of Zimbabwean Teachers' and Learners' Attitudes Towards English on Language Use in Primary Classrooms. Doctor of Education (EdD) thesis The Open University.

Müller, Romina; Remdisch, Sabine; Köhler, Katharina; Marr, Liz; Repo, Saara and Yndigegn, Carsten (2015). Easing access for lifelong learners: a comparison of European models for university lifelong learning. International Journal of Lifelong Education, 34(5) pp. 530–550.

Murphy, Linda (2015). Autonomy in assessment: Bridging the gap between rhetoric and reality in a distance language learning context. In: Everhard, Carol J. and Murphy, Linda eds. Assessment and Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan, pp. 143–166.

Murphy, Linda (2015). Online language teaching: The learner’s perspective. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Basingstoke, UK: Palgrave Macmillan, pp. 45–62.

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

Nao, Marion (2015). 'So You Are from England': Categorization and Cultural Reduction in First-time Conversation Lounge Encounters between Foreign Teachers and Japanese Students of EFL. Applied Linguistics, 36(2) pp. 194–214.

Nao, Marion (2015). [Book Review] Simon Weaver, The Rhetoric of Racist Humour: U.S., UK and Global Race Joking. International Sociology, 30(2) pp. 180–182.

Nao, Marion (2015). [Book review] Karen Sullivan, Frames and Constructions in Metaphoric Language. Discourse Studies, 17(4) pp. 491–493.

Newton, Victoria and Hoggart, Lesley (2015). Menstruation and contraception: social and cultural issues on young women's decision making. In: Contraception, 92(4) p. 403.

Newton, Victoria Louise and Hoggart, Lesley (2015). Hormonal contraception and regulation of menstruation: a study of young women's attitudes towards ‘having a period’. Journal of Family Planning and Reproductive Health Care, 41(3) pp. 210–215.

Newton, Victoria Louise and Murphy, Sam (2015). Women's experiences of termination for fetal abnormality in a United Kingdom hospital setting: a systematic review protocol. JBI Database of Systematic Reviews and Implementation Reports, 13(9) pp. 159–167.

Norman, Kay (2015). How to recruit and retain the next generation of nurses in the UK: young people's views on the image of nursing. In: Nursing Abstracts, Athens Institute for Education and Research, p. 111.

Norman, Kay (2015). A social phenomenology approach to explore how young people perceive the role of nursing in society. In: Qualitative Health Research Conference (QHR 2015), 17-20 Oct 2015, Toronto, Canada.

Norman, Kay (2015). How mentors can influence values, behaviours and attitudes of nursing staff through positive Professional Socialisation. Nursing Management, 22(8) pp. 33–38.

Norman, Kay and Roche, Kairen (2015). Mentors: supporting learning to improve patient care. British Journal of Healthcare Assistants, 9(3) pp. 132–137.

Norman, Kay M. (2015). The image of community nursing: implications for future student nurse recruitment. British Journal of Community Nursing, 20(1) pp. 12–18.

O'Rourke, Breffni; Prendergast, Claire; Shi, Lijing; Smith, Bryan and Stickler, Ursula (2015). Eyetracking in CALL - present and future. In: Gimeno Sanz, Ana Maria; Levy, Mike; Blin, Francoise and Barr, David eds. WorldCALL - Sustainability and Computer-Assisted Language Learning. Advances in Digital Language and Teaching. Bloomsbury, pp. 285–298.

Oakley, Ben (2015). The other giant leap for mankind: how this athlete set a world record that’s still standing 20 years later. The Conversation.

Oakley, Ben (2015). What do Champions’ Autobiographical Accounts tell us About Athletes’ Learning? Olympic Coach, 26(2) pp. 20–30.

Okada, Alexandra; Scott, Peter and Mendonca, Murilo (2015). Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil. Open Praxis International Journal, 7(3) pp. 227–242.

Okada, Alexandra; Serra, Antonio Roberto Coelho; Ribeiro, Silvar and Pinto, Sonia (2015). Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT). Open Praxis, 7(1) pp. 83–102.

Okada, Alexandra; Wolff, Annika and Mikroyannidis, Alexander (2015). Fostering young smart citizens through personal learning environments for urban inquiries. In: Smart Learning Ecosystems in Smart Regions and Cities, 15 Sep 2015, Toledo, Spain.

Orthaber, Sara and Márquez Reiter, Rosina (2015). 'Thanks for nothing': Impoliteness in service calls. In: Ruhi, Şükriye and Aksan, Yeşim eds. Exploring (Im)politeness in Specialized and General Corpora: Converging Methodologies and Analytic Procedures. Cambridge Scholars Publishing.

Owen-Jackson, Gwyneth and Rutland, Marion (2015). Food technology in the school curriculum in England: is it a curriculum for the twenty-first century? International Journal of Design and Technology Education, 25(4) pp. 467–482.

Owton, Helen (2015). Performative embodiment and unravelling grandparent-grandchild relationships. Qualitative Inquiry, 21(5) pp. 426–435.

Owton, Helen (2015). Performative female boxing embodiment. In: Martial Arts Studies Conference, 11-12 Jun 2015, Cardiff University.

Owton, Helen (2015). Bella’s Story: Sexual abuse in sport. A video representation of child sexual abuse in sport. In: Psychology of Women’s Section Conference, 8-10 Jul 2015, Cumberland Lodge, Windsor.

Owton, Helen (2015). Reinventing the female body-self: transcending gender roles and bodily investment in women’s boxing embodiment. In: QMiP Conference 2015, 2-4 Sep 2015, Anglia Ruskin University, Cambridge.

Owton, Helen (2015). Video representation as literature review: child sexual abuse in sport. In: Qualitative Methods in Psychology, Sep 2015, Anglia Ruskin University, Cambridge.

Owton, Helen (2015). A student-parent international experience. Qualitative Methods in Psychology Bulletin, 20 pp. 15–17.

Owton, Helen (2015). Learning from Bella’s Story [Video Abstract]. YouTube.

Owton, Helen (2015). Women’s World Cup primes for kick-off amid corruption allegations at FIFA. The Conversation.

Owton, Helen (2015). Women’s World Cup preview: what you need to know. The Conversation.

Owton, Helen (2015). Gains for women at European Games eclipsed by Azerbaijan’s appalling human rights record. The Conversation.

Owton, Helen (2015). Sport can help with your asthma if you learn how to listen to your body. The Conversation.

Owton, Helen (2015). The psychology behind women footballers' remarkable resilience. The Conversation.

Owton, Helen (2015). The astonishing comebacks at the Athletics World Championships. The Conversation.

Owton, Helen (2015). Polluted host cities are putting our champion athletes at risk. The Conversation.

Owton, Helen (2015). Paralympians makes waves on the world stage but disability reform is badly needed. The Conversation.

Owton, Helen (2015). Why Tyson Fury’s sexist and homophobic comments make him unfit for BBC Sports Personality of the Year. The Conversation.

Owton, Helen (2015). Reinventing the body-self: intense, gendered and heightened sensorial experiences of women's boxing embodiment. In: Channon, Alexander and Matthews, Christopher R. eds. Global Perspectives on Women in Combat Sport: Women Warriors around the world. Global Culture and Sport Series. Basingstoke: Palgrave MacMillan, pp. 221–236.

Owton, Helen and Allen-Collinson, Jacquelyn (2015). Take a deep breath: Asthma and auditory work [Video abstract]. YouTube.

Owton, Helen and Allen-Collinson, Jacquelyn (2015). Intense embodiment: Senses of Heat [Video Abstract]. YouTube.

Owton, Helen; Allen-Collinson, Jacquelyn and Siriwardena, Niroshan (2015). Using a narrative approach to enhance clinical care for patients with asthma. Chest, 148(1) pp. 288–293.

Owton, Helen and Clegg, Helen (2015). The young dancer of the year misses the pointe about gender. The Psychology of Women Section Blog.

Owton, Helen and Doidge, Mark (2015). Is the not-so beautiful men’s game putting people off women’s football? The Conversation.

Owton, Helen and Sparkes, Andrew (2015). “You are very special you know”: sexual abuse and the grooming process in sport. In: BPS Psychology of Women Section Annual Conference, 8-10 Jul 2015, Cumberland Lodge, Windsor.

Parry, John (2015). Exploring the social connections in preschool settings between children labelled with special educational needs and their peers. International Journal of Early Years Education, 23(4) pp. 352–364.

Pav, Sochinda; Penfold, Ruth and Watts, Jacqueline H. (2015). Palliative care in Cambodia: embryonic service provision and cultural barriers. European Journal of Palliative Care, 22(4) pp. 202–204.

Perez-Gore, Isabelle and Burton, Sonia (2015). English in Action: Using mobile phones in the classroom. In: NELTA 20th International Conference, 17-19 Feb 2015, Kathmandu, Nepal.

Perryman, Leigh-Anne and Seal, Timothy (2015). Open educational practices and attitudes to openness across India: reporting the findings of the OER Research Hub pan-India survey. In: OER15, 14-15 Apr 2015, Cardiff.

Philips, Judith E.; Dobbs, Christine; Burholt, Vanessa and Marston, Hannah (2015). Extracare: does it promote resident satisfaction compared to residential and home care? British Journal of Social Work, 43(3) pp. 949–967.

Poultney, V.; Fox, A.; Brown, A.; Rawes, N. and Silverthorne, J. (2015). The self-improving school: how leadership supports teacher inquiry. In: BERA Annual Conference 2015, 15-17 Sep 2015, University of Belfast.

Power, Tom; Mathew, Rama and Siddique, Ashraf (2015). Changes in teaching and learning: what counts, who to, and how is it counted? In: UKFIET 2015 Conference Papers, 13th International Conference on Education & Development., UKFIET: The Education & Development Forum.

Pulker, Hélène and Vialleton, Elodie (2015). Learners’ perceptions of online elements in a beginners’ language blended course – implications for CALL design. In: Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, Research-publishing.net, pp. 475–479.

Purcell, Carrie (2015). The Sociology of Women's Abortion Experiences: Recent Research and Future Directions. Sociology Compass, 9(7) pp. 585–596.

Rahman, Md. Shajedur and Akter, Naznin (2015). 'ICT-Periodism' in the Classroom: Lessons Learnt from English in Action. International Journal of Science and Research, 4(2) pp. 1330–1334.

Rahman, Mizanoor; Shrestha, Prithvi and Khalid, Iftekhar (2015). An investigation of students’ attitudes to the ICT-based ELT classroom. In: Proceedings of the 1th D4|Learning international Conference Innovations in Digital Learning for Inclusion (D4Learning, 2015) (Sorensen, Elsebeth Korsgaard; Szucs, Andras and Khalid, Md. Saifuddin eds.), Aalborg University Press, Aalborg, Denmark, pp. 160–165.

Rawles, Joanna (2015). Whose students are they anyway? The Journal of Practice Teaching and Learning, 11(3) pp. 59–78.

Rea, Simon (2015). Sports Science: A Complete Introduction. Teach Yourself. London: John Murray Learning.

Realpe, A. X.; Wallace, L. M.; Adams, A. E. and Kidd, J. M. (2015). The development of a prototype measure of the co-production of health in routine consultations for people with long-term conditions. Patient Education and Counseling, 98(12) pp. 1608–1616.

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

Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2015). Moving from a continuum to a community: reconceptualising the provision of support. Review of Educational Research, 85(3) pp. 319–352.

Rixon, Andrew; Cooper, Barry and Gordon, Jean (2015). Introduction. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice With Children and Families: Critical Social Work Stories. Basingstoke: Palgrave, pp. 1–15.

Rixon, Andy (2015). Relationships. In: Cooper, Barry; Gordon, Jean and Rixon, Andy eds. Best practice with children and families: critical social work stories. Palgrave, pp. 31–40.

Rose-Adams, John and Butcher, John (2015). Distance Education In European Higher Education - The Potential: UK Case Study. IDEAL (Impact of Distance Education on Adult Learning) project 3; International Council for Open and Distance Education, Oslo.

Rosell-Aguilar, Fernando and Kan, Qian (2015). Design and user evaluation of a mobile app to teach Chinese characters. JALT CALL Journal, 11(1) pp. 19–40.

Rosell-Aguilar, Fernando (2015). Podcasting as a mobile learning technology: a study of iTunes U Learners. International Journal of Mobile and Blended Learning (IJMBL), 7(1) pp. 41–60.

Rosell-Aguilar, Fernando (2015). Podcasting as a language teaching and learning tool. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 Years of the LLAS elearning Symposium: Case Studies in Good Practice. Dublin, Ireland; Voillans, France: Research-publishing.net, pp. 31–39.

Ryan, Gemma Sinead (2015). International perspectives on social media guidance for nurses: a content analysis. In: RCN International Nursing Research Conference 2015, 20-22 Apr 2015, Nottingham, UK.

Ryan, Gemma Sinead; Haroon, Munib and Melvin, Gail (2015). Evaluation of an educational website for parents of children with ADHD. International Journal of Medical Informatics, 84(11) pp. 974–981.

Ryan, Gemma (2015). Review of the evidence for adolescent and young person specific, community-based health services for NHS managers. Journal of Children's Services, 10(1) pp. 57–75.

Ryan, Gemma (2015). Permission to be proud. Health Times.

Ryan, Gemma Sinead (2015). 4Es of good degrees: what makes pre-registration nurses successful in achieving good degrees. In: RCN Education forum international conference and exhibition 2015, 10-11 Mar 2015, Nottingham, UK.

Safford, Kimberly; Messer, David; McLachlan, Jill and Walker, Kim (2015). Teaching grammar and testing grammar in the English primary school: The impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England. UKLA, London.

Samra, Rajvinder; Bottle, Alex and Aylin, Paul (2015). Monitoring patient safety in North-West London primary care. In: Health Services Research Network (HSRN) Symposium, 1-2 Jul 2015, Nottingham.

Samra, Rajvinder; Bottle, Alex and Aylin, Paul (2015). Monitoring patient safety in primary care: an exploratory study using in-depth semistructured interviews. BMJ Open, 5(9), article no. e008128.

Samra, Rajvinder; Griffiths, Amanda; Cox, Tom; Conroy, Simon; Gordon, Adam and Gladman, John R. F. (2015). Medical students’ and doctors’ attitudes towards older patients and their care in hospital settings: a conceptualisation. Age and Ageing, 44(5) pp. 776–783.

Scanlon, Eileen (2015). Research Capacity Development in Technology Enhanced Learning. Research Intelligence(127) pp. 11–12.

Scott, David (2015). The quest for confidence: sports leadership training and its impact on individuals. Journal of Sports Management and Commercialization, 6(1) pp. 13–23.

Seale, Jane; Georgeson, Jan; Mamas, Christoforos and Swain, Julie (2015). Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers & Education, 82 pp. 118–128.

Seale, Jane; Gibson, Suanne; Haynes, Joanna and Potter, Alice (2015). Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education. Journal of Further and Higher Education, 39(4) pp. 534–552.

Seale, Jane; Nind, Melanie; Tilley, Liz and Chapman, Rohhss (2015). Negotiating a third space for participatory research with people with learning disabilities: an examination of boundaries and spatial practices. The European Journal of Social Science Research, 28(4) pp. 483–497.

Secova, Maria (2015). Discours direct chez les jeunes : nouvelles structures, nouvelles fonctions. Langage and Société, 151 pp. 131–151.

Sharples, Mike; Scanlon, Eileen; Ainsworth, Shaaron; Anastopoulou, Stamatina; Collins, Trevor; Crook, Charles; Jones, Ann; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul and O'Malley, Claire (2015). Personal inquiry: orchestrating science investigations within and beyond the classroom. Journal of the Learning Sciences, 24(2) pp. 308–341.

Sheehy, Kieron and Budiyanto (2015). The pedagogic beliefs of Indonesian teachers in inclusive schools. International Journal of Disability, Development and Education, 62(5) pp. 469–485.

Shepherd, Matthew; Fleming, Theresa; Lucassen, Mathijs; Stasiak, Karolina; Lambie, Ian and Merry, Sally N. (2015). The design and relevance of a computerised therapy program for indigenous Māori adolescents. JMIR Serious Games, 3(1), article no. e1.

Shrestha, Prithvi; Fayram, Joanna and Demouy, Valérie (2015). Innovative use of mobile technologies in EAP oral assessment: a pilot study from The Open University. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 157–177.

Shrestha, Prithvi (2015). Introduction. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education, pp. 6–8.

Simons, Joan (2015). A proposed model of the effective management of children's pain. Pain Management Nursing, 16(4) pp. 570–578.

Simons, Joan (2015). Hospital clowns boost healing through the power of laughter. Nursing Children and Young People, 27(2), article no. 15.

Simons, Joan M.; Carter, Bernie; Bray, Lucy and Arnott, Janine (2015). Supporting parents of children who have complex needs to assess and manage their children's pain: health care practitioners' perspectives. In: Archives of Disease in Childhood, 100(Supp.3), article no. A97.

Simpson, Jenny (2015). Technology and the fostered child: A new social work response. Sociological Studies of Children and Youth, 19 pp. 351–367.

Simpson, Jenny (2015). Unsupervised contact in the age of new technology: possible solutions. In: BAPSCAN Congress 2015, 12-15 Apr 2015, Edinburgh.

Simpson, Jenny (2015). "Out with the old and in with the new": The need for social work practice to be informed by the sociology of childhood. In: 5th International Conference on Sociology and Social Work 2015. New Directions in Critical Sociology and Social Work: Identity, Narratives and Praxis, 26-27 Aug 2015, University of Chester.

Simpson, Jenny; Bardsley, Janet; Bayley, Kenneth and Haider, Sharif (2015). Developing a model of CPD for a children’s integrated workforce. In: National Children and Adult Services Conference, 14-16 Oct 2015, Bournemouth.

Simpson, Jenny; Haider, Sharif; Bardsley, Janet and Bayley, Kenneth (2015). Gathering perspectives on CPD. In: JSWEC 2015, 15-17 Jul 2015, Open University, Milton Keynes.

Solly, Michael; Rahman, Shajedur and Eyres, Ian (2015). English language and social and economic opportunity: Case studies of underprivileged school-leavers. Cambridge Education, Cambridge.

Speers, Janey and Lathlean, Judith (2015). Service user involvement in giving mental health students feedback on placement: a participatory action research study. Nurse Education Today, 35(9) e84-e89.

Spruce, Gary (2015). Music Education, Social Justice and the ‘’Student Voice’’: Addressing Student Alienation Through a Dialogical Conception of Music Education. In: Bendict, Cathy; Schmidt, Patrick; Spruce, Gary and Woodford, Paul eds. The Oxford Handbook of Social Justice in Music Education. Oxford: Oxford University Press, pp. 287–302.

Spruce, Gary and Philpott, Chris (2015). What is a socially just approach to music education? In: El Sistema and the Alternatives: Social Action through Music in Critical Perspective, 24-25 Apr 2015, Senate House, University of London.

Spurr, Sue (2015). Shiatsu practitioners: Forging a path through a landscape of practice. European Journal of Integrative Medicine, 7(6) p. 694.

Stevens, Emma and Cook, Katie (2015). Safeguarding vulnerable adults: learning from the reflective assignments of pre-registration students in the adult field of nursing practice. The Journal of Adult Protection, 17(1) pp. 31–40.

Stevens, Emma L. (2015). How does leadership contribute to safeguarding vulnerable adults within healthcare organisations? A review of the literature. The Journal of Adult Protection, 17(4) pp. 258–272.

Stickler, Ursula and Hampel, Regine (2015). Qualitative research in CALL. CALICO Journal, 32(3) pp. 380–395.

Stickler, Ursula and Emke, Martina (2015). Part-time and freelance language teachers and their ICT training needs. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 28–44.

Stickler, Ursula and Hampel, Regine (2015). Transforming teaching: new skills for online language learning spaces. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 63–77.

Stickler, Ursula; Hampel, Regine and Murphy, Linda (2015). Editorial. Innovation in Language Learning and Teaching, 9(1) pp. 1–3.

Stickler, Ursula and Shi, Lijing (2015). Eye movements of online Chinese learners. CALICO Journal, 32(1) pp. 52–81.

Szabo, Cz. (2015). Introducing a Romanian Frequency List and the Romanian Vocabulary Levels Test. In: Current Issues in Linguistic Variation: The 14th international conference of the Department of Linguistics, Vol. 2, University of Bucharest: Bucharest University Press, pp. 303–317.

Tagg, Caroline (2015). Exploring Digital Communication: language in action. Abingdon: Routledge.

Tagg, Caroline and Seargeant, Philip (2015). Facebook and the discursive construction of the social network. In: Georgakopoulou, Alexandra and Spilioti, Tereza eds. The Routledge Handbook of Language and Digital Communication. Abingdon: Routledge, pp. 339–353.

Tarrant, Anna; Terry, Gareth; Ward, Michael R.M.; Ruxton, Sandy; Robb, Martin and Featherstone, Brigid (2015). Are Male Role Models Really the Solution? Interrogating the ‘War on Boys’ Through the Lens of the ‘Male Role Model’ Discourse. Boyhood Studies. An Interdisciplinary Journal, 8(1)

Tatlow-Golden, Mimi (2015). ‘‘There’s so much more to it than what I initially thought’’: Stepping into researchers’ shoes with a class activity in a first year psychology survey course. Psychology Learning & Teaching, 14(1) pp. 51–61.

Tatlow-Golden, Mimi; Hennessy, Eilis; Hollywood, Lynsey and Dean, Moira (2015). Food marketing to young children on the island of Ireland: Parents' views, attitudes and practices and implications for early years policy. Children's Research Digest: Researching Early Childhood, 2(2) pp. 15–22.

Tatlow-Golden, Mimi and McElvaney, Rosaleen (2015). A bit more understanding: Young adults' views of mental health services in care in Ireland. Children and Youth Services Review, 51 pp. 1–9.

Tatlow-Golden, Mimi; Murrin, Celine; Bergin, Rebecca; Kerr, Maeve; O’Brien, Sinead and Livingstone, Barbara (2015). Creating good feelings about unhealthy food: children’s televised ‘advertised diet’ on the island of Ireland, in a climate of regulation. The Irish Journal of Psychology, 36(1-4) pp. 83–100.

Teszenyi, Eleonora and Hevey, D (2015). Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary. Early Child Development and Care, 185(11-12) pp. 1961–1977.

Tetley, Josie; Holland, Caroline; Waights, Verina; Hughes, Jonathan; Holland, Simon and Warren, Stephanie (2015). Exploring New Technologies through Playful Peer-to-Peer Engagement in Informal Learning. In: Prendergast, David and Garattini, Chiara eds. Aging and the Digital Life Course. Life Course, Culture and Aging: Global Transformations. New York/Oxford: Berghahn, pp. 39–62.

Theakston, Anna L.; Ibbotson, Paul; Freudenthal, Daniel; Lieven, Elena V. M. and Tomasello, Michael (2015). Productivity of Noun Slots in Verb Frames. Cognitive Science, 39(6) pp. 1369–1395.

Trimarco, Paola (2015). Digital Textuality. Palgrave.

Tuck, Jackie (2015). “Doing something that’s really important”: meaningful engagement for teachers as a resource for transformative work with student writers in the disciplines. In: Lillis, Theresa; Harrington, Kathy; Lea, Mary R. and Mitchell, Sally eds. Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on Writing. Fort Collins, Colorado: WAC Clearinghouse/Parlor Press, pp. 195–204.

Turner, Andrew; Anderson, Joanna K.; Wallace, Louise M. and Bourne, Claire (2015). An evaluation of a self-management program for patients with long-term conditions. Patient Education and Counseling, 98(2) pp. 213–219.

Turner, Andy; Realpe, Alba X.; Wallace, Louise M. and Kosmala-Anderson, Joanna (2015). A co-produced self-management programme improves psychosocial outcomes for people living with depression. Mental Health Review Journal, 20(4) pp. 242–255.

Twining, Peter; Davis, Niki; Charania, Amina; Chowfin, Aleta; Henry, Fiona; Nordin, Hasniza and Woodward, Clare (2015). Developing New Indicators To Describe Digital Technology Infrastructure In Primary And Secondary Education. Background Paper for ICT in Education Statistics; UNESCO Institute for Statistics, Montreal.

Twomey, Mary (2015). Why Worry about Autonomy? Ethics and Social Welfare, 9(3) pp. 255–268.

Underwood, Jean D. M. and Farrington-Flint, Lee (2015). Learning and the E-Generation. Oxford: John Wiley & Sons.

van der Bom, Isabelle; Coffey-Glover, Laura; Jones, Lucy; Mills, Sara and Paterson, Laura L. (2015). Implicit homophobic argument structure: Equal-marriage discourse in The Moral Maze. Journal of Language and Sexuality, 4(1) pp. 102–137.

van Hoof, J.; Verhagen, M. M; Wouters, E. J. M.; Marston, H. R.; Rijnaard, M. D. and Janssen, B. M. (2015). Picture your nursing home: Exploring the sense of home of older residents through photography. Journal of Aging Research, 2015, article no. 312931.

Van Marsenille, Anne Therese Marie Aimee (2015). Informal Language Learning: The Perspective of Higher Education Students in Brussels. A Case Study. Doctor of Education (EdD) thesis The Open University.

Vicary, Sarah (2015). Mental Health Social Work: the evidence? In: Launch Mental Health Social Work Forum, 31 Mar 2015.

Vicary, Sarah (2015). [Book Review] Making Good decisions: Law for Social Work Practice by Michael Preston-Shoot. Journal of Social Work, 15(4) pp. 450–451.

Vicary, Sarah (2015). [Book Review] Research Methods for Social Workers: A practice-based approach (2nd ed.) by Samuel S Faulkner and Cynthia A Faulkner. Journal of Social Work, 15(1)

Vicary, Sarah (2015). [Book Review] Qualitative Research in Social Work, Anne E Fortune, William J Reid, and Robert L Miller (eds). Journal of Social Work, 14(5) pp. 549–550.

Vicary, Sarah and Bailey, John (2015). Mental health social work in [name] National Health Service Trust; a model for integrated care. The Open University.

Vicary, Sarah A. O. and Reynolds, Janet (2015). Bruising in older adults: what do social workers need to know? Journal of Adult Protection, 17(6) pp. 351–359.

Vseteckova, Jitka; Bobak, Martin; Kubinova, Ruzena; Capkova, Nada; Peasey, Anne; Marmot, Michael G. and Pikhart, Hynek (2015). Social patterning in grip strength, chair rise, and walk speed in an aging population: the Czech HAPIEE Study. Journal of Aging and Physical Activity, 23(2) pp. 264–271.

Waite, Michael and Rixon, Andy (2015). Managing Relationships. In: Cooper, Barry; Gordon, Jean and Rixon, Andy eds. Best Practice with Children and Families: Critical Social Work Stories. London: Palgrave, pp. 64–74.

Walsh, Christopher S.; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2015). The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh. AAOU Journal, 10(1) pp. 37–52.

Waters, Jane and Payler, Jane (2015). Editorial: The professional development of early years educators – achieving systematic, sustainable and transformative change. Professional Development in Education, 41(2) pp. 161–168.

Watts, Jacqueline H. (2015). Gender, health and healthcare: women's and men's experience of health and working in healthcare roles. Farnham: Ashgate.

Watts, Jacqueline H. (2015). Support and information needs of hospice volunteers. In: 11th Asia Pacific Hospice Conference, 30 Apr - 3 May 2015, Taipei, Taiwan.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2015). OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, ACM, pp. 208–212.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debra and Pulman, Stephen (2015). Feedback on Academic Essay Writing through pre-Emptive Hints: Moving Towards "Advice for Action". In: Best of EDEN RW8 (Special issue of the European Journal of Open, Distance and E-Learning) (Bernath, U. and Szücs, A. eds.), European Distance and E-Learning Network, Budapest pp. 1–15.

Wilson, Anthea (2015). New roles and challenges within the healthcare workforce: a Heideggerian perspective. Journal of Health Organization and Management, 29(1) pp. 2–9.

Winchester, Susanne (2015). On the Scope of Digital Vocabulary Trainers for Learning in Distance Education. Doctor of Education (EdD) thesis The Open University.

Wolfenden, Freda (2015). TESS-India OER: Collaborative practices to improve teacher education. Indian Journal of Teacher Education, 01(03) pp. 33–48.

Yáñez, Cristina; Okada, Alexandra and Palau, Ramon (2015). New learning scenarios for the 21st century related to Education, Culture and Technology. RUSC. Universities and Knowledge Society Journal, 12(2) pp. 87–102.

2014To Top

(2014). Implementing the Solihull Approach: A study of how the Solihull Approach is embedded in the day to day practice of health practitioners. The Open University in the North, Gateshead.

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

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

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

Hultgren, Anna Kristina; Gregersen, Frans and Thøgersen, Jacob eds. (2014). English in Nordic Universities: Ideologies and Practices. Studies in World Language Problems, 5. Amsterdam: John Benjamins.

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

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

Seargeant, Philip and Tagg, Caroline eds. (2014). The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan.

Social Work History Network eds. (2014). Bulletin of the Social Work History Network, 1(1)

Vicary, Sarah; O'Hare, Philip and Hemmington, Jill eds. (2014). Approved Mental Health Practice: Essential Themes for Students and Practitioners. Basingstoke: Palgrave Macmillan.

Watts, Jackie and Tarrant, Anna eds. (2014). Studies Of Ageing Masculinities: Still in their Infancy? Representation of Older People in Ageing Research Series, 14. London: Centre for Policy on Ageing.

Wells, Karen; Burman, Erica; Montgomery, Heather and Watson, Alison eds. (2014). Childhood, Youth and Violence in Global Contexts: Researchers and Practitioners in Dialogue. Studies in Childhood and Youth. Basingstoke: Palgrave Macmillan.

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

Adams, Helga and Nicolson, Margaret (2014). Feeling the difference in the languages classroom: explorations of teacher understanding of diversity. Language Learning Journal, 42(1) pp. 25–40.

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

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

Al-Youssef, Joanna; Colin, Mindy; Garrido, Cecilia and Savvides, Nicola (2014). Journeys into inner/outer space: reflections on the methodological challenges of negotiating insider/outsider status in international educational research. Research in Comparative and International Education, 9(4) pp. 412–425.

Allen-Collinson, Jacquelyn and Owton, Helen (2014). Take a deep breath: Asthma, sporting embodiment and ‘auditory work’. International Review for the Sociology of Sport, 49(5) pp. 592–608.

Álvarez, Inma (2014). Ethical and aesthetic considerations in language MOOCs. In: Martín-Monje, Elena and Bárcena, Elena eds. Language MOOCs: Providing learning, transcending boundaries. Open Series. Warsaw: De Gruyter, pp. 127–142.

Angermuller, Johannes (2014). Poststructuralist Discourse Analysis: Subjectivity in Enunciative Pragmatics. Postdisciplinary Studies in Discourse. Basingstoke: Palgrave Macmillan.

Angermuller, Johannes; Nonhoff, Martin; Herschinger, Eva; Macgilchrist, Felicitas; Reisigl, Martin; Wedl, Juliette; Wrana, Daniel and Ziem, Ziem eds. (2014). Diskursforschung. Ein interdisziplinäres Handbuch. Band 2: Methoden und Analysepraxis. Perspektiven auf Hochschulreformdiskurse. DiskursNetz, Band 2. Bielefeld: transcript.

Angermuller, Johannes; Maingueneau, Dominique and Wodak, Ruth (2014). The discourse studies reader. An introduction. In: Angermuller, Johannes; Maingueneau, Dominique and Wodak, Ruth eds. The Discourse Studies Reader. Main Currents in Theory and Analysis. Amsterdam, Philadelphia: John Benjamins Publishing Company, pp. 1–13.

Angermuller, Johannes; Nonhoff, Martin; Herschinger, Eva; Macgilchrist, Felicitas; Reisigl, Martin; Wedl, Juliette; Wrana, Daniel and Ziem, Alexander (2014). Diskursforschung. Ein interdisziplinäres Handbuch. Band 1: Theorien, Methodologien und Kontroversen. DiskursNetz, Band 1. Bielefeld: transcript.

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

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

Bárkányi, Zsuzsanna (2014). Reflexiones sobre la asimilación de sonoridad de la /s/. In: Fábián, Zsuzsanna; Szijj, Ildikó; Szilágyi, Imre and Déri, Balázs eds. GPS 60°: Köszöntő kötet Giampaolo Salvi 60. születésnapjára. Studi di linguistica neolatina per i 60 anni di Giampaolo Salvi. Budapest, Hungary: ELTE, BTK, pp. 25–36.

Bárkányi, Zsuzsanna (2014). Is there final devoicing in Spanish? In: Szigetvári, Péter ed. VLlxx: Papers in Linguistics. Presented to László Varga on his 70th Birthday. Tinta Könyvkiadó, pp. 279–288.

Barrow, Pat and Cooper, Barry (2014). Negotiating solutions. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice With Children and Families: Critical Social Work Stories. Basingstoke: Palgrave, pp. 174–185.

Bartolini, Nadia (2014). Critical urban heritage: from palimpsest to brecciation. International Journal of Heritage Studies, 20(5) pp. 519–533.

Batey, Jo and Owton, Helen (2014). Team mums: team sport experiences of athletic mothers. Women in Sport and Physical Activity Journal, 22(1) pp. 30–36.

Beaven, Tita; Codreanu, Tatiana and Creuzé, Alix (2014). Motivation in a language MOOC: issues for course designers. In: Martín-Monje, Elena and Bárcena, Elena eds. Language MOOCs: Providing Learning, Transcending Boundaries. Berlin: De Gruyter Open, pp. 48–66.

Beaven, Ana and Álvarez, Inma (2014). Non-formal drama training for in-service language teachers. Scenario: Journal for Drama and Theatre in Foreign and Second Language Education, VIII(1)

Beaven, Tita; Hauck, Mirjam; Comas-Quinn, Anna; Lewis, Tim and de los Arcos, Beatriz (2014). MOOCs: striking the right balance between facilitation and self-determination. Journal of Online Learning and Teaching, 10(1) pp. 31–43.

Bhargava, Alok; Guntupalli, Aravinda M.; Lokshin, Michael and Howard, Larry L. (2014). Modeling the effects of immunizations timing on child health outcomes in India. Health Economics, 23(5) pp. 606–620.

Blackburn, M. C.; Earle, S. and Komaromy, C. (2014). Sexuality, relationships and reproductive choices of young adults 16+ with life-limiting conditions in the UK: Choice or taboo? In: 2nd Congress on Paediatric Palliative Care - A global gathering, 19-21 Nov 2014, Rome, Omics Group.

Blackburn, Maddie; Earle, Sarah and Komaromy, Carol (2014). Relationships and sexuality in young adults with life-limiting conditions in England. In: BMJ Supportive & Palliative Care, 4(Suppl1), article no. A27.

Blackburn, Maddie; Earle, Sarah and Komaromy, Carol (2014). The sexuality of life-limited young(er) people in the UK. In: The 1st ICPCN Conference Mumbai, 2014, 10-12 Feb 2014, Mumbai, India.

Boampong, Michael (2014). Want job, will travel: five ways to help young immigrants find work. The Guardian, London.

Borland, R.; Glackin, M. and Jordan, J. (2014). How does involvement of a hospice nurse specialist impact on the experience on informal caring in palliative care? Perspectives of middle‐aged partners bereaved through cancer. European Journal of Cancer Care, 23(5) pp. 701–711.

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

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

Boyle, Geraldine (2014). Recognising the agency of people with dementia. Disability and Society, 29(7) pp. 1130–1144.

Boyle, Geraldine (2014). ‘Can’t cook, won’t cook’: men’s involvement in cooking when their wives develop dementia. Journal of Gender Studies, 23(4) pp. 336–350.

Bradshaw, Pete; Gallastegi, Lore; Shohel, Mahruf and Younie, Sarah (2014). Formalised action research as an emergent form of teacher professional development. In: 2nd International ProPEL Conference 2014, 25-27 Jun 2014, Stirling, UK, p. 21.

Bragg, Sara and Buckingham, David (2014). Elusive 'youth'. In: Buckingham, David; Bragg, Sara and Kehily, Mary eds. Youth Cultures in the Age of Global Media. Basingstoke: Palgrave Macmillan, pp. 273–287.

Brazier, Jon; Bishop, Chris; Simons, Chris; Antrobus, Mark; Read, Paul and Turner, Anthony (2014). Lower Extremity Stiffness : Effects on Performance and Injury and Implications for Training. Strength and Conditioning Journal, 36(5) pp. 103–112.

Brett, Jo; Staniszewska, Sophie; Mockford, Carole; Herron-Marx, Sandra; Hughes, John; Tysall, Colin and Suleman, Rashida (2014). Mapping the impact of patient and public involvement on health and social care research: a systematic review. Health Expectations, 17(5) pp. 637–650.

Brett, Jo; Staniszewska, Sophie; Mockford, Carole; Herron-Marx, Sandy; Hughes, John; Tysall, Colin and Suleman, Rashida (2014). A systematic review of the impact of patient and public involvement on service users, researchers and communities. Patient-Patient-Centred Outcomes Research, 7(4) pp. 387–395.

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

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

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

Burton, Sonia and Perez-Gore, Isabelle (2014). Teaching and learning: Bangladeshi teachers and students perceptions. In: Nepal English Language Teaching Association 19th International Conference, 28 Feb - 1 Mar 2014, Kathmandu, Nepal.

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

Burton, Sonia and Perez-Gore, Isabelle (2014). English in Action (EIA) programme, Bangladesh: teaching and learning English – teachers’ and students’ perceptions. In: 9th International & 45th Annual ELT@I Conference: English - From Classes to Masses, 21-23 Aug 2014, Jaipur, India.

Bury, Louise; Hoggart, Lesley and Newton, Victoria Louise (2014). "I thought i was protected" Abortion, contraceptive uptake and use among young women: a quantitative survey. Open University Research Report; The Open University, Milton Keynes, UK.

Butcher, John (2014). Book review: Understanding Behaviour 14+. Widening Participation and Lifelong Learning, 16(2) pp. 70–73.

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

Cameron, Lynne; Pelosi, Ana and Moraes Felta, Heloisa Pedroso de (2014). Metaphorizing violence in the UK and Brazil: a contrastive discourse dynamics study. Metaphor and Symbol, 29(1) pp. 23–43.

Carr, Sarah and Copperman, Jeanette (2014). 'Scoping interest in creating a publicly facing digital archive of women's activism in mental health in the UK': Report of workshop held in 2014 at the OU London. The Open University.

Carter, Bernie and Simons, Joan (2014). Stories of Children’s Pain: Linking Evidence to Practice. London: Sage.

Carter, B.; Satchwell, C.; Simons, J. and Bray, L. (2014). Consulting with children prior to designing research: is it really worth the effort? In: Archives of Disease in Childhood, 99(Suppl 2), article no. A76-A77.

Casserley, Niall and Rixon, Andrew (2014). Relationships in intensive short term work. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice with Children and Families: Critical Social Work Stories. London: Palgrave, pp. 41–51.

Cavaye, Joyce and Watts, Jacqueline H. (2014). An integrated literature review of death education in pre-registration nursing curricula: key themes. International Journal of Palliative Care, 2014, article no. 564619.

Cavaye, Joyce and Watts, Jacqueline H. (2014). Student nurses learning about death, dying and loss: too little too late? Illness, Crisis and Loss, 22(4) pp. 293–310.

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

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

Chatterton, Claire (2014). Training mental health nurses in the United Kingdom– a historical overview. Part One: pre 1948. Bulletin of the UK Association for the History of Nursing., 3 pp. 22–32.

Chatterton, Claire (2014). ‘Always remember that you are in your senses: from keeper to attendant to nurse’. In: Knowles, Thomas and Trowbridge, Serena eds. Insanity and the Lunatic Asylum in the Nineteenth Century. Perspectives in Economic and Social History (36). London: Pickering and Chatto., pp. 85–98.

Cheek, Colleen; Bridgman, Heather; Fleming, Theresa; Cummings, Elizabeth; Ellis, Leonie; Lucassen, Mathijs F. G.; Shepherd, Matthew and Skinner, Timothy (2014). Views of young people in rural Australia on SPARX, a fantasy world developed for New Zealand youth with depression. JMIR Serious Games, 2(1), article no. e3.

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

Clark, Terryann C.; Lucassen, Mathijs F. G.; Bullen, Pat; Denny, Simon J.; Fleming, Theresa M.; Robinson, Elizabeth M. and Rossen, Fiona V. (2014). The health and well-being of transgender high school students: results from the New Zealand adolescent health survey (Youth’12). Journal of Adolescent Health, 53(1) pp. 93–99.

Coffin, Caroline and Donohue, James (2014). A Language as Social Semiotic Based Approach to Teaching and Learning in Higher Education. Language Learning Monograph Series. Malden, MA: John Wiley & Sons Inc..

Cooper, Victoria (2014). Children's developing identity. In: Reed, Michael and Rosie, Walker eds. A Critical Companion to Early Childhood. London: Sage, pp. 281–296.

Cooper, Victoria (2014). Education and the impact of schooling. In: Farrington-Flint, Lee ed. An introduction to childhood studies and child psychology. Milton Keynes: The Open University, pp. 143–164.

Cornock, Marc (2014). Legal principles of responsibility and accountability in professional healthcare. Orthopaedic & Trauma Times(23) pp. 16–18.

Cornock, Marc (2014). Duty of care. Orthopaedic & Trauma Times(24) pp. 14–16.

Cornock, Marc and Montgomery, Heather (2014). Children’s rights since Margaret Thatcher. In: Wagg, Stephen and Pilcher, Jane eds. Thatcher’s Grandchildren. Basingstoke: Palgrave Macmillan, pp. 160–178.

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

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

Cremin, Teresa and Baker, Sally (2014). Teachers as Writers: Implications for Identity. PETAA, Sydney: Australia.

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

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

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

Critten, Sarah; Connelly, Vincent; Dockrell, Julie E. and Walter, Kirsty (2014). Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment. Frontiers in Psychology, 5, article no. 948.

Critten, Sarah and Farrington-Flint, Lee (2014). The development of spelling and reading strategies and children's sensitivity to word type. In: Conference on Writing Research 2014, 27-29 Aug 2014, Amsterdam.

Cunningham, Jeremy James (2014). Schooling for conflict transformation : a case study from Northern Uganda. Doctor of Philosophy (PhD) thesis The Open University.

Curry, Mary Jane and Lillis, Theresa (2014). Strategies and tactics in academic knowledge production by multilingual scholars. Education Policy Analysis Archives, 22, article no. 32.

Das, Sharmistha; Shaheen, Robina; Shrestha, Prithvi; Rahman, Arifa and Khan, Rubina (2014). Policy versus ground reality: secondary English language assessment system in Bangladesh. Curriculum Journal, 25(3) pp. 326–343.

Demjen, Zsofia and Semino, Elena (2014). Hallucinations and mind style in 'Henry’s Demons'. In: Poetics and Linguistics Association (PALA) conference, 16-20 Jul 2014, Maribor, Slovenia.

Demjen, Zsofia (2014). Dynamic meaning construction in metaphor clusters: attraction, framing and scenarios? In: 10th Conference of the Association for Researching and Applying Metaphor (RaAM10): Metaphor in Communication Science and Education, 20-23 Jun 2014, Cagliari, Sardinia, Italy.

Demjen, Zsofia (2014). Drowning in negativism, self-hate, doubt, madness: linguistic insights into Sylvia Plath’s experience of depression. Communication & Medicine, 11(1) pp. 41–54.

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

Devaux, Jerome (2014). Just interpret – the role of the court interpreter and videoconference interpreting in the UK. In: The Critical Link7: Global Awakening: Leading Practices in interpreting, 17-21 Jun 2014, Glendon College, Toronto.

Devaux, Jerome (2014). Just Interpret – working with new technologies. In: North-West Translator Network, 2014, Manchester.

Dickson, Jane; Hoggart, Lesley and Newton, Victoria Louise (2014). Unanticipated bleeding with the etonogestrel implant: advice and therapeutic interventions. Journal of Family Planning and Reproductive Health Care, 40(3) pp. 158–160.

Douglas, Jenny (2014). Cigarette smoking and African Caribbean young women in the UK: intersections of race, ethnicity, gender, class and tobacco. In: International Intersectionality Conference, 24-26 Apr 2014, Simon Fraser University, Vancouver.

Drake, Deborah H.; Simmons, Katy and Smith, Kate (2014). Building communities collaboratively: the Milton Keynes Community Mobiliser Service. Community Development Journal, 49(2) pp. 311–326.

Draper, Janet; Kernohan, George; McNamara, Aine and Komaromy, Carol (2014). The role of the hospice volunteer in community settings. In: Knowledge Exchange Seminar Series, 9 Feb 2014, Northern Ireland Assembly, Stormont, Belfast.

Draper, Jan (2014). Embodied practice: rediscovering the 'heart' of nursing. Journal of Advanced Nursing, 70(10) pp. 2235–2244.

Draper, Jan; Beretta, Ruth; Kenward, Linda; McDonagh, Lin; Messenger, Julie and Rounce, Jill (2014). 'Ready to hit the ground running': alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme. Nurse Education Today, 34(10) pp. 1305–1310.

Earle, Rod (2014). Insider and Out: Making Sense of a Prison Experience and a Research Experience. Qualitative Inquiry, 20(4) pp. 429–438.

Earle, Rod (2014). Telling and showing with criminology. British Society of Criminology Newsletter, 75 pp. 11–13.

Earle, Sarah (2014). A life-course approach to human reproduction. Human Fertility, 17(3) pp. 151–153.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine (2014). Translation and Interpreting Studies, Vol. 9, Issue 1. Special Issue: The Development of Professional Competence. In Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine eds. Translation and Interpreting Studies John Benjamins.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine (2014). Introduction to the Special Issue: The Development of Professional Competence. Translation and Interpreting Studies, 9(1) pp. 1–4.

Erling, Elizabeth and Power, Tom (2014). Synthesis Report: Evidence of the Relationship between English and Economic Gain in Bangladesh. English in Action, Dhaka, Bangladesh.

Erling, Elizabeth (2014). Role of English in skills development in South Asia. British Council India.

Erling, Elizabeth; Seargeant, Philip and Solly, Michael (2014). English in rural Bangladesh: how is language education perceived as a resource for development in rural communities? English Today, 30(4) pp. 15–21.

Eyres, Ian; Power, Tom; McCormick, Robert and Burton, Sonia (2014). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in English in Action: Second Cohort (2013). English in Action, Dhaka, Bangladesh.

Favero, Claudia (2014). Developing digital historians in Italy. Doctor of Education (EdD) thesis The Open University.

Favero, Claudia (2014). Storici digitali in Italia: riflessioni ed esperienze [Digital Historians in Italy: considerations and experiences]. Memoria e Ricerca, 47 p. 183.

Fayram, Joanna and Adams, Helga (2014). Effective Communication and Support in Asynchronous Online Forums and Synchronous Online Tutorials. In: Matters of the Mind: Psychology and Language Learning, 29-31 May 2014, University of Graz, Austria.

Featherstone, Brid; Morris, Kate and White, Sue (2014). A marriage made in hell: early intervention meets child protection. British Journal of Social Work, 44(7) pp. 1735–1749.

Fensham-Smith, Amber (2014). Gypsy and Traveller Education: Engaging Gypsy and Traveller Families - A Research Report. Welsh Government Social Research, Welsh Government.

Fensham-Smith, Amber J (2014). Representations of Home Education: challenging misrecognition. In: British Educational Research Association: Early Career Researchers Conference, The Institute of Education, 2014, London.

Fenton-O'Creevy, Mark; Brigham, Lindsay; Jones, Sylvia and Smith, Ann (2014). Students at the academic workplace boundary: tourists and sojourners in practice-based education. In: Wenger-Traynor, Etienne; Fenton-O'Creevy, Mark; Hutchinson, Steve; Kubiak, Christopher and Wenger-Traynor, Beverley eds. Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-Based Learning. Abingdon: Routledge, pp. 43–63.

Fernández-Toro, Maria and Furnborough, Concha (2014). Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International, 51(1) pp. 35–48.

Fernández-Toro, Maria and Hurd, Stella (2014). A model of factors affecting independent learners’ engagement with feedback on language learning tasks. Distance Education, 35(1) pp. 106–125.

Fleming, Theresa M.; Clark, Terryann; Denny, Simon; Bullen, Pat; Crengle, Sue; Peiris-John, Roshini; Robinson, Elizabeth; Rossen, Fiona V.; Sheridan, Janie and Lucassen, Mathjis (2014). Stability and change in the mental health of New Zealand secondary school students 2007–2012: Results from the national adolescent health surveys. Australian & New Zealand Journal of Psychiatry, 48(5) pp. 472–480.

Flewitt, Rosie; Kucirkova, Natalia and Messer, David (2014). Touching the virtual, touching the real: iPads and enabling literacy for students with learning disabilities. Australian Journal of Language and Literacy, 37(2) pp. 107–116.

Floyd, Alan and Preston, Diane (2014). Exploring The Role Of Associate Deans In UK Universities - end of project report. Small Development Projects; The Leadership Foundation for Higher Education, London. (Submitted)

Floyd, Alan (2014). Leading professional practice in education, Edited by C. Wise, P. Bradshaw and M. Cartwright. British Journal of Educational Studies, 62(2) pp. 209–210.

Floyd, Alan and Fung, Dilly (2014). Mentor or manager: perspectives of distributed leadership in a UK University. In: New Zealand Educational Administration and Leadership Society Conference, Apr, Wellington, New Zealand.

Floyd, Alan and Morrison, Marlene (2014). Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education, 36(1) pp. 38–53.

Floyd, Alan and Preston, Diane (2014). Exploring the role of Associate Dean in UK Universities - End of Project Findings. In: Society for Research into Higher Education Annual Conference, 11-13 Dec 2014, Celtic Manor Resort, Wales.

Floyd, Alan and Preston, Diane (2014). Doing some good? Exploring the role of Associate Dean in UK Universities. In: British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 11-13 Jul 2014, Stratford upon Avon.

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

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

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

Gallastegi, Lore and Cullen, Jane (2014). Working with local teachers to support girls’ and women’s education in Malawi. In: Gender and Education Association Biennial Interim Conference 2014: Gender and Education in the Asia Pacific: Possibilities and Provocations, 09-11 Dec 2014, Melbourne, Australia.

Gargett, Andrew and Barnden, John (2014). Mining Online Discussion Forums for Metaphors. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), European Language Resources Association (ELRA), pp. 2507–2512.

Gargett, Andrew; Hellmuth, Sam and AlGethami, Ghazi (2014). DiVE-Arabic: Gulf Arabic Dialogue in a Virtual Environment. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), 26-31 May 2014, Reykjavik, Iceland, European Language Resources Association (ELRA), pp. 4434–4439.

Gargett, Andrew; Ruppenhofer, Josef and Barnden, John (2014). Dimensions of Metaphorical Meaning. In: Proceedings of the 4th Workshop on Cognitive Aspects of the Lexicon (CogALex), Association for Computational Linguistics and Dublin City University, Dublin, Ireland pp. 166–173.

Giaxoglou, Korina (2014). Language and affect in digital media: articulations of grief in online spaces for mourning. In: Opening New Lines of Communication in Applied Linguistics: Proceedings of the 46th Annual Meeting of the British Association for Applied Linguistics (O'Rourke, Bernadette; Bermingham, Nicola and Brennan, Sara eds.), Scitsiugnil Press, London, pp. 161–171.

Giaxoglou, Korina (2014). 'R.I.P. man...u are missed and loved by many': entextualising moments of mourning on a Facebook Rest in Peace group site. Thanatos, 3(1) pp. 10–28.

Giaxoglou, Korina and Spilioti, Tereza (2014). [Book review] Narrative Revisited: Telling a Story in the Age of New Media. Discourse and Communication, 8(3) pp. 318–320.

Gjersoe, Nathalia L.; Newman, George E.; Chituc, Vladimir and Hood, Bruce (2014). Individualism and the extended-self: cross-cultural differences in the valuation of authentic objects. PLoS ONE, 9(3), article no. e90787.

Golding, Tyrrell (2014). Female volunteers and youth work: education, emancipation or society? In: Fourth Youth and Policy Thinking Seriously Conference: Thinking Afresh: Feminism and Youth Work, 10-11 Jun 2014, Leeds, UK.

Gordon, Jean; Rixon, Andrew and Cooper, Barry (2014). Conclusion. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice With Children and Families: Critical Social Work Stories. Basingstoke: Palgrave, pp. 186–193.

Gore, Hannah (2014). Massive Open Online Courses (MOOCs) and their impact on academic library services: exploring the issues and challenges. New Review of Academic Librarianship, 20(1) pp. 4–28.

Gschwind, Yves J.; Eichberg, Sabine; Marston, Hannah R.; Ejupi, Andreas; de Rosario, Helios; Kroll, Michael; Drobics, Mario; Annegam, Janneke; Wieching, Rainer; Lord, Stephen R.; Aal, Konstantin and Delbaere, Kim (2014). ICT-based system to predict and prevent falls (iStoppFalls): study protocol for an international multicenter randomized controlled trial. BMC Geriatrics, 14, article no. 91.

Guntupalli, Aravinda Meera (2014). Short Women and Their Stagnating Growth: A Study of Biological Welfare and Inequality of Women in Postcolonial India. In: Zuckerman, Molly K. ed. Modern environments and human health : revisiting the second epidemiological transition. Wiley, pp. 201–223.

Hacking, B.; Scott, S. E.; Wallace, L. M.; Shepherd, S. C. and Belkora, J. (2014). Navigating healthcare: A qualitative study exploring prostate cancer patients' and doctors' experience of consultations using a decision-support intervention. Psycho-Oncology, 23(6) pp. 665–671.

Hall, Amanda K and Marston, Hannah R. (2014). Games for health in the home: gaming and older adults in the digital age of healthcare. In: van Hoof, Joost; Demiris, George and Wouters, Eveline J. M. eds. Handbook of Smart Homes, Health Care and Well-Being. Cham: Springer.

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

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

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

Hammersley, Martyn (2014). Questions of Quality in Educational Research. In: Reid, Alan D.; Hart, E. Paul and Peters, Michael A. eds. A Companion to Research in Education. Springer, pp. 387–390.

Hampel, Regine (2014). Enhancing interaction and communication in distance language learning by using new technologies [trans. by Junhong Xiao]. Distance Education in China, 5 pp. 11–19.

Hampel, Regine (2014). Making meaning online: computer-mediated communication for language learning. In: Peti-Stantić, Anita and Stanojević, Mateusz-Milan eds. Language as Information. Proceedings from the CALS Conference 2012. Frankfurt am Main: Peter Lang, pp. 89–106.

Hanley, Joe and Marsland, David (2014). Unhappy anniversary? The Journal of Adult Protection, 16(2) pp. 104–112.

Hann, David Everett (2014). A study of the playful use of English among learners on an intensive language course. Doctor of Philosophy (PhD) thesis The Open University.

Hemmington, Jill; O'Hare, Philip and Vicary, Sarah (2014). Conclusion: Old Values, New Problems? In: Vicary, Sarah; O'Hare, Philip and Hemmington, Jill eds. Approved Mental Health Practice: Essential Themes for Students and Practitioners. Basingstoke: Palgrave Macmillan.

Hernáiz, Rodrigo (2014). Applications of variationist linguistics perspectives in Old Babylonian: The sibilants in the Laws of Hammurabi. In: Oxford Postgraduate Conference in Assyriology, 25-26 Apr 2014, Wolfson College, Oxford University, UK.

Hewings, Ann and Seargeant, Philip (2014). Constructing a discipline: pedagogically focused knowledge production in open and distance education. Open Learning: The Journal of Open, Distance and e-learning, 29(2) pp. 131–144.

Holland, Caroline (2014). Digital urbanisation and the dignity of older citizens. In: IUAES 2014 with JASCA: The Future with/of Anthropologies, 15-18 May 2014, Makuhari Messe, Chiba, Japan.

Holland, Caroline (2014). ICT and twenty-first century ageing. In: Meaning and Culture(s): Exploring the Life Course: 8th International Symposium on Cultural Gerontology/2nd Conference of the European Network in Aging Studies (ENAS), 10-12 Apr 2014, Galway, Ireland.

Holland, Caroline and Lynch, Una (2014). Value Ageing: Final report of WP1. ICT-developments impacting on dignity and non-discrimination of older citizens. European Commission.

Holliman, Andrew; Critten, Sarah; Lawrence, Tony; Harrison, Emily; Wood, Clare and Hughes, David (2014). Modeling the Relationship Between Prosodic Sensitivity and Early Literacy. Reading Research Quarterly, 49(4) pp. 469–482.

Horan, S. E.; Haddad, M.; Vseteckova, J. and Schilling, R. J. (2014). Literature review of health related quality of life measurement tools for patients with atrial fibrillation: could they be used as a patient reported outcome measure? EP Europace, 16((suppl 3)), article no. iii15.

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

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotion Perception and the Translation Process. In: Research Seminar Series, Nov 2014, University of Manchester.

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotions in Translation. In: Research Seminar Series, Apr 2014, University of Amsterdam.

Hubscher-Davidson, Severine (2014). Invited research seminar: Can Emotional Traits Predict Translation Success? In: Research Seminar Series, Feb 2014, Leicester University.

Hubscher-Davidson, Severine (2014). Invited speaker. In: 4th International PhD course in Translation Process Research (TPR), Jul 2014, Centre for Research and Innovation in Translation and Translation Technology (CRITT), Copenhagen Business School.

Hubscher-Davidson, Severine (2014). Emotional intelligence, job satisfaction and career success in a sample of professional translators. In: Annual Conference of the British Psychological Society (BPS), 7-9 May 2014, Birmingham, UK.

Hubscher-Davidson, Séverine and Leatherbarrow, Jill (2014). Sofia’s Story in Translation: Leaving Shanghai. The AALITRA Review: a journal of literary translation, 9 pp. 64–72.

Hughes, Jonathan and Peasgood, Alice (2014). Developing a theoretical framework to explore what widening participation has done for ‘non-traditional students ‘ and what it has done to them. In: Widening Participation Conference 2014: Widening Participation through Curriculum, 30 Apr - 1 May 2014, Milton Keynes, UK.

Hultgren, Anna Kristina (2014). English language use at universities of non-Anglophone European countries: is there a correlation between Englishization and world rank? In: Sociolinguistics Symposium 20, 15-18 Jun 2014, Jyväskylä.

Hultgren, Anna Kristina (2014). English language use at the internationalised universities of Northern Europe: Is there a correlation between Englishisation and world rank? Multilingua, 33(3–4) pp. 389–414.

Hultgren, Anna Kristina (2014). Whose parallellingualism? Overt and covert ideologies in Danish university language policies. Multilingua, 1-2(33) pp. 61–87.

Hultgren, Anna Kristina (2014). [Book review] Internationalization of Higher Education in East Asia - Trends of student mobility and impact on education governance, Edited by Ka Ho Mok & Kar Ming Yu. In Journal of Interactive Media in Education Journal of Interactive Media in Education 2014(2), p.Art. 2.

Hultgren, Anna Kristina (2014). Linguistic competences: Do they really need improving? In: Cancino, Rita and Dam, Lotte eds. Multidisciplinary Perspectives on Language Competence. Aalborg University Press, pp. 189–213.

Hultgren, Anna Kristina (2014). Lexical variation at the internationalized university: are “indexicality” and “authenticity” always relevant? In: Lacoste, Véronique; Leimgruber, Jakob and Breyer, Thiemo eds. Indexing Authenticity: Sociolinguistic Perspectives. linguae & litterae (39). Berlin/Boston: De Gruyter Mouton, pp. 304–323.

Hultgren, Anna Kristina; Gregersen, Frans and Thøgersen, Jacob (2014). English in Nordic universities: ideologies and practices. In: Hultgren, Anna Kristina; Gregersen, Frans and Thøgersen, Jacob eds. English in Nordic Universities: Ideologies and Practices. Studies in World Language Problems (5). Amsterdam: John Benjamins, pp. 1–26.

Hultgren, Anna Kristina and Thøgersen, Jacob (2014). Englishization of Nordic universities: policy and practice — a disconnect. Language Problems and Language Planning, 38(3) pp. 247–264.

Hyams-Ssekasi, Michelle and Rixon, Andrew (2014). Relationships in a therapeutic context. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice with Children and Families: Critical Social Work Stories. London: Palgrave, pp. 52–63.

Ibbotson, Paul (2014). Group level expression encoded in the individual. Commentary on "The cultural evolution of emergent group-level traits". Behavioral and Brain Sciences, 37(3) pp. 261–262.

Ibbotson, Paul (2014). Little dictators: a developmental meta-analysis of prosocial behavior. Current Anthropology, 55(6) pp. 814–821.

Jackson, Jenny and Cooper, Barry (2014). Negotiation without power: mediating post-adoption contact arrangements in a Facebook world. In: Cooper, Barry; Gordon, Jean and Rixon, Andrew eds. Best Practice With Children and Families: Critical Social Work Stories. Basingstoke: Palgrave, pp. 164–173.

James, Zoe and Woodhead, Martin (2014). Choosing and changing schools in India’s private and government sectors: Young Lives evidence from Andhra Pradesh. Oxford Review of Education, 40(1) pp. 73–90.

Jamieson-Proctor, Romina; Redmond, Petrea; Zagami, Jason; Albion, Peter and Twining, Peter (2014). Redefining education for the digital age: a snapshot of the state of play in three Queensland schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 294–301.

Johnston-Wilder, S.; Lee, C.; Garton, E. and Brindley, J. (2014). Developing coaches for mathematical resilience: level 2. In: ICERI2014 Proceedings, IATED Academy, pp. 4457–4465.

Jones, Kerry (2014). Parental identity in narratives of grief following perinatal death. Grief Matters: The Australian Journal of Grief and Bereavement, 17(2) pp. 38–42.

Jones, Kerry; Baines, Becky and Lang, Iain (2014). Initiating Discussion in End of life Care: Clinician’s Perspectives. In: BMJ Supportive & Palliative Care, 4(Suppl.1), article no. A85.

Jupp, Eleanor (2014). Women, communities, neighbourhoods: approaching gender and feminism within UK urban policy. Antipode, 46(5) pp. 1304–1322.

Kan, Qian and McCormick, Robert (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1) pp. 44–69.

Kehoe, Sarah H.; Krishnaveni, Ghattu V.; Veena, Sargoor R.; Guntupalli, Aravinda M.; Margetts, Barrie M.; Fall, Caroline H. D. and Robinson, Sian M. (2014). Diet patterns are associated with demographic factors and nutritional status in south Indian children. Maternal and Child Nutrition, 10(1) pp. 145–158.

Kelsey, Janet and Simons, Joan (2014). [Editorial] The challenges of adolescence. Journal of Child Health Care

Kerawalla, Lucinda (2014). Empowered participation through inclusive inquiry. In: Westwood, J.; Larkins, C.; Moxon, D.; Perry, Y. and Thomas, N. eds. Participation, Citizenship and Intergenerational Relations in Children and Young People’s Lives: Children and Adults in Conversation. Basingstoke: Palgrave Pivot, pp. 117–127.

Kerawalla, Lucinda and Webb, Richard (2014). I did it mostly by myself’: MyShout! and how it was used by a 12-year-old young researcher to support his own social research project. In: EDULEARN14 Proceedings, pp. 5287–5297.

Kerawalla, Lucinda (2014). Young researchers' use of the 'Our story' app to create multimedia experiential research narratives: putting 'me' back into accounts of research process. In: ICERI2014 Proceedings, pp. 5726–5734.

Kirke-Smith, Mimi; Henry, Lucy and Messer, David (2014). Executive functioning: developmental consequences on adolescents with histories of maltreatment. British Journal of Developmental Psychology, 32(3) pp. 305–319.

Knight, Simon; Arastoopour, Golnaz; Williamson Shaffer, David; Buckingham Shum, Simon and Littleton, Karen (2014). Epistemic networks for epistemic commitments. In: International Conference of the Learning Sciences (ICLS), 23-27 Jun 2014, Boulder, Colarado.

Knight, Simon; Buckingham Shum, Simon and Littleton, Karen (2014). Epistemology, assessment, pedagogy: where learning meets analytics in the middle space. Journal of Learning Analytics, 1(2) pp. 23–47.

Koller, Veronika; Demjen, Zsofia; Demmen, Jane; Hardie, Andrew; Payne, Sheila; Rayson, Paul and Semino, Elena (2014). Revisiting the Violence Metaphor in End-of-Life Care. In: 5th International Conference on Critical Approaches to Discourse Analysis Across Disciplines (CADAAD 2014), 1-3 Sep 2014, Budapest, Hungary.

Kosmala-Anderson, Joanna P.; Wallace, Louise M.; Turner, Andrew and Bourne, Claire (2014). Self-reported effects of attending the Health Foundation's Co-Creating Health self-management programme for patients with type 2 diabetes mellitus in London, England. Archives of Medical Science, 10(4) pp. 773–781.

Kucirkova, Natalia (2014). iPads in early years, separating assumptions and evidence. Frontiers in Psychology, 5, article no. 715.

Kucirkova, Natalia (2014). iPads and Tablets in the Classroom: Personalising Children’s Stories. Minibook, 41. Leicester: UKLA.

Kucirkova, Natalia (2014). How can iPad apps enrich psychology research? Psychology Teaching Review, 20(2) pp. 121–125.

Kucirkova, Natalia (2014). iPads in early years and foundation classrooms. Teach Nursery, 5(1)

Kucirkova, Natalia; Messer, David; Critten, Val and Harwood, Jane (2014). Story-making on the iPad when children have complex needs: two case studies. Communication Disorders Quarterly, 36(1) pp. 44–54.

Kucirkova, Natalia; Messer, David and Sheehy, Kieron (2014). Reading personalized books with preschool children enhances their word acquisition. First Language, 34(3) pp. 227–243.

Kucirkova, Natalia; Messer, David and Sheehy, Kieron (2014). The effects of personalization on young children's spontaneous speech during shared book reading. Journal of Pragmatics, 71 pp. 45–55.

Kucirkova, Natalia; Messer, David; Sheehy, Kieron and Fernandez-Panadero, Carmen (2014). Children's engagement with educational iPad apps: insights from a Spanish classroom. Computers & Education, 71 pp. 175–184.

Kucirkova, Natalia and Tompkins, Virginia (2014). Personalization in mother-child emotion talk across three contexts. Infant and Child Development, 23(2) pp. 153–169.

Kucirkova, Natalia; Willans, Deb and Cremin, Teresa (2014). Spot the Dog; with iPads: spot the difference! English 4-11, 51 pp. 11–14.

Kühn, Barbel; Lang, Michael and Perez Cavana, Maria (2014). Zur bildungspolitischen und pädagogischen Aktualität von Lernberatung mit EPOS, der Online-Plattform des Europäischen Sprachenportfolios. In: Berndt, Annette and Deutschmann, Ruth-Ulrike eds. Sprachlernberatung –Sprachlerncoaching. Fremdsprachen lebenslang lernen (2). Frankfurt: Peter Lang, pp. 213–234.

Kurek, Malgorzata and Hauck, Mirjam (2014). Closing the “digital divide” – a framework for multiliteracy training. In: Pettes Guikema, Janel and Williams, Lawrence eds. Digital Literacies in Foreign and Second Language Education: Research, perspectives, and best practice. CALICO Monograph Series (12). San Marcos, TX: CALICO.

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

Lane, Andrew; Comas-Quinn, Anna and Thomson, Simon (2014). Inclusion in, and exclusion from, open education communities. Journal of Interactive Media in Education, 2014(2), article no. 1.

Lanvers, Ursula and Hultgren, Anna Kristina (2014). SPEAKGLOBAL. Routes into Languages: free downloadable teacher pack.

Larkin, Mary (2014). Personal Budgets And The Carer- Service User Relationship. Carers Federation, Nottingham.

Larkin, Mary (2014). Where to now for carer research? In: Carers: Informing and Improving Policy and Practice Through Research and Evaluation, 30 Jan 2014, London, UK.

Larkin, Mary (2014). Carers policy and practice: what about ‘former carers’? Social care Elf.

Larkin, Mary (2014). What do we know about carer perspectives in mental health and disability services?”. In: National Conference: What Works? User and Carer Perspectives on Mental Health and Disability Services., 11 Jun 2014, Leicester, UK.

Larkin, Mary and Milne, Alisoun (2014). Carers and empowerment in the UK: a critical reflection. Social Policy and Society, 13(1) pp. 25–38.

Lee, Clare and Johnston-Wilder, Sue (2014). Mathematical resilience: what is it and why is it important? In: Chinn, Steve ed. The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties. Abingdon: Routledge, pp. 337–345.

Leedham, Maria (2014). ‘Enjoyable’, ‘okay’, or ‘like drawing teeth’? Chinese and British students’ views on writing Assignments in UK Universities. Journal of Academic Writing, 4(1) pp. 1–11.

Leedham, Maria (2014). ‘Enjoyable’, ‘okay’, or ‘like drawing teeth’? Chinese and British students’ views on writing assignments in UK Universities. In: Writing Development in Higher Education: Future Directions in Academic Writing (WDHE 2014), 9-11 Jul 2014, Coventry, UK.

Leedham, Maria (2014). Tutor and student perspectives on multimodal features of undergraduate assignments. In: Writing Research Across Borders (WRAB), 19-22 Feb 2014, Université Paris Ouest Nanterre La Défense.

Leedham, Maria (2014). Book review: Literacy in the digital university. System, 45 pp. 261–262.

Letts, Carolyn; Edwards, Susan; Schaefer, Blanca and Sinka, Indra (2014). The New Reynell Developmental Language Scales: Descriptive account and illustrative case study. Child Language Teaching and Therapy, 30(1) pp. 103–116.

Lewis, Tim (2014). Learner autonomy and the theory of sociality. In: Murray, Garold ed. Social Dimensions of Autonomy in Language Learning. Basingstoke: Palgrave MacMillan, pp. 37–59.

Linehan, Christine; O'Doherty, Siobhain; Tatlow-Golden, Mimi; Craig, Sarah; Kerr, Michael; Lynch, Christy; McConkey, Roy and Staines, Anthony (2014). Mapping the National Disability Policy Landscape. School of Social Work, Trinity College Dublin, Ireland.

Lloyd, C. E.; Mughal, S.; Roy, T.; Raymond, N. T.; O'Hare, J. P.; Barnett, A. H. and Bellary, S. (2014). What factors influence concordance with medications? Findings from the UK Asian Diabetes Study. Diabetic Medicine, 31(12) pp. 1600–1609.

Lomax, Robert and Jones, Karen (2014). Surviving Your Social Work Placement. Palgrave Macmillan.

Lucassen, M. F. G.; Clark, T. C.; Moselen, E.; Robinson, E. M. and Adolescent Health Research Group (2014). Youth’12 The Health and Wellbeing of Secondary School Students in New Zealand: Results for Young People Attracted to the Same Sex or Both Sexes. Youth2000 Survey Series; The University of Auckland, Auckland.

Maguire, Martin; Peace, Sheila; Nicolle, Colette; Marshall, Russell; Sims, Ruth; Percival, John and Lawton, Clare (2014). Kitchen Living in Later Life: Exploring Ergonomic Problems, Coping Strategies and Design Solutions. International Journal of Design, 8(1) pp. 73–91.

Maisey, Ruth; Speight, Svetlana; Bonnell, Chris; Purdon, Susan; Keogh, Peter; Wollny, Ivonne; Sorhaindo, Annik M. and Wellings, Kaye (2014). The Evaluation of the ‘Teens and Toddlers’ Youth Programme: A Randomised Controlled Trial. Sage.

Márquez Reiter, Rosina and Martín Rojo, Luisa (2014). The dynamics of (im)mobility: (in)transient capitals and linguistic ideologies among Latin American migrants in London and Madrid. In: Márquez Reiter, Rosina and Martín Rojo, Luisa eds. A Sociolinguistics of Diaspora: Latino Practices, Identities and Ideologies. Routledge, pp. 83–101.

Marston, Hannah; Kroll, Michael; Fink, Dennis and Eichberg, Sabine (2014). Digital Game Aesthetics of the iStoppFalls Exergame. In: Schouten, B.; Fedtke, S.; Vosmeer, M. and Gekker, A. eds. Games for Health 2014. Wiesbaden: Springer Vieweg, pp. 89–100.

Marston, Hannah R. (2014). Ageing in digital places. In: van Hoof, Joost; Demiris, George and Wouters, Eveline J. M. eds. Handbook of Smart Homes, Health Care and Well-Being. Cham: Springer.

Marzocco, Nadia and Trimarco, Paola (2014). E-learning and New Digital Literacies: Teachers’ Perceptions of the Changing Role of Writing in EFL Contexts. European Journal of Applied Linguistics and TEFL, 3(1) pp. 23–38.

Maybin, Janet (2014). Evaluation in pre-teenagers’ informal language practices around texts from popular culture. In: Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke and Teubal, Eva eds. Children’s Peer Talk: Learning from Each Other. Cambridge: Cambridge University Press, pp. 107–126.

Mc Sharry, J.; Baxter, A.; Wallace, L. M.; Kenton, A.; Turner, A. and French, D. P. (2014). Delay in seeking medical help following Transient Ischemic Attack (TIA) or "mini-stroke": A qualitative study. PLoS ONE, 9(8), article no. e104434.

McInally, Wendy (2014). Ambitious for our staff, ambitious for our students. In: LTA Staff Conference, 1 Jun 2014, Edinburgh.

McInally, Wendy (2014). Supporting the student experience through the PDT role. In: [Conference], 1 May 2014, ().

McInally, Wendy (2014). Striving to provide high quality care: why, what and how? In: 3rd Stuart Andrew Lawtie Conference, 1 May 2014, Glasgow, (Unpublished).

McInally, Wendy (2014). Transition of care for patients with care. In: [Conference], 1 May 2014.

McInally, Wendy (2014). Lost in transition: child to adult cancer services for young people. British Journal of Nursing, 22(22) pp. 1314–1318.

Mcmillan, Laura; Booth, Joanne; Currie, Kay and Howe, Tracey (2014). 'Balancing risk' after fall-induced hip fracture: the older person's need for information. International Journal of Older People Nursing, 9(4) pp. 249–257.

McNulty, C.A.M.; Hogan, A.; Ricketts, E.; Wallace, L.; Oliver, I.; Campbell, R.; Kalwij, S.; O'Connell, E. and Charlett, A. (2014). Increasing chlamydia screening tests in general practice: A modi fied Zelen prospective cluster randomised controlled trial evaluating a complex intervention based on the theory of planned behaviour. Sexually Transmitted Infections, 90(3) pp. 188–194.

McNulty, Cliodna A.; Hogan, Angela H.; Ricketts, Ellie J.; Wallace, Louise; Oliver, Isabel; Campbell, Rona; Kalwij, Sebastian; O'Connell, Elaine and Charlett, Andre (2014). Response to 'Relative or Absolute? - Miller'. Sexually Transmitted Infections, 90(3)

Mengoni, Silvana; Oates, John and Bardsley, Janet (2014). Developing Key Working. Council for Disabled Children, London.

Mengoni, Silvana and Oates, John (2014). A tool to record and support the early development of children including those with special educational needs or disabilities. Support for Learning, 29(4) pp. 339–358.

Mengoni, Silvana E.; Nash, Hannah M. and Hulme, Charles (2014). Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge. Research in Developmental Disabilities, 35(5) pp. 1098–1109.

Milne, Alisoun and Larkin, Mary (2014). Knowledge generation about care-giving in the UK: a critical review of research paradigms. Health and Social Care in the Community, 23(1) pp. 4–13.

Monaghan, Frank (2014). Seeing Red: social media and football fan activism. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. London: Palgrave, pp. 228–254.

Montgomery, Heather (2014). Child prostitution as filial duty? The morality of child-rearing in a slum community in Thailand. Journal of Moral Education, 43(2) pp. 169–182.

Montgomery, Heather (2014). Participant observation. In: Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. Understanding Research with Children and Young People. Published in association with The Open University. Sage, pp. 122–135.

Montoro, Carlos; Hampel, Regine and Stickler, Ursula (2014). Modelling typical online language learning activity. In: CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, Research-publishing.net, pp. 237–240.

Moon, Bob (2014). Quality Education For All: The Challenge for the Education Research Community. Research Intelligence

Muc, M.; Todo-Bom, A.; Mota-Pinto, A.; Vale-Pereira, S. and Loureiro, C. (2014). Leptin and resistin in overweight patients with and without asthma. Allergologia et Immunopathologia, 42(5) pp. 415–421.

Muc, Magdalena; Mota-Pinto, Anabela and Padez, Cristina (2014). Prevalence of asthma and rhinitis symptoms among children living in Coimbra, Portugal | Prevalência dos sintomas de asma e rinite nas crianças a viver em Coimbra, Portugal. Revista Portuguesa de Pneumologia, 20(4) pp. 208–210.

Mukherjee, Sarah Jane (2014). [Book Review] Faulkner, D. & Coates, E. (eds) Exploring children's creative narratives. Journal of Early Childhood Literacy, 14(4) pp. 562–566.

Mulligan, Anne T. (2014). Can changes in my practice have a positive impact on how my pupils solve problems in mathematics? Doctor of Education (EdD) thesis The Open University.

Murphy, Linda (2014). Autonomy, social interaction and community: a distant language learning perspective. In: Murray, Garold ed. Social Dimensions of Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan, pp. 119–134.

Murphy, Sam and Jones, Kerry (2014). By the way knowledge: grandparents, stillbirth and neonatal death. Human Fertility, 17(3) pp. 210–213.

Murray, Christopher Neil (2014). Work-Based Learning, Technology-Enhanced Learning And Reflection: The Case Of Open University Students. Doctor of Education (EdD) thesis The Open University.

Musgrave, Jackie (2014). How Do Practitioners Create Inclusive Environments For Children With Chronic Health Conditions? An Exploratory Case Study. Doctor of Education (EdD) thesis University of Sheffield.

Musgrave, Jackie (2014). Supporting children with chronic medical conditions in the Early Years Foundation Stage: a case for discrimination? In: TACTYC 2014 Conference and AGM, 1 Nov 2014, Birmingham, UK, TACTYC.

Nao, Marion (2014). [Book Review] The Handbook of Business Discourse ed. by Francesca Bargiela-Chiappini. In BAAL News BAAL.

Newhouse, Paul; Lane, Jenny; Cooper, Martin and Twining, Peter (2014). Redefining education: sustaining 1 to 1 computing strategies in Western Australian schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 345–351.

Nicolson, Margaret and Harper, Felicity (2014). Online Peer Observation: An Exploration of a Cross-Discipline Observation Project. International Journal of Teaching and Learning in Higher Education, 26(2) pp. 251–259.

Nind, Melanie; Flewitt, Rosie and Theodorou, Fani (2014). Play and inclusion. In: Cologon, Kathy ed. Inclusive Education in the Early Years: Right from the Start. Oxford University Press Australia & New Zealand.

Nkala, Nqobile (2014). Curriculum change and pedagogy: a sociocultural theory, multiple-case study investigation into the interpretations of the How Science Works curriculum by secondary school science teachers. Doctor of Education (EdD) thesis The Open University.

Norman, Kay (2014). Year 11 pupils' perceptions of nursing. In: Research and Innovation in the Recruitment and Retention of Pre-registration Nursing and Midwifery Students, 13 Feb 2014, Heriot Watt University, Edinburgh, NHS Education for Scotland.

Oakley, Rachel; Pattinson, Joanne; Goldberg, Sarah; Daunt, Laura; Samra, Rajvinder; Masud, Tahi; Gladman, John R. F.; Blundell, Adrian G. and Gordon, Adam L. (2014). Equipping tomorrow's doctors for the patients of today. Age and Ageing, 43(4) pp. 442–447.

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

Okada, Alexandra (2014). Scaffolding school students’ scientific argumentation in inquiry-based learning with evidence maps. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: Software Tools and Mapping Techniques. Advanced Information and Knowledge Processing. London: Springer London, pp. 135–172.

Okada, Alexandra (2014). Mapas do conhecimento com recursos educacionais abertos aplicados à coaprendizagem baseada em coinvestigação. In: Torres, Patrícia ed. Complexidade : Redes e Conexões na Produção do Conhecimento. Curitiba:: SENAR - PR, pp. 213–237.

Okada, Alexandra and Ferreira, Giselle (2014). Co-authorship and colearning through Open Educational Resources at UKOU. In: ALT-C 2014 Learning technology Conference, 1 Sep 2014, Warwick, UK.

Okada, Alexandra; Pinto, Sonia and Ribeiro, Silvar (2014). Scientific literacy through co-inquiry based on non-formal and informal learning. In: Proceedings of PCST 2014.

Okada, Alexandra; Rabello, Cíntia and Ferreira, Giselle (2014). Developing 21st century skills through colearning with OER and social networks. In: Challenges for Research into Open & Distance Learning: Doing Things Better – Doing Better Things, European Distance and E-Learning Network, pp. 121–130.

Owton, Helen and Allen-Collinson, Jacquelyn (2014). Close but not too close: friendship as method(ology) in ethnographic research encounters. Journal of Contemporary Ethnography, 43(3) pp. 283–305.

Owton, Helen and Allen-Collinson, Jacquelyn (2014). Close but not too close: friendship as method(ology) in ethnographic research encounters [Podcast]. Sage.

Owton, Helen (2014). Studying as a Parent: A Handbook for Success. Palgrave Student to Student. Basingstoke: Palgrave MacMillan.

Owton, Helen (2014). A review of the Brunel International Research Network for Athlete Welfare (BIRNAW) International Symposium. Division of Sport and Exercise Psychology Review, 10(3) pp. 107–109.

Owton, Helen (2014). Book review: Leaning: A Poetics of Personal Relations. Journal of Poetry Therapy, 27(3) pp. 157–160.

Owton, Helen (2014). Book review: Advances in Visual Methodology. Qualitative Research in Psychology, 11(1) pp. 115–117.

Owton, Helen (2014). Book review: Playing with purpose: Adventures in performative social science. Feminism and Psychology, 24(1) pp. 136–141.

Owton, Helen (2014). Emerging feminisms. Psychology of Women Section Review, 16(1)

Owton, Helen (2014). Studying at university as a single mother. BigChoice Group Limited.

Owton, Helen (2014). Unlocking single parents’ potential for studying. Gingerbread.

Owton, Helen; Bond, Katherine and Tod, David (2014). “It’s my dream to work with Olympic athletes”: neophyte sport psychologists' expectations and initial experiences regarding service delivery. Journal of Applied Sport Psychology, 26(3) pp. 241–255.

Parry, John (2014). Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting. Early Years: An International Research Journal, 34(3) pp. 301–314.

Paterson, Laura L (2014). British Pronoun Use, Prescription, and Processing: Linguistic and Social Influences Affecting 'They' and 'He'. Palgrave Macmillan.

Payler, Jane and Georgeson, Jan (2014). Qualifications and quality in the Early Years Foundation Stage. In: Moyles, Jan; Payler, Jane and Georgeson, Jan eds. Early years foundations: Critical issues (second edition). Maidenhead UK: Open University Press, pp. 52–64.

Payler, Jane and Wood, Elizabeth (2014). Early Years collaboration between TACTYC and BERA EC SIG. Research Intelligence(123) p. 6.

Pells, Kirrily and Woodhead, Martin (2014). Changing Children's Lives: Risks and Opportunities. Oxford: Young Lives, Department for International Development, University of Oxford.

Percy, Keith; Hughes, Jonathan and Jamieson, Anne (2014). Building on European experience: the ForAge Project and the construction of knowledge of later-life learning. In: ELOA 2014 Conference: Innovations in Older Adult Learning: Theory, Research, Policy, 22-24 Oct 2014, Valletta, Malta.

Percy, Keith; Hughes, Jonathan; Jamieson, Anne and Anderson, Sasha (2014). Categorising European experience: the ForAge Project and the construction of knowledge of later-life learning. International Journal of Education and Ageing, 3(3) pp. 225–237.

Pérez Cavana, Maria and Edwards, Chris (2014). Developing the Language Learning Support Dimensions (LLSD) from research into second language acquisition and informed by the Effective Lifelong Learning Inventory (ELLI). In: Krings, Hans P. and Kühn, B. eds. Fremdsprachliche Lernprozesse beobachten: - initiieren - steuern - begleiten. Bochum ( Germany): AKS-Verlag Bochum.

Perez-Gore, Isabelle (2014). English for Employability: India. In: English for Employability, 07-08 Nov 2014, Mahila Mahavidyalaya College - Nagpur - India.

Perez-Gore, Isabelle and Burton, Sonia (2014). English in Action (EIA) programme, Bangladesh: What’s this about using mobile phones in the classroom? In: 9th International & 45th Annual ELT@I conference on English, 21-23 Aug 2014, Jaipur, India.

Perez-Gore, Isabelle; McCormick, Robert; Burton, Sonia and Siddique, Md. Ashraf (2014). Perceptions of English Language Learning and Teaching among Primary and Secondary Teachers and Students Participating in English in Action: Second Cohort (2013). English in Action, Dhaka, Bangladesh.

Perez-Gore, Isabelle (2014). Exclusion at the heart of preferred teaching techniques: English in Action development project in Bangladesh. In: 9th International and 45th Annual ELT@I Conference: English - From Classes to Masses, 21-23 Aug 2014, Jaipur, India.

Perez-Gore, Isabelle and Burton, Sonia (2014). Teaching and learning English in Bangladesh: English in Action teachers' and students' perceptions. In: NELTA Conference Proceedings 2014, NELTA, pp. 55–58.

Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). From global to local: learning from TESS-India’s approach to OER localisation across seven Indian states. In: OER14 Building communities of open practice, 28-29 Apr 2014, Newcastle.

Perryman, Leigh-Anne and Coughlan, Tony (2014). The marginalisation of open educational practices outside academia. In: Open Educational Resources 2014, 28-29 Apr 2014, The Centre for Life, Newcastle, UK.

Perryman, Leigh-Anne and Coughlan, Tony (2014). A murky business: the ethics of conducting educational research in Facebook groups. In: Proceedings: Challenges for Research into Open & Distance Learning - Doing Things Better – Doing Better Things, European Distance and E-Learning Network, pp. 277–289.

Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). Learning from TESS-India’s approach to OER localisation across multiple Indian states. Journal of Interactive Media in Education, 2(7)

Perryman, Leigh-Anne and Coughlan, Tony (2014). When two worlds don’t collide: the marginalisation of open educational practices outside academia. In: OER14, 28-29 Apr 2014, Newcastle, UK.

Perryman, Leigh-Anne and Coughlan, Tony (2014). When two worlds don’t collide: can social curation address the marginalisation of open educational practices and resources from outside academia? Journal of Interactive Media in Education, 2014(2), article no. 3.

Power, Tom (2014). Educational technology: evidence of impacts on teaching and learning. Findings and recommendations from the DFID Topic Guide on Educational Technology, 2014. In: Education Technology and Women: Seminar Proceedings, English in Action, Dhaka, pp. 12–13.

Power, Tom (2014). Teacher education, mobile learning, and the challenges of scale. In: Teacher Educator Conference 2014 (TEC 14), 21-23 Feb 2014, Hyderabad.

Power, Tom and Erling, Elizabeth (2014). Supporting development through improving English language teaching and learning in Bangladesh. In: Supporting development through improving English language teaching and learning in Bangladesh.

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

Power, Tom and McCormick, Robert (2014). Evaluating classroom practice: a critical analysis of approaches to evaluation in large scale teacher education or education technology programmes, in international development contexts. In: ICERI2014 Proceedings, IATED, pp. 1269–1275.

Pulker, Helene and Vialleton, Elodie (2014). Online revision and assessment on a beginners’ French course: using learning analytics to understand language learners’ behaviors. In: CALICO conference 2014: Open, Online, Massive: The Future of Language Learning?, 6-10 May 2014, Ohio University.

Purcell, C. (2014). Phenomenology. In: Cockerham, W. C.; Dingwall, R. and Quah, S. eds. The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society. Not Set, pp. 1825–1829.

Purcell, Carrie; Cameron, Sharon; Caird, Lucy; Flett, Gillian; Laird, George; Melville, Catriona and McDaid, Lisa M. (2014). Access to and Experience of Later Abortion: Accounts from Women in Scotland. Perspectives on Sexual and Reproductive Health, 46(2) pp. 101–108.

Purcell, Carrie; Hilton, Shona and McDaid, Lisa (2014). The stigmatisation of abortion: a qualitative analysis of print media in Great Britain in 2010. Culture, Health & Sexuality, 16(9) pp. 1141–1155.

Rai, Lucy (2014). Effective writing for social work: Making a difference. Social work in practice. Bristol: Policy Press.

Rawles, Joanna (2014). The 'Missing Bit' - Emotional Intelligence as Counterbalance to Managerialism. In: Hessle, Sven ed. Global Social Transformation and Social Action: The Role of Social Workers. Social Work - Social Development, III. Ashgate, pp. 178–182.

Ritchie, L. David and Cameron, Lynne (2014). Open hearts or smoke and mirrors: metaphorical framing and frame conflicts in a public meeting. Metaphor and Symbol, 29(3) pp. 204–223.

Rix, Jonathan and Matthews, Alice (2014). Viewing the child as a participant within context. Disability & Society, 29(9) pp. 1428–1442.

Rix, Jonathan and Parry, John (2014). Ongoing exclusion within universal education: why education for all is not inclusive. In: Kiuppis, Florian and Hausstätter, Rune Sarromaa eds. Inclusive Education Twenty Years After Salamanca. Disability Studies in Education (19). New York: Peter Lang.

Rix, Jonathan and Parry, John (2014). Without foundation: the EYFS framework and its creation of needs. In: Moyles, Janet; Payler, Jane and Georgeson, Jan eds. Early Years Foundations: Meeting the Challenge (2nd ed). Maidenhead: Open University Press, pp. 203–214.

Rix, Jonathan and Sheehy, Kieron (2014). Nothing special – the everyday pedagogy of teaching. In: Florian, Lani ed. Sage Handbook of Special Education, Volume 2. London: Sage, pp. 459–474.

Robb, Martin (2014). Disseminating research: shaping the conversation. In: Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. Understanding Research with Children and Young People. Published in association with The Open University. London: SAGE Publication Ltd., pp. 237–249.

Robertson, Leena H.; Drury, Rose and Cable, Carrie (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5) pp. 610–623.

Robinson, Deborah Christine (2014). Developing initial teacher education for special education needs, disability and inclusive practice. Doctor of Education (EdD) thesis The Open University.

Rogers, Justin M. (2014). Fostering and adoption. In: Teater, Barbra ed. Contemporary Social Work Practice: A Handbook for Students. Maidenhead: Open University Press, pp. 27–39.

Rose, Louise; Dainty, Katie N.; Jordan, Joanne and Blackwood, Bronagh (2014). Weaning From Mechanical Ventilation: A Scoping Review of Qualitative Studies. American Journal of Critical Care, 23(5) e54-e70.

Ross, Jeffrey Ian; Darke, Sacha; Aresti, Andreas; Newbold, Greg and Earle, Rod (2014). Developing convict criminology beyond North America. International Criminal Justice Review, 24(2) pp. 121–133.

Ryan, Gemma (2014). DRIFT project, ADHD research on social media: An interview with Gemma Ryan. BBC Radio Derby.

Ryan, Gemma; Burton, Louise and Bromley, Debbie (2014). A nurse-led sleep service for children and young people with disability. Primary Health Care, 24(6) pp. 16–23.

Ryan, Gemma and Cashin-Garbutt, April [Interviewer] (2014). ADHD information on social media: An interview with Gemma Ryan. News Medical.net.

Ryan, Gemma Sinead (2014). Can the use of a Facebook group in addition to classroom teaching enhance exam success in a Drug Calculations module? In: The 5th International Nurse Education Conference (NETNEP 2014), 22-25 Jun 2014, Noordwijekhout, Netherlands.

Ryan, Gemma Sinead and Davies, Fiona (2014). SOS: SignpOSt - Support & advice needs of Nursing Students; focus group perspectives in developing an online, interactive support tool. In: The 5th International Nurse Education Conference (NETNEP 2014), 22-25 Jun 2014, Noordwijekhout, Netherlands.

Ryan, Gemma Sinead; Melvin, Gail; Hartwell, Lynne; Pringle, Thomas and Haroon, Munib (2014). Achieving ‘Time and Target’: Lessons Learnt from a community based, observational multi-site NIHR portfolio research study. In: Health Services Research Network Symposium 2014, 19-20 Jun 2014, Nottingham.

Safford, Kimberly (2014). A reading for pleasure pedagogy. In: Cremin, Teresa; Mottram, Marilyn; Collins, Fiona M..; Powell, Sacha and Safford, Kimberley eds. Building Communities of Engaged Readers: Reading for Pleasure. London: Routledge, pp. 89–107.

Samra, Rajvinder; Tudor Car, Lorraine; Aylin, Paul and Majeed, Azeem (2014). Prioritize: asking healthcare professionals about patient safety priorities in primary care. In: International Society for Quality in Healthcare 31st International Conference: Quality and Safety Along the Health and Social Care Continuum, 5-8 Oct 2014, Rio de Janeiro, Brazil.

Seale, Jane (2014). The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: a place for positive risk-taking? European Journal of Special Needs Education, 29(2) pp. 220–236.

Seale, Jane; Nind, Melanie and Parsons, Sarah (2014). Inclusive research in education: contributions to method and debate. International Journal of Research & Method in Education, 37(4) pp. 347–356.

Seale, Jane K. (2014). E-Learning and Disability in Higher Education: Accessibility Research and Practice. Second Edition. New York: Routledge.

Seargeant, Philip and Tagg, Caroline (2014). Introduction: The language of social media. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan, pp. 1–19.

Secova, Maria (2014). ‘Je sais et tout mais...’ might the general extenders in European French be changing? Journal of French Language Studies, 24(2) pp. 281–304.

Semino, Elena; Demjén, Zsófia and Koller, Veronika (2014). ‘Good’ and ‘bad’ deaths: narratives and professional identities in interviews with hospice managers. Discourse Studies, 16(5) pp. 667–685.

Serra, Antonio Roberto Coelho and Okada, Alexandra (2014). Mobilidade aberta: coaprendizagem e coinvestigação em ambientes acadêmicos. In: IKASNABAR 2014: 7th International Conference on Open Education and Educational Technology, 24-26 Jun 2014, Bilbao, Spain, pp. 242–259.

Shams, Shahriar; Shohel, M. Mahruf C. and Ahsan, Amimul (2014). Housing problems for middle and low income people in Bangladesh: challenges of Dhaka megacity. Environment and Urbanization ASIA, 5(1) pp. 175–184.

Sheehy, Kieron and Budiyanto, . (2014). Teachers’ attitudes to signing for children with severe learning disabilities in Indonesia. International Journal of Inclusive Education, 18(11) pp. 1143–1161.

Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill (2014). Augmented education: bringing real and virtual learning together. Digital Education and Learning. Basingstoke: Palgrave Macmillan.

Shrestha, Prithvi (2014). Tracking business studies students’ linguistic and conceptual development in writing: contributions from sociocultural theory (Vygotsky) and systemic functional linguistics (Halliday). In: BAAL 2014 Conference: 47th Annual Meeting: Learning, Working and Communicating in a Global Context, 4-6 Sep 2014, University of Warwick.

Shrestha, Prithvi (2014). Book review: Innovations in Learning Technologies for English Language Teaching, G. Motteram (Ed.). British Council, London (2013). System, 42 pp. 474–475.

Shrestha, Prithvi and Azim, Farhan (2014). International trends in English language assessment: implications for Bangladesh. In: English Language Skills Assessment in the Primary and Secondary Education Sectors in Bangladesh, 16 Mar 2014, Dhaka, Bangladesh.

Simons, Joan (2014). Children’s experience of postoperative pain relief: children, parents and nurses use various pharmacological and non-pharmacological approaches, particularly distraction. Evidence-Based Nursing, 17(3) p. 88.

Simpson, Jenny (2014). Making connections between practitioner's personal use of social media and social work practice. In: JSWEC 2014 Social Work Making Connections, 23-25 Jul 2014, Royal Holloway, University of London.

Simpson, Jenny (2014). "It's good to talk?". Every Child Journal, 4(2) pp. 49–54.

Simpson, Jenny (2014). Whose risk? The mobile phone, risk and the looked after child. In: Safeguarding Vulnerable Children and Adults: Risk and Vulnerability. International Professional Symposium., 19-20 May 2014, High Wycombe, UK.

Souza, Karine Pinheiro de; Okada, Alexandra and Silva, Bento (2014). Competences for co-entrepreneurship: contribution to the understanding of the concept for Entrepreneurial education. In: International Congress on Education, Innovation and Learning Technologies (2014), 23-25 Jul 2014, Barcelona, Spain.

Stevens, Emma and Hebblewhite, Gillian (2014). Empowering adults under the Mental Capacity Act. Learning Disability Practice, 17(8) pp. 16–20.

Stobbs, Nicola and Musgrave, Jackie (2014). Does our preparation of early years students for work-based learning (WBL) align with practitioners’ expectations? In: TACTYC 2014 Conference Successful Pedagogy: Advocating for strong evidence to support early learning, 1 Nov 2014, Birmingham, UK.

Stutchbury, Kris (2014). In pursuit of quality: the challenges and opportunities for teacher education. In: AFTRA, 2014, Jul 2014, Accra, Ghana.

Tagg, Caroline and Seargeant, Philip (2014). Audience design and language choice in the construction and maintenance of translocal communities on social network sites. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan, pp. 161–185.

Talley, Janine (2014). Moving from the margins- the role of narrative and metaphor in health literacy. In: 3rd Annual National Health Literacy Research Conference, 20 Jun 2014, Keele.

Talley, Janine (2014). Evaluating outcomes following health improvement and well-being interventions. In: Wilson, Frances; Mahabdala, Mzwandile Andi and Massey, Alan eds. Health Improvement and Well-being: Strategies for Action. Maidenhead: Open University Press, pp. 152–174.

Talley, Janine and Sandra, King (2014). Being ‘good company’ on the student journey – exploring roles and relationships in student support. The Open University, Milton Keynes.

Tarrant, Anna (2014). Negotiating multiple positionalities in the interview setting: researching across gender and generational boundaries. The Professional Geographer, 66(3) pp. 493–500.

Tatlow-Golden, Mimi; Linehan, Christine; O'Doherty, Siobhain; Craig, Sarah; Kerr, Michael; Lynch, Christy; McConkey, Roy and Staines, Anthony (2014). Living Arrangement Options for People with Intellectual Disabilities: A Scoping Review. School of Social Work and Social Policy, Trinity College Dublin, Dublin, Ireland.

Tatlow-Golden, Mimi; Hennessy, Eilis; Dean, Moira and Hollywood, Lynsey (2014). Young children’s food brand knowledge. Early development and associations with television viewing and parent’s diet. Appetite, 80 pp. 197–203.

Terrett, Matthew Andrew (2014). Exploring an Exam-Practice Approach to Teaching Academic Reading and Writing in China: Teacher Perspectives and Materials Analysis. Doctor of Education (EdD) thesis The Open University.

Terry, Gareth (2014). “Suddenly, bang, one day there's commitment with a woman…” Men, vasectomy and the life course. Human Fertility, 17(3) pp. 197–202.

Tetley, Josie and Draper, Janet (2014). Editorial: ‘Slaying the myth’ of the overqualified nurse: the graduate nurse and older people. International Journal of Older People, 9(1) pp. 1–2.

Thorpe, Mary Sylvia (2014). The pedagogy of distance and online education. Doctor of Philosophy (PhD) thesis The Open University.

Trimarco, Paola (2014). Stylistics and hypertext fiction. In: Burke, Michael ed. Routledge Handbook of Stylistics. Routledge Handbooks in English Language Studies. Routledge, pp. 500–515.

Turner, Wendy (2014). Enabling undergraduates to put into practice learning to support emotional well-being for children and young people. The International Journal of Emotional Education, 6(1) pp. 76–94.

Turner, AP; Anderson, JK; Wallace, LM and Kennedy-Williams, P (2014). Evaluation of a self-management programme for patients with chronic obstructive pulmonary disease. Chronic Respiratory Disease, 11(3) pp. 163–172.

Twiner, Alison; Littleton, Karen; Coffin, Caroline and Whitelock, Denise (2014). Meaning making as an interactional accomplishment: a temporal analysis of intentionality and improvisation in classroom dialogue. International Journal of Educational Research, 63 pp. 94–106.

Twining, Peter and Henry, Fiona (2014). Enhancing ‘ICT teaching’ in English schools: Vital lessons. World Journal of Education, 4(2) pp. 12–36.

Twining, Peter (2014). Redefining education: 1 to 1 computing strategies in English schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 428–437.

van Manen, Saskia M (2014). Hazard and risk perception at Turrialba volcano (Costa Rica); implications for disaster risk management. Applied Geography, 50 pp. 63–73.

van Manen, Saskia M. (2014). Perception of a chronic volcanic hazard: persistent degassing at Masaya volcano. Journal of Applied Volcanology, 3(1), article no. 9.

Vialleton, Elodie (2014). The spoken language in beginners’ French language textbooks: 1573-2014. In: Connecting Cultures?: An International Conference on the History of Teaching and Learning Second/Foreign Languages, 1500-2000, 2-5 Jul 2014, University of Nottingham.

Vialleton, Elodie and Lewis, Tim (2014). Reconsidering the authenticity of speech in French language teaching: theory, data, methodology, and practice. In: Tyne, Henry; Andre, Virginie; Boulton, Alex and Benzitoun, Christophe eds. French through Corpora: Ecological and Data-Driven Perspectives in French Language Studies. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 293–316.

Vicary, Sarah (2014). Using Drawing to Generate Data: Exploring the Role and Experiences of Approved Mental Health Professionals. SAGE Publications, Ltd., London.

Vicary, Sarah (2014). Underpinning themes, theories and research. In: Vicary, Sarah; O'Hare, Philip and Hemmington, Jill eds. Approved Mental Health Practice: Essential Themes for Students and Practitioners. Basingstoke: Palgrave Macmillan, pp. 7–22.

Vicary, Sarah (2014). [Book Review] Social Work Law and Ethics by Jonathan Dickens. Journal of Social Work, 14(2) pp. 219–220.

Vicary, Sarah and O'Hare, Philip (2014). Introduction. In: Vicary, Sarah; O'Hare, Philip and Hemmington, Jill eds. Approved Mental Health Practice: Essential Themes for Students and Practitioners. Basingstoke: Palgrave Macmillan.

Wallace, L. M.; Brown, K. E. and Hilton, S. (2014). Planning for, implementing and assessing the impact of health promotion and behaviour change interventions: a way forward for health psychologists. Health Psychology Review, 8(1) pp. 8–33.

Walsh, Christopher; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2014). The potential of mobile phones to transform teacher professional development. In: 28th Annual Conference Asian Association of Open Universities: Advancing open and distance learning: research and practices, The Open University of Hong Kong, pp. 641–651.

Watts, Jacqueline H. (2014). Role-models in health care: should spiritual care of the dying be the concern of health professionals? In: 4th European Conference on Religion, Spirituality and Health: Integrating Religion/Spirituality into Clinical Practice: Focus on Health Care Professionals, 22-24 May 2014, Malta.

White, Sue; Morris, Kate and Featherstone, Brid (2014). Re-imagining Child Protection: Towards Humane Social Work with Families. Bristol: The Policy Press.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2014). OpenEssayist: real-life testing of an automated feedback system for draft essay writing. In: #design4learning: from blended learning to learning analytics in HE, 26-27 Nov 2014, Milton Keynes, UK.

Williams, Val; Boyle, Geraldine; Jepson, Marcus; Swift, Paul; Williamson, Toby and Heslop, Pauline (2014). Best interests decisions: professional practices in health and social care. Health & Social Care in the Community, 22(1) pp. 78–86.

Wilson, Anthea (2014). Application of Heideggerian phenomenology to mentorship of nursing students. Journal of Advanced Nursing, 70(12) pp. 2910–2919.

Wilson, Anthea (2014). Being a practitioner: an application of Heidegger’s phenomenology. Nurse Researcher, 21(6) pp. 28–33.

Wilson, Anthea M. E. (2014). Mentoring student nurses and the educational use of self: A hermeneutic phenomenological study. Nurse Education Today, 34(3) pp. 313–318.

Wise, Christine; Addae-Kyeremeh, Eric; Anand, Kavita and Wheeler, Spokey (2014). Leadership development at scale to support policy: experiences from the TESS India project- a UKAID project. In: International Conference of British Educational Leadership Management and Administration Society, 7-11 Jul 2014, Stratford-Upon-Avon.

Wolfenden, Freda (2014). Supporting induction to the teaching profession for women in Malawi. In: Proceedings of the 4th biennial International Conference on Distance Education and Teachers’ Training in Africa (DETA), DETA Conference procedings, Unit for Distance Education, University of Pretoria, pp. 171–196.

Wolfenden, Freda and Buckler, Alison (2014). Teacher learning in Sudan: building dialogue around teachers' practices through reflective photography. In: Miles, Susie and Howes, Andy eds. Photography in Educational Research: Critical Reflections from Diverse Contexts. Abingdon: Routledge, pp. 79–95.

Wolfenden, Freda and Murphy, Patricia (2014). Promoting gender inclusion in a distance learning course to increase female recruitment to teaching. In: Seventh Pan-Commonwealth Forum on Open Learning (PCF7), 2-6 Dec 2013, Abuja, Nigeria.

Woodhead, Martin; Dornan, Paul and Murray, Helen (2014). What inequality means for children: evidence from young lives. International Journal of Children's Rights, 22(3) pp. 467–501.

Woodhead, Martin; Feathersone, Imogen; Bolton, Laura and Robertson, Penny (2014). Early Childhood Development: Delivering Inter‐sectoral Policies, Programmes and Services in Low‐resource Settings. Topic guide, November (2014). Oxford: Health & Education Advice & Resource Team (HEART).

Woodward, Clare; Burton, Sonia; Power, Tom; McCormick, Robert and Siddique, Md. Ashraf (2014). Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Second Cohort (2013). English in Action, Dhaka, Bangladesh.

Woodward, Clare; Griffiths, Malcolm and Solly, Michael (2014). English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh. In: Hayes, David ed. Innovations In The Continuing Professional Development Of English Language Teachers. London: British Council, pp. 227–248.

Wrana, Daniel; Ziem, Alexander; Reisigl, Martin; Nonhoff, Martin and Angermuller, Johannes (2014). DiskursNetz: Wörterbuch der interdisziplinären Diskursforschung. Suhrkamp Taschenbücher Wissenschaft. Berlin: Suhrkamp.

2013To Top

Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. (2013). Case Studies of Openness in the Language Classroom. Dublin; Voillans: Research-Publishing.net.

Brooker, Liz and Woodhead, Martin eds. (2013). The Right to Play. Early Childhood in Focus, 9. Milton Keynes: The Open University with the support of Bernard van Leer Foundation.

Clark, Alison ed. (2013). Childhoods in Context (2nd ed). Bristol: Policy Press.

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

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

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

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

Lamy, Marie-Noëlle and Zourou, Katerina eds. (2013). Social Networking for Language Education. New Language Learning and Teaching Environments. Basingstoke: Palgrave MacMillan.

MacKian, Sara and Simons, Joan eds. (2013). Leading, Managing, Caring: Understanding Leadership and Management in Health and Social Care. Abingdon: Routledge in association with The Open University.

McIntosh-Scott, Annette; Mason, Tom; Mason-Whitehead, Elizabeth and Coyle, David eds. (2013). Key Concepts in Nursing and Healthcare Resesarch. SAGE Key Concepts series. London: SAGE Publications Ltd.

Ow