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2025To Top

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).

2024To Top

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.

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.

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 (In press).

Álvarez, Inma; Horáčková, Clare and Vseteckova, Jitka (2024). Early career mobility and health and wellbeing of female doctorate holders: A narrative review of the international literature. Gender, Work & Organization (early access).

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.

Bhandari, Renu (2024). Examining Stereotypes and Parenting Behaviours of South Asian Heritage Parents: Discourse and Case Studies. Hershey, PA, USA: IGI, Global.

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.

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.

Charitonos, Koula; McMullan, Rachel; Littlejohn, Allison and MacQueen, Hilary (2024). Addressing Global Challenges By Contextualising Learning At Scale: Future Professional Learning For The Health Sector. Journal of Interactive Media in Education (In press).

Chinazzi, Anna and Fensham-Smith, Amber (2024). Uncovering home education in Italy: characteristics, motives, and pedagogic practices. Educational Review (Early Access).

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.

Cooke, Carolyn (2024). Reverberations in music education: what does sound ‘do’ in our learning spaces. Music Education Research (Early access).

Cooke, Carolyn (2024). (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). New York and London: Routledge (In Press).

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.

Cross, Simon (2024). Appropriations and subversions of digital badges for educational transformation: The imprint of place, examples from India, and an historical long-view. In: CIES 2024, 10-14 Mar 2024, Miami, USA.

Dawadi, Saraswati; Kukulska-Hulme, Agnes and Seargeant, Philp (2024). English for the EDI generation: Predicting and tracking the role of English and digital/mobile technologies in Higher Education across East and South Asia. In: INTED Conference 2024, 1 Jul - 3 July 2024, Palma, Spain.

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

Edwards, Carol and Hardie, Liz (2024). Fostering a sense of belonging through online qualification events. Distance Education, 45(2) pp. 210–228.

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.

Holliman, R; Ludhra, G; Janet Warren, CJ; Khatwa, A; Araya, Y; Smith, K; Ansine, J and Badger, MPS (2024). Co-Constructing “Third Spaces” for Engagement with and for Minoritized Community Groups and Environmental Scientists. Earth Science, Systems and Society, 4, article no. 10119.

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.

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 (In press).

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 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.

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.

Olney, Tom; Rienties, Bart; Chang, Daphne and Banks, Duncan (2024). The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning. Technology, Knowledge and Learning, 29 pp. 45–63.

Picasso, Federica; Atenas, Javiera; Havemann, Leo and Serbati, Anna (2024). Advancing Critical Data and AI Literacies Through Authentic and Real-World Assessment Design Using a Data Justice Approach. Open Praxis, 16(3) pp. 291–310.

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.

Reed, Mark S.; Merkle, Bethann Garramon; Cook, Elizabeth J.; Hafferty, Caitlin; Hejnowicz, Adam P.; Holliman, Richard; Marder, Ian D.; Pool, Ursula; Raymond, Christopher M.; Wallen, Kenneth E.; Whyte, David; Ballesteros, Marta; Bhanbhro, Sadiq; Borota, Siniša; Brennan, Marnie L.; Carmen, Esther; Conway, Elaine A.; Everett, Rosie; Armstrong-Gibbs, Fiona; Jensen, Eric; Koren, Gerbrand; Lockett, Jenny; Obani, Pedi; O’Connor, Seb; Prange, Laurie; Mason, Jon; Robinson, Simon; Shukla, Priya; Tarrant, Anna; Marchetti, Alessandro and Stroobant, Mascha (2024). Reimagining the language of engagement in a post-stakeholder world. Sustainability Science, 19(4) pp. 1481–1490.

Reynolds, M. (2024). Navigating our ‘zone of interest’ in evaluative practice. Evaluative Practice (Members Journal of UK Evaluation Society), 02 pp. 11–15.

Rhoden, Maureen; Maguire, Claire; Gallagher, Clora; Tahera, Khadija and Mathur, Sahil (2024). Creating inclusive environments for students with dyslexia studying online in higher education. In: Innovating Higher Education Conference 2024, 23-25 Oct 2024, The Open University of Cyprus, Limassol, Cyprus, (In press).

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.

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.

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.

Smolović-Jones, Nela (2024). Becoming a Feminist-Activist Ethnographer: Generating Gender-Equal Democratic Practice. In Figiel, Kasia ed. Sage Research Methods: Diversifying and Decolonizing Research SAGE Publications, Inc..

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.

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.

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.

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.

Aristeidou, Maria; Lorke, Julia and Ismail, Nashwa (2023). Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations. International Journal of Science and Mathematics Education, 21 pp. 2067–2093.

Atenas, Javiera; Havemann, Leo; Rodés, Virginia and Podetti, Manuel (2023). Critical data literacy in praxis: An open education approach for academic development. Edutec. Revista Electrónica de Tecnología Educativa(85) pp. 49–67.

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.

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

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.

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.

Brew, Mavis; Taylor, Stephen; Lam, Rachel; Havemann, Leo and Nerantzi, Chrissi (2023). Towards Developing AI Literacy: Three Student Provocations on AI in Higher Education. Asian Journal of Distance Education, 18(2) pp. 1–11.

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.

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.

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.

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

Cronin, Catherine; Havemann, Leo; Karunanayaka, Shironica P. and McAvinia, Claire (2023). Open Educational Practices. In: Bali, Maha; Bozkurt, Aras; Dickson-Deane, Camille; Kimmons, Royce; Stefaniak, Jill E. and Warr, Melissa eds. EdTechnica: The Open Encyclopedia of Educational Technology. EdTechBooks, pp. 147–153.

Cross, Simon; Tessarolo, Felipe and Brasher, Andrew (2023). First year student perspectives on their early study experiences of tutor support and teaching: Insight from seven cross-faculty focus-groups. The Open University, Milton Keynes, UK.

Dawadi, Saraswati (2023). Impact of a National English as a Foreign Language Test on Parents in Nepal. In: Khan, Rubina; Bashir, Ahmed; Basu, Bijoy Lal and Uddin, Md. Elias eds. Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times. Singapore: Springer, pp. 363–376.

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.

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.

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 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; 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.

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

Havemann, Leo; Corti, Paola; Atenas, Javiera; Nerantzi, Chrissi and Martinez-Arboleda, Antonio (2023). Making the case: opening education through collaboration. Rivista di Digital Politics, 3(2) pp. 305–326.

Havemann, Leo; Katan, Simon; Anstead, Edward; Gillies, Marco; Stroud, Joanna and Sherman, Sarah (2023). Digitally supported assessment. In: Amrane-Cooper, Linda; Baume, David; Brown, Stephen; Hatzipanagos, Stylianos; Powell, Philip; Sherman, Sarah and Tait, Alan eds. Online and Distance Education for a Connected World. London: UCL Press, pp. 195–210.

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.

Kbaier, Dhouha; Kouadri Mostéfaoui, Soraya and Kane, Annemarie (2023). Understanding the Impact of Covid-19 on Ethnic Minority Students: a Case Study of Open University Level 1 Computing Modules. In: International Higher Education Teaching & Learning Association (HETL) Conference 2023. Re-Imagining Education: Collaboration and Compassion, 12-14 Jun 2023, Aberdeen.

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.

Kimber, Elizabeth and Smith, Cathy (2023). Identifying static- and emergent- shape thinking in students’ language about graphs of functions. In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (Drijvers, P.; Csapodi, C.; Palmér, H.; Gosztonyi, K. and Kónya, E. eds.), Alfréd Rényi Institute of Mathematics and ERME pp. 1613–1620.

Kucirkova, Natalia; Rodriguez Leon, Lucy and Chinula, Neema Mwenda (2023). Rethinking Agency in Literacies: Malawian children’s and teachers’ perspectives. International Journal of Early Years Education (Early access).

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.

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.

Nemirovsky, Ricardo; Kathotia, Vinay and Mégrourèche, Charlotte (2023). Aesthetical Entanglements in Mathematics Learning. In: 13th Congress of the European Society for Research in Mathematics Education (Shvarts, Anna ed.), 10-14 Jul 2023, Budapest, Hungary, European Society for Research in Mathematics Education.

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.

Patel, Daksha; Parsley, Sally; Cannell, Pete and Havemann, Leo (2023). Practising open education. In: Amrane-Cooper, Linda; Baume, David; Brown, Stephen; Hatzipanagos, Stylianos; Powell, Philip; Sherman, Sarah and Tait, Alan eds. Online and Distance Education for a Connected World. London: UCL Press, pp. 293–319.

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.

Rets, Irina; Herodotou, Christothea and Gillespie, Anna (2023). Six Practical Recommendations Enabling Ethical Use of Predictive Learning Analytics in Distance Education. Journal of Learning Analytics, 10(1) pp. 149–167.

Rets, Irina; Kukulska-Hulme, Agnes; Bailey, Sara and FitzGerald, Elizabeth (2023). On the journey to impact: developing an impact strategy plan for the PRIME project. In: Social Sciences Impact Conference 2023, 20-21 Mar 2023, University of Oxford.

Rets, Irina; Rienties, Bart and Lewis, Tim (2023). Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange. ReCALL, 35(3) pp. 241–257.

Reynolds, Martin (2023). Professionalising Systems Thinking in Practice: what's not to celebrate? In: 67th Annual Proceedings of the International Society for the Systems Sciences, ISSS 2023, 16-23 Jun 2023, Skukuza.

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.

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.

Smith, Cathy; Kathotia, Vinay; Ward-Penny, Robert; Howson, Oli and Wermelinger, Michel (2023). Mathematical and Data Literacy: Competencies and curriculum implications at the intersection of mathematics, data science, statistics and computing. In Mathematical and Data Literacy: Competencies and curriculum implications at the intersection of mathematics, data science, statistics and computing The Royal Society.

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].

Stutchbury, Kris; Ebubedike, Margaret; Chamberlain, Liz and Amos, Sandra (2023). Professional development in the digital age: supporting improvements in teacher education through MOOCs. Open Learning: The Journal of Open, Distance and e-learning (Early access).

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.

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)

Wallis, Rachel (2023). Design research: A ‘tomorrow’ approach that needs consideration ‘today’? [Blogpost]. BERA Research Bites.

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.

2022To Top

Bonte, M.; Ivinson, G.; Merkley, R.; Bain, P.; Castles, A.; Cheung, P.; Clements, D.; Cook, C.; Cristia, A.; Day-Hess, C.; Dowker, A.; Draper, C.; Flewitt, R.; Germein, S.; Grigorenko, E.; Grotzer, T.; Hackett, A.; Kathotia, V.; Kievit, R.; McBride, C.; O'Brien, K.; Sarama, J.; Sommerville, M.; Strader, S. and Vanden Bosch der Nederlanden, C. (2022). Foundations of academic knowledge. In: Duraiappah, A.K.; Atteveldt, N.M.; Bugden, S. and Borst, G. eds. Reimagining education: The International Science and Evidence based Education Assessment. New Delhi, India: United Nations Educational Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development, pp. 282–355.

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.

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.

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.

Ching-Chiang, Lay-Wah Carolina; Fernández-Cárdenas, Juan Manuel; Lotz, Nicole; González-Nieto, Noé Abraham; Gaved, Mark; Jones, Derek; Díaz de León, Alejandra and Machado, Rafael (2022). From Digital Divide to Digital Discovery: Re-thinking Online Learning and Interactions in Marginalized Communities. In: Abdelnour-Nocera, José; Makori, Elisha Ondieki; Robles-Flores, Jose Antonio and Bitso, Constance eds. Innovation Practices for Digital Transformation in the Global South: IFIP WG 13.8, 9.4, Invited Selection. IFIP Advances in Information and Communication Technology, 645. Springer, Cham, pp. 34–58.

Cole Jones, Nia (2022). One of the Million: Developing Welsh Language Skills Amongst ITE Students. The Open University, Milton Keynes, UK.

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.

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.

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.

Elliot, Joanne and Manecke, Ute (2022). LILAC 2022: A reflection on inclusivity. Journal of Information Literacy, 16(1) pp. 141–143.

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.

Fletcher, Roland (2022). The formation of professional identify through the trailblazer solicitor apprenticeship in England. In: International Legal Ethics Conference Lawyers in a World Crisis, 13-15 Aug 2022, Los Angeles, CA.

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.

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.

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.

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.

Holliman, Richard; Marino, Alessandra; Grand, Ann; Berardi, Andrea; Mistry, Jay; Jafferally, Deirdre; Thomas, Raquel; Roberts, Grace; Marcus, Carol-Ann; Roopsind, Indranee and Roberts, Anthony (2022). A case study from Guyana of adapting engaged research design to promote ‘fairness in knowing’. Research for All, 6(1) pp. 1–17.

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, 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.

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.

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.

Kimber, Elizabeth and Smith, Cathy (2022). Teachers’ talk and gestures in online teaching videos about graphs. In: Twelfth Congress of the European Society for Research in Mathematics Education, Feb 2022, Bozen-Bolzano, Italy (Online).

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

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.

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.

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.

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.

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.

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.

Shrestha, Sagun; Gnawali, Laxman and Laudari, Suman (2022). Issues of Participant Retention in an Online Course for English as a Foreign Language Teachers. International Journal of Research in English Education, 7(1) pp. 86–98.

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..

Srisontisuk, Pinsuda (2022). Cooperation and Young Children’s Use of Mobile Touch Screen Technology. PhD thesis The Open University.

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.

Wolfenden, Freda (2022). Innovation in teacher policy and practice in education recovery. International Task Force on Teachers for Education 2030, Paris.

Wolfenden, Freda and Boateng, Pearl (2022). TPD@Scale Compendium. Foundation for Information Technology Education and Development, Manila, Philippines.

2021To Top

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.

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

Aristeidou, Maria (2021). Transition and support experiences of first-year STEM students in distance learning universities. In: Horizons in STEM Higher Education Conference Proceedings, The Open University pp. 72–73.

Aristeidou, Maria; Ferguson, Rebecca; Perryman, Leigh-Anne and Tegama, Natalie (2021). The Roles and Value of Citizen Science: Perceptions of Professional Educators Enrolled on a Postgraduate Course. Citizen Science: Theory and Practice, 6(1), article no. 24.

Aristeidou, Maria and Ismail, Nashwa (2021). Experiences of teachers who have engaged their classrooms in citizen science activities. In: Citizen Science Association Conference, May 2021, Virtual.

Aristeidou, Maria; Sharples, Mike and Scanlon, Eileen (2021). Technologies for citizen inquiry: participatory research in online communities. In: Burns, Danny; Howard, Joanna and Ospina, Sonia M. eds. The SAGE Handbook of Participatory Research and Inquiry. London: SAGE Publications, pp. 496–512.

Barnes, Jonathan and Carden, Catherine (2021). Our Forgotten Children. Canterbury Christ Church University, Canterbury, UK.

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.

Carden, Catherine (2021). Are we too quick to kick wellbeing ideas into the 'long grass'. Bowden Education.

Carden, Catherine (2021). Children and teachers must be given the opportunity to tell their stories…. Shawmind, Sheffield, UK.

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.

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.

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.

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.

Fensham-Smith, Amber and Brabant, Christine (2021). ICHER Home Education Research Conference 2021: Conference Proceedings. International Center for Home Education Research.

Glover, Alison (2021). Editorial: Embedding sustainability education in practice. British Educational Research Association.

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.

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.

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.

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.

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 and McFarlane, Ruth (2021). Designing for wellbeing: An inclusive learning design approach with student mental health vignettes. Open Praxis, 13(2) pp. 184–200.

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.

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.

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.

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.

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.

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.

Shrestha, Sagun and Gnawali, Laxman (2021). Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review. IAFOR Journal of Education, 9(2) pp. 163–181.

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.

2020To Top

Addae-Kyeremeh, Eric (2020). Educational leadership at local and community level: Supporting ‘Quality Education’ even in times of adversity. The Open University.

Alevizou, Giota (2020). Civic media and technologies of belonging: Where digital citizenship and ‘the right to the city’ converge. International Journal of Media & Cultural Politics, 16(3) pp. 269–290.

Aristeidou, Maria and Herodotou, Christothea (2020). Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy. Citizen Science: Theory and Practice, 5(1) pp. 1–12.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2020). Learning outcomes in online citizen science communities designed for inquiry. International Journal of Science Education, Part B: Communication and Public Engagement, 10(4) pp. 277–294.

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.

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.

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.

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

Fensham-Smith, Amber (2020). Should we really call this home schooling? Reflections from the research field. BERA.

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).

Fletcher, Roland (2020). Working on Module in Production: Employability and Careers. In: Working on Modules in Production: Employability and Careers, 25 Nov 2020, The Open University: School of Law, The Open University, pp. 1–19.

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.

Glover, Hayley; Collins, Hilary and Myers, Fran (2020). Living in an (im)material world?: higher education enclosure and digital dispossession. In: EDUlearn20, 6-7 Jul 2020, online.

Herodotou, Christothea; Muirhead, Dave K.; Aristeidou, Maria; Hole, Malcolm J.; Kelley, Simon; Scanlon, Eileen and Duffy, Marcus (2020). Blended and online learning: A comparative study of virtual microscopy in Higher Education. Interactive Learning Environments, 28(6) pp. 713–728.

Ismail, Nashwa; Harris, Alma; Jones, Michelle; Evans, Ceryn and Knight, Cathryn (2020). An International Review of Incentives into Teacher Education: Implications for Policy and Practice. In: 33rd International Congress for School Effectiveness and Improvement, 6-10 Jan 2020, Marrakesh, Morocco.

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.

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

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.

Kucirkova, Natalia (2020). Next Time We Zoom, Show Me Your Hands. Psychology Today.

Kucirkova, Natalia (2020). And a Selfie Must Follow, as the Night the Day. Psychology Today.

Kucirkova, Natalia and Hoel, Trude (2020). The silver lining in corona times: video-call shared reading with children. London School of Economics (LSE).

Lister, Kate; Coughlan, Tim; Iniesto, Francisco; Freear, Nick and Devine, Peter (2020). Accessible Conversational User Interfaces: Considerations for design. In: W4A '20: Proceedings of the 17th International Web for All Conference, article no. 5.

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.

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.

O'Toole, Sarah; Monks, Claire.P; Tsermentseli, Stella and Rix, Katie (2020). The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour. Early Child Development and Care, 190(6) pp. 806–821.

Reynolds, M. and Holwell, S. (2020) 'Chapter 1: Introducing systems approaches'. Systems approaches to making change: a practical guide 2nd Edn. pp. 1-24. London: Open University and Springer

Reynolds, Martin and Holwell, Sue (2020). Chapter 7 Epilogue: Systems Approaches and Systems Practice. In: Reynolds, Martin and Holwell, Sue eds. Systems Approaches to Making Change: A Practical Guide. 2nd Edn. London: Open University and Springer, pp. 307–321.

Reynolds, Martin; Ison, Raymond; Shah, Rupesh and Wilding, Helen (2020). Beyond employability: a more radical role for Higher Education in developing workplace capabilities. In: Employability Conference 2020 Expanding the narrative for a rapidly changing world, 11 Mar 2020, Walton Hall, Milton Keynes.

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.

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.

Smith, Cathy (2020). Senses of time and maturity structuring participation in advanced mathematics. In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom (Ingram, Jenni; Erath, Kirstin; Rønning, Frode and Schüler-Meyer, Alexander eds.) pp. 171–178.

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.

2019To Top

Body, A; Lau, E and Josephidou, Joanne (2019). Our Charitable Children. University of Kent; Canterbury Christ Church University, UK.

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.

Caird, S. and Roy, R. (2019). Sustainable Higher Education Systems. In: Leal Filho, W. ed. Encyclopaedia of Sustainability and Higher Education. Springer, Cham.

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. 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 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.

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). Teachers’ knowledge of children’s literature: the cornerstone of reading for pleasure. Scottish Book Trust.

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). Reading communities: why, what and how? In Primary Matters NATE, Sheffield.

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 Twiner, Alison (2019). Less is More – focusing on feedback. Teachers as Writers.

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.

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.

Fletcher, Roland (2019). The evolution of the apprenticeship model in the UK through work-integrated higher education and employer-led standards. In: ALT 2019 Legal Education for Many, 8-9 Apr 2019, De Montford University, Leicester.

Fletcher, Roland (2019). Experiential learning and experience of learning through vocational education: the trailblazer apprenticeship. In: The Society of Legal Scholars, 110th Annual Conference, 3-6 Sep 2019, University of Central Lancashire.

Fletcher, Roland (2019). Experiential learning and experience of learning through vocational education: the trailblazer apprenticeship. In: 110th Annual Conference of The Society of Legal Scholars, 3-6 Sep 2019, University of Central Lancashire, Preston.

Fransman, Jude (2019). Engaging with research for real impact: The state of research in the INGO sector and ways forward for better practice. Bond, London.

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.

Ismail, Nashwa and Kinchin, Gary (2019). Can Online Collaborative Works Offer a Solution to the Over Crowded Classes in Egyptian Universities? International Journal of Management and Applied Research, 6(2) pp. 48–67.

Law, Patrina (2019). How Directing Formal Students to Institutionally-Delivered OER Supports their Success. Journal of Learning for Development, 6(3) pp. 262–272.

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.

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.

Power, Tom; Griffiths, Malcolm and Seal, Timothy (2019). Educational Technology Landscape Review, Myanmar. DFID Myanmar-UK Partnership for Education.

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.

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.

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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.

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.

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analysis. In: European Association for Research on Learning and Instruction, 12-16 Aug 2019, Aachen, Germany.

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.

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.

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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.

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.

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

Caird, S. and Roy, R. (2018). Blended Learning and Sustainable Development. In: Leal Filho, W. ed. Encyclopaedia of Sustainability and Higher Education. Springer, Cham.

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.

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.

Cremin, Teresa (2018). Building reading communities and ‘books in common’. NAAE.

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; 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, 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). Do children have agency as authors? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2018). How to become a reading role model. In Teach Reading and Writing Maze media www.teachwire.net.

Cremin, Teresa (2018). Reading communities and books in common. NAAE.

Cremin, Teresa; Myhill, Debra; Eyres, Ian; Nash, Tricia; Wilson, Anthony and Oliver, Lucy (2018). Teachers as Writers research report. Arvon.

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.

Fletcher, Roland (2018). The hidden dimensions within the trailblazer solicitor apprenticeship. In: International Legal Ethics Conference 8 - Legal Ethics in the Asian Century, 6-8 Dec 2018, Melbourne, Australia.

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.

Golding, Jennie; Smith, Cathy and Blayock, Mick (2018). Learning to teach contextualized problem-solving in a non-calculus mathematics pathway. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 69–83.

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.

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.

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.

Reynolds, Martin (2018). Making policy and making policy work with developmental evaluation. In: Centre for the evaluation of complexity across the nexus (CECAN) webinar series, 24 Jul 2018, Centre for the evaluation of complexity across the nexus (CECAN).

Rogaten, Jekaterina and Rienties, Bart Carlo (2018). Which first-year students are making most learning gains in STEM subjects? Higher Education Pedagogies, 3(1) pp. 161–172.

Smith, Cathy and Bretscher, Nicola (2018). Designing teacher education for pre-university mathematics: articulating and operationalising pedagogic messages. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 84–97.

Smith, Cathy and Golding, Jennie (2018). Teaching A-level in Early Career: Induction, Support and Professional Learning. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 55–68.

Smith, Cathy and Golding, Jennie (2018). Schools’ Strategies for Promoting Girls’ Participation in Mathematics. In: Proceedings Of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Bergqvist, E.; Österholm, M.; Granberg, C. and Sumpter, L. eds.), Umeå, Sweden, 4 pp. 211–218.

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.

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.

Webb, Charlotte (2018). Educating awareness: what can I offer? In: Coles, Alf; Ingram, Jenni and Brown, Danny eds. On teaching and learning mathematics with awareness. ATM (Association of Teachers of Mathematics), pp. 85–89.

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

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.

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.

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.

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.

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.

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. EdD thesis The Open University.

Edwards, Chris (2017). Understanding student experience in the age of personalised study. In: ALT Online Winter Conference 2017, 12-13 Dec 2017.

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.

Fletcher, Roland (2017). The Apprenticeship Model - Experiential learning or experience of learning. In: Association of Law Teachers Conference - Foundations and Futures, 10-11 Apr 2017, University of Portsmouth.

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.

Harris, Alma; Jones, Michelle; Adams, Donnie; Sumintono, Bambang and Ismail, Nashwa (2017). Leading Turnaround and Improvement in Low Performing Schools in Malaysia and Indonesia. THF Working paper, Working Papers Series No.2/2017, The Head Foundation.

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.

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.

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; 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.

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.

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.

Maher, Damian and Twining, Peter (2017). Bring your own device – a snapshot of two Australian primary schools. Educational Research, 59(1) pp. 73–88.

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.

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-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.

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.

Rix, Katie; Lea, Jo and Edwards, Amy (2017). Reading in foster families. Book Trust and National Children's Bureau.

Rogaten, Jekaterina; Mittelmier, Jenna; Van Zyl, Dion; Cin, Melis; Long, Dianne and Rienties, Bart (2017). Learning gains of international students in South African distance education. In: SRHE Conference, 6-8 Dec 2017, Newport, Wales, UK.

Ryder, Rebekah; Edwards, Amy and Rix, Katie (2017). Children missing education: Families’ experiences. The National Children's Bureau.

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.

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.

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.

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.

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.

2016To Top

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.

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.

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

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

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.

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.

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). A review of Link Ethiopia's sponsorship programme: learning from small stories. Link Ethiopia.

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.

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.

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.

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.

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.

Fletcher, Roland (2016). The Trailblazer Apprenticeship – Is this the magic bullet that will cure the skills deficit? In: International Legal Ethics Conference VII, Fordham University, New York, 14-16 Jul 2016, New York.

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.

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.

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.

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.

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.

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.

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.

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

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.

Monks, Claire.P; Mahdavi, Jess and Rix, Katie (2016). La aparición del cyberbullying en la infancia: la perspectiva de padres y profesores (The emergence of cyberbullying in childhood: Parent and teacher perspectives). Psicología Educativa, 22(1) pp. 39–48.

Oakley, Ben and Shibli, Simon (2016). What do the Olympic medal tables say about your nation’s sporting priorities? The Conversation, London.

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.

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.

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.

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.

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.

Twining, Peter; Rix, Jonathan and Sheehy, Kieron (2016). Developing Point of Learning : an innovative approach to enhancing professional learning. Imagine Education, London.

2015To Top

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

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

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.

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.

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. EdD thesis The Open University.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Solly, Michael; Rahman, Shajedur and Eyres, Ian (2015). English language and social and economic opportunity: Case studies of underprivileged school-leavers. Cambridge Education, Cambridge.

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.

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.

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.

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.

Wolfenden, Freda (2015). TESS-India OER: Collaborative practices to improve teacher education. Indian Journal of Teacher Education, 01(03) pp. 33–48.

2014To Top

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.

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

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.

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.

Amos, Sandra J. (2014). Teacher educators in higher education: a study of their practice and contribution during school placement visits. EdD thesis The Open University.

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.

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; 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.

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.

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.

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.

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.

Erling, Elizabeth (2014). Role of English in skills development in South Asia. British Council India.

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; 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.

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 Deans In UK Universities - end of project report. Small Development Projects; The Leadership Foundation for Higher Education, London. (Submitted)

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.

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.

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.

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.

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.

Kucirkova, Natalia; Willans, Deb and Cremin, Teresa (2014). Spot the Dog; with iPads: spot the difference! English 4-11, 51 pp. 11–14.

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.

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.

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.

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.

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.

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; 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)

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.

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.

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.

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.

Stutchbury, Kris (2014). In pursuit of quality: the challenges and opportunities for teacher education. In: AFTRA, 2014, Jul 2014, Accra, Ghana.

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.

Twining, Peter and Henry, Fiona (2014). Enhancing ‘ICT teaching’ in English schools: Vital lessons. World Journal of Education, 4(2) pp. 12–36.

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.

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.

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.

2013To Top

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.

Owen-Jackson, Gwyneth ed. (2013). Debates in Design and Technology Education. Debates in Subject Teaching. Abingdon: Routledge.

Bowl, Marion and Hughes, Jonathan (2013). Discourses of fair access in English higher education. Widening Participation and Lifelong Learning, 15(4) pp. 7–25.

Carden, Catherine (2013). We train dogs - we must educate teachers. In ConsiderEd Canterbury Christ Church University.

Carden, Catherine and Young, Vanessa (2013). No-one can whistle a symphony: some thoughts on the future of mentoring and teacher professionalism, within the current policy context in England. In: Spire Seminar: Enhancing Teacher Professionalism in Teaching, 17-18 Jun 2013, Bergen, Norway.

Clark, Alison and Kehily, Mary Jane (2013). Home and family. In: Clark, Alison ed. Childhoods in Context (2nd ed). Bristol: Policy Press, pp. 53–108.

Conradie, Liesl and Golding, Tyrrell (2013). The Short Guide to working with Children and Young People. Short Guide Series. Bristol: Policy Press.

Cremin, Teresa (2013). Exploring Teachers’ Positions and Practices. In: Dymoke, Sue; Lambirth, Andrew and Wilson, Anthony eds. Making Poetry Matter: International Research on Poetry Pedagogy. London: Bloomsbury, pp. 9–19.

Cremin, Teresa (2013). Teachers researching literacy lives. In: Goodwyn, Andrew; Reid, Louann and Durrant, Cal eds. International Perspectives on Teaching English in a Globalised World. London: Routledge, pp. 40–52.

Cremin, Teresa; Chappell, Kerry and Craft, Anna (2013). Reciprocity between narrative, questioning and imagination in the early and primary years: examining the role of narrative in possibility thinking. Thinking Skills and Creativity, 9 pp. 135–151.

Cremin, Teresa and Macdonald, Roger (2013). Developing creativity through drama. In: Jones, Russell and Wyse, Dominic eds. Creativity in the Primary Curriculum. Routledge, pp. 83–97.

Cremin, Teresa and Maybin, Janet (2013). Children and teachers' creativity in and through language. In: Hall, Kathy; Cremin, Teresa; Comber, Barbara and Moll, Luis eds. The Wiley Blackwell International Handbook of Research on Children's Literacy, Learning and Culture. Oxford: Wiley Blackwell, pp. 275–290.

Cremin, Teresa and McDonald, Roger (2013). Drama. In: Jones, Russell and Wyse, Dominic eds. Creativity in the Primary Curriculum Second Edition. London: Routledge, pp. 83–97.

Cremin, Teresa; Swann, Joan; Flewitt, Rosie; Faulkner, Dorothy and Kucirkova, Natalia (2013). Evaluation Report of MakeBelieve Arts Helicopter Technique of Storytelling and Storyacting. MakeBelieveArts/The Open University.

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

Curran, Sheila and Golding, Tyrrell (2013). Crossing the boundaries? Working informally in formal settings. In: Curran, Sheila; Harrison, Roger and Mackinnon, Donald eds. Working with Young People (2nd ed). London: Sage, pp. 125–136.

Drury, Rose (2013). How silent is the ‘Silent Period’ for young bilinguals in early years settings in England? European Early Childhood Education Research Journal, 21(3) pp. 380–391.

Erling, Elizabeth J. (2013). Book review: English as a Lingua Franca in Higher Education: A Longitudinal Study of Classroom Discourse. World Englishes, 32(2) pp. 289–292.

Erling, Elizabeth J.; Hamid, M. Obaidul and Seargeant, Philip (2013). Grassroots attitudes to English as a language for international development in Bangladesh. In: Erling, Elizabeth J. and Seargeant, Philip eds. English and Development: Policy, Pedagogy and Globalization. Critical Language and Literacy Studies. Bristol: Multilingual Matters, pp. 88–110.

Ferguson, Rebecca; Gillen, Julia; Peachey, Anna and Twining, Peter (2013). The strength of cohesive ties: discursive construction of an online learning community. In: Childs, Mark and Peachey, Anna eds. Understanding Learning in Virtual Worlds. Human-Computer Interaction Series. London: Springer, pp. 83–100.

Floyd, Alan (2013). Narratives of academics who become department heads. In: Gornall, Lynne; Cook, Caryn; Daunton, Lyn; Salisbury, Jane and Thomas, Brychan eds. Academic Working Lives: Experience, Practice and Change. London: Bloomsbury, pp. 86–93.

Floyd, Alan and Fung, Dilly (2013). Focusing The Kaleidoscope: Investigating The Newly Formed Role Of "Academic Lead" At A Research-Led University. The Leadership Foundation for Higher Education, London.

Floyd, Alan and Fung, Dilly (2013). On leading and being led: exploring distributed leadership in a UK university. In: British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 12-14 Jul, Edinburgh.

Floyd, Alan and Preston, Diane (2013). Exploring the role of Associate Dean in UK Universities - Initial Findings. In: Society for Research into Higher Education Annual Conference, 11-13 Dec 2013, Celtic Manor Resort, Wales.

Gallastegi, Lore; Givah, Hendrina Mildred and Pritchard, Sally (2013). Experienced teachers supporting women to access teacher education in Malawi. In: ICET 56th World Assembly: The Changing Global Perspective on the Role of Teacher and Teacher Education, 10-12 Jul 2012, Cape Coast. Ghana.

Georgeson, Jan; Payler, Jane and Campbell-Barr, Verity (2013). The importance of international perspectives. In: Georgeson, Jan and Payler, Jane eds. International Perspectives on Early Childhood Education and Care. Maidenhead UK: Open University Press, pp. 3–8.

Goodliff, Gill (2013). Spirituality expressed in creative learning: young children's imagining play as space for mediating their spirituality. Early Child Development and Care, 183(8) pp. 1054–1071.

Hughes, Jonathan (2013). Cameos, supporting roles and stars: citation and reflection in the context of initial teacher education. Educational Research, 55(1) pp. 16–30.

Hughes, Jonathan and Bowl, Marion (2013). Discourses of ‘Fair Access’ in English higher education: what do institutional statements tell us about university stratification and market positioning? In: British Sociological Association Annual Conference: Engaging Sociology, 3-5 Apr 2013, London, UK.

Hutchinson, Steven (2013). Establishing relationships between students, mentors and specialist tutors in practice settings. In: Higgs, Joy; Sheehan, Dale; Baldry Currens, Julie; Letts, Will and Jensen, Gail M. eds. Realising Exemplary Practice-Based Education. Practice, Education Work and Society (7). Rotterdam: Sense, pp. 203–210.

Johnson, Richard; Ockelford, Jeremy and Power, Tom (2013). Learning from BSF: Lessons from the Basic Services Fund, South Sudan, 2006 to 2012. Department for International Development.

Johnston-Wilder, S.; Lee, C.; Garton, L.; Goodlad, S. and Brindley, J. (2013). Developing coaches for mathematical resilience. In: 2013 ICERI 2013 : 6th International Conference on Education, Research and Innovation, 18-20 Nov 2013, Seville, Spain.

Kooken, Janice; Welsh, Megan E.; Mccoach, D. Betsy; Johnson-Wilder, Sue and Lee, Clare (2013). Measuring mathematical resilience: an application of the construct of resilience to the study of mathematics. In: American Educational Research Association (AERA) 2013 Annual Meeting: Education and Poverty: Theory, Research, Policy and Praxis, 27 Apr - 1 May 2013, San Francisco, CA, USA.

Lee, Clare and Johnston-Wilder, Sue (2013). Learning mathematics - letting the pupils have their say. Educational Studies in Mathematics, 83(2) pp. 163–180.

Lindsay, Hilary (2013). Patterns of Learning in the Accountancy Profession: the Roles of Continuing Professional Development and Lifelong Learning. EdD thesis The Open University.

Murphy, Patricia and Wolfenden, Freda (2013). Developing a pedagogy of mutuality in a capability approach - teachers' experiences of using the open educational resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme. International Journal of Educational Development, 33(3) pp. 263–271.

Nayak, Anoop and Kehily, Mary Jane (2013). Gender Youth and Culture: Young Masculinities and Femininities (2nd ed). Basingstoke: Palgrave.

Owen-Jackson, Gwyneth and Fasciato, Melanie (2013). Sustaining teacher education: does where you learn to teach make a difference to the teacher you become? In: PATT27 Technology Education for the Future: A Play on Sustainability, University of Waikato, pp. 378–386.

Owen-Jackson, Gwyneth and Rutland, Marion (2013). Food technology in D&T: what do teachers’ and pupils’ in England really think? In: PATT27 Technology Education for the Future: A Play on Sustainability, University of Canterbury, The University of Waikato, pp. 415–422.

Parry, John; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy (2013). The journey travelled: a view of two settings a decade apart. British Journal of Educational Studies, 61(4) pp. 385–399.

Payler, Jane and Georgeson, Jan (2013). Multiagency working in the early years: confidence, competence and context. Early Years: An International Research Journal, 33(4) pp. 380–397.

Payler, Jane; Georgeson, Jan and Wickett, Karen (2013). Early childhood education and care in the UK: piecemeal development through philanthropy, propagation, pluralism and pragmatism. In: Georgeson, Jan and Payler, Jane eds. International Perspectives on Early Childhood Education and Care. Maidenhead UK: Open University Press, pp. 257–274.

Payler, Jane K. and Locke, Rachel (2013). Disrupting communities of practice? How ‘reluctant’ practitioners view early years workforce reform in England. European Early Childhood Education Research Journal, 21(1) pp. 125–137.

Payler, Jane Katherine and Georgeson, Janet (2013). Personal action potency: early years practitioners participating in interprofessional practice in early years settings. International Journal of Early Years Education, 21(1) pp. 39–55.

Power, Tom (2013). How to maintain the integrity and effectiveness of m-Education Innovation through sustainable delivery, during and after funded support? In: 3rd Annual mEducation Alliance International Symposium: Commit Fair for Project Scaling, 15-16 Oct 2013, Washington, DC, USA.

Power, Tom (2013). The 'new' new technology: exploiting the potential of mobile communications and open educational resources. In: Moon, Bob ed. Teacher Education and the Challenge of Development:a global analysis. Education, Poverty and International Development. Abingdon: Routledge, pp. 212–226.

Power, Tom; Long, Lesley Anne and Eyres, Ian (2013). From education to health: lessons from cross-disciplinary teaching, research and development activity, in South Asia and Sub-Saharan Africa. In: 12th UKFIET International Conference on Education and Development: Education and Development Post 2015: Reflecting, Reviewing, Re-visioning, 10-12 Sep 2013, Oxford, UK.

Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2013). Exploring provision for children identified with special educational needs: an international review of policy and practice. European Journal of Special Needs Education, 28(4) pp. 375–391.

Safford, Kimberly; Cooper, Deborah; Wolfenden, Freda and Chitsulo, Joyce (2013). ‘Give courage to the ladies’: expansive apprenticeship for women in rural Malawi. Journal of Vocational Education & Training, 65(2) pp. 193–207.

Safford, Kimberly and Drury, Rose (2013). The ‘problem’ of bilingual children in educational settings: policy and research in England. Language and Education, 27(1) pp. 70–81.

Seargeant, Philip and Erling, Elizabeth J. (2013). Introduction: English and development. In: Erling, Elizabeth J. and Seargeant, Philip eds. English and Development: Policy, Pedagogy and Globalization. Critical Language and Literacy Studies. Bristol: Multilingual Matters, pp. 1–20.

Shaheen, Robina; Walsh, Christopher; Power, Tom and Burton, Sonia (2013). Assessing the impact of large-scale teacher professional development (TPD) in Bangladesh: English in Action (EIA). In: American Educational Research Association, 27 Apr - 01 May 2013, San Francisco, California.

Sheehy, Kieron; Rix, Jonathan; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2013). Conceptualising inclusive pedagogies: evidence from international research and the challenge of autistic spectrum disorder. Erdelyi Pszichologiai Szemle (Transylvanian Journal of Psychology), XIV(1)

Spruce, Gary (2013). "The national music plan" and the taming of English music education. Arts Education Policy Review, 114(3) pp. 112–118.

Spruce, Gary (2013). Participation, inclusion, diversity and the policy of English music education. In: Harrison, Chris and Mullen, Phil eds. Reaching Out: music education with hard to reach children and young people. London: UK Association for Music Education, pp. 23–31.

Stutchbury, Kris (2013). Ethics in educational research. In: Wilson, Elaine ed. School-Based Research: A Guide For Education Students (2nd ed). London: SAGE Publications Ltd, pp. 90–102.

Stutchbury, Kris; Acquah, Sakina; Ngman-Wara, Ernest; Goodwell, Kaulu; Shayo, Simon; Busulwa, Henry and Wambugu, Patricia (2013). Implementing TESSA teaching lower secondary science: learning from the experience and the implications for partnership working. In: Distance Education for Teachers in Africa, 30 Jul - 1 Aug 2013, Nairobi, Kenya.

Stutchbury, Kris and Cullen, Jane (2013). We’re improving the quality of teaching”: conceptualising ‘quality’ and ‘change’ using lessons from a current TESSA project. In: UKFIET International Conference on Education and Development – Education & Development Post 2015: Reflecting, Reviewing, Re-visioning., 10-12 Sep 2013, Oxford.

Twining, P.; Raffaghelli, J.; Albion, P. and Knezek, D. (2013). Moving education into the digital age: the contribution of teachers’ professional development. Journal of Computer Assisted Learning, 29(5) pp. 426–437.

Twining, Peter and Henry, Fiona (2013). 加强英国学校的“信息通信技术教学”：Vital项目启示 [Enhancing ‘ICT teaching’ in English schools: Vital lessons]. Distance Education in China, 12(23) pp. 20–33.

Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarka, Bikash Chandra and Griffiths, Malcolm (2013). The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development (CDP) program in Bangladesh. Professional Development in Education, 39(2) pp. 186–200.

Wolfenden, Freda and Buckler, Alison (2013). Capturing changes in Sudanese teachers' teaching using reflective photography. Teaching and Teacher Education, 34 pp. 189–197.

2012To Top

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

Miller, Linda; Cable, Carrie and Drury, Rose eds. (2012). Extending Professional Practice in the Early Years. Sage.

Philpott, Chris and Spruce, Gary eds. (2012). Debates in Music Teaching. Debates in Subject Teaching. Abingdon: Routledge.

Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. (2012). Transforming Practice: Critical Issues in Equity, Diversity and Education. Stoke-on-Trent: Trentham Books.

Addae-Kyeremeh, Eric (2012). Messengers or agents? The capacity of headteachers to influence educational policy change in Ghana. In: Annual International Conference of British Educational Leadership Management and Administration Society, 20-22 Jul 2012, Manchester.

Addae-Kyeremeh, Eric (2012). Learning-centred leadership: practices and effects. In: International Council on Education for Teaching conference, 10-12 Jul 2012, Cape Coast. Ghana..

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

Bradshaw, Pete; Twining, Peter and Walsh, Christopher (2012). The vital program: transforming ICT professional development. American Journal of Distance Education, 26(2) pp. 74–85.

Buckler, Alison Sarah (2012). Understanding the Professional Lives of Female Teachers in Rural Sub-Saharan African Schools: A Capability Perspective. PhD thesis The Open University.

Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernadette; Martin, Cynthia and Hiens, Barbara (2012). Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13, 40(4) pp. 363–378.

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

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Drury, Rose (2012). Building communities: teachers researching literacy lives. Improving Schools, 15(2) pp. 101–115.

Cremin, Teresa and Swann, Joan (2012). Report to Carnegie UK Trust and CILIP on a two-stage study of the Carnegie and Kate Greenaway Shadowing Scheme. CILIP.

Curran, Sheila and Golding, Tyrrell (2012). Moving from the periphery to the centre: promoting conversation and developing communities of practice in online environments’. In: Renewing the tradition: sustaining and sustainable communities through informal education, 9-11 Jul 2012, Brathay Hall, Cumbria.

Curran, Sheila and Golding, Tyrrell (2012). Real lives, imagined futures: stories of participation and progression through the Open University professional qualification in Youth Work. In: International Conference on Youth Work and Youth Studies, 28-30 Aug 2012, Glasgow, UK.

Donohue, James P. and Erling, Elizabeth J. (2012). Investigating the relationship between the use of English for academic purposes and academic attainment. Journal of English for Academic Purposes, 11(3) pp. 210–219.

Erling, Elizabeth; Burton, Sonia and McCormick, Robert (2012). The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action (Study 2a2). English in Action (EIA), Dhaka, Bangladesh.

Erling, Elizabeth; Seargeant, Philip; Solly, Michael; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2012). Attitudes to English as a language for international development in rural Bangladesh. British Council, London.

Floyd, Alan (2012). 'Turning points': the personal and professional circumstances that lead academics to become middle managers. Educational Management Administration and Leadership, 40(2) pp. 272–284.

Floyd, Alan (2012). Supporting middle leaders in higher education: Do we care? In: New Zealand Educational Administration and Leadership Society Conference, 20-22 Apr 2012.

Floyd, Alan (2012). Narrative and life history. In: Briggs, Ann; Coleman, Marianne and Morrison, Marlene eds. Research Methods in Educational Leadership and Management (3rd ed). London: Sage, pp. 223–235.

Floyd, Alan and Arthur, Linet (2012). Researching from within: external and internal ethical engagement. International Journal of Research & Method in Education, 35(2) pp. 171–180.

Floyd, Alan and Fuller, Carol (2012). Teachers as professionals: identity, autonomy and job satisfaction in an era of unprecedented structural reform. In: BERA Annual Conference, Sep 2012, Manchester.

Floyd, Alan and Fuller, Carol (2012). Leadership development in a Small Island Developing State: the Jamaican context. In: BELMAS Annual Conference, 11-13 Jul 2012, Manchester.

Floyd, Alan and Fung, Dilly (2012). Focusing the kaleidoscope: Investigating the newly formed role of “Academic Lead” at a research-led University. In: Society for Research into Higher Education Annual Conference, 10-12 Dec, Celtic Manor Resort, Wales.

Floyd, Alan and Morrison, Marlene (2012). Inter-professional identities and cultures in Education, Health and Social Care: implications for higher education research and practice. In: Society for Research into Higher Education Annual Conference, 11-13 Dec, Celtic Manor Resort, Wales.

Gillen, Julia; Ferguson, Rebecca; Clough, Gill; Peachey, Anna and Twining, Peter (2012). Seeking planning permission to build a Gothic cathedral in a virtual world: exploring the schommunity. In: Merchant, Guy; Gillen, Julia; Marsh, Jackie and Davies, Julia eds. Virtual Literacies: Interactive Spaces for Children and Young People. Routledge Research in Education. Abingdon: Routledge, pp. 190–207.

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

Gillen, Julia; Ferguson, Rebecca; Peachey, Anna and Twining, Peter (2012). Seeking planning permission to build a Gothic cathedral on a virtual island. In: Merchant, Guy; Gillen, Julia; Marsh, Jackie and Davies, Julia eds. Virtual Literacies: Interactive Spaces for Children and Young People. Routledge Research in Education (84). New York, Abingdon: Routledge, pp. 190–207.

Golding, Tyrrell; Harrison, Roger and Harrison, Stephen (2012). Real lives, imagined futures: stories of participation and progression through the Open University professional qualification in youth work. In: Developing Internships and Work Based Learning Opportunities for Mature Students: Creating Opportunities and Raising Aspirations, 31 Oct 2012, Milton Keynes, UK.

Hughes, Jonathan (2012). Older people & technological innovations - lifelong learning and applications for health and wellbeing. In: New Dynamics of Learning & Ageing: Rsearch, Policy & Practice Conference, 21-22 Mar 2012, Maynooth, Ireland.

Jenkins, Alyson; Carroll, Fiona; Woodward, Clare; Kop, Rita and Jenkins, Emrys (2012). Exploring how social media can enhance the teaching of action research. Action Research, 10(2) pp. 170–188.

Lamont, Alexandra; Daubney, Alison and Spruce, Gary (2012). Singing in primary schools: case studies of good practice in whole class vocal tuition. British Journal of Music Education, 29(2) pp. 251–268.

Lee, Clare (2012). Practical assessment for learning. In: Lee, Clare; Johnston-Wilder, Sue and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School. Routledge Teaching Guides. Abingdon: Routledge, pp. 13–20.

Lee, Clare (2012). Action research: systematic reflective action to improve practice. In: Lee, Clare; Johnston-Wilder, Sue and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School. Routledge Teaching Guides. Abingdon: Routledge, pp. 113–122.

Lupton, Ruth and Hempel-Jorgensen, Amelia (2012). The importance of teaching: pedagogical constraints and possibilities in working-class schools. Journal of Education Policy, 27(5) pp. 601–620.

McCormick, Robert; Eyres, Ian and Burton, Sonia (2012). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in EIA (Study 3a). English in Action (EIA), Dhaka, Bangladesh.

Megalakiki, Olga; Craft, Anna and Cremin, Teresa (2012). The nature of creativity: cognitive and confluence perspectives. Electronic Journal of Research in Educational Psychology, 10(3) pp. 1035–1056.

Moon, Bob and Wolfenden, Freda (2012). Teacher education in Sub-Saharan Africa: issues and challenges around teacher resources and practices. In: Griffin, Rosarii ed. Teacher Education in Sub Saharan Africa. Oxford: Symposium Books.

Moon, Bob and Wolfenden, Freda (2012). Brazil: building national regulatory frameworks. In: Moon, Bob ed. Teacher Education and the Challenge of Development: a Global Analysis. Education, Poverty and International Development. Abingdon: Routledge, pp. 101–110.

Odena, Oscar and Spruce, Gary (2012). Part 4: Music learning and teaching during adolescence: ages 12-18. In: McPherson, Gary E. and Welch, Graham F. eds. The Oxford Handbook of Music Education, Volume 1. Oxford Handbooks in Music. Oxford: Oxford University Press, pp. 437–550.

Owen-Jackson, Gwyneth and Fasciato, Melanie (2012). Learning to teach design and technology in university or in school: is emerging teacher identity shaped by where you study? In: PATT26 - Technology Education in the 21st Century, 26-30 Jun 2012, Stockholm, Sweden.

Owen-Jackson, Gwyneth and Rutland, Marion (2012). Current classroom practice in the teaching of food technology: is it fit for purpose in the 21st Century? In: PATT26 - Technology Education in the 21st Century, 26-30 Jun 2012, Stockholm, Sweden.

Parry, John (2012). ‘I can sign like you’ - Social connections and friendships between peers in early years settings. In: European Conference on Educational Research, 18-21 Sep 2012, Cadiz.

Parry, John; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy (2012). The journey travelled – A view of two settings a decade apart. In: European Conference on Educational Research, 18 to 21 Sep, Cadiz.

Pieridou, Myria and Phtiaka, Helen (2012). Qualitative Methodology and Inclusion: Questions and Reflections. In: Crisis and the Role of Pedagogy: Institutions, Values, Society (Tsaggaridou, N.; Mavrou, K.; Symeonidou, S.; Phtiaka, E.; Symeou, L. and Elia, I. eds.), Nicosia, Cyprus, pp. 341–350.

Power, Tom (2012). Towards a new architecture for teacher professional development in South Sudan. Transforming Government: People, Process and Policy, 6(4) pp. 368–379.

Power, Tom; Shaheen, Robina; Solly, Michael; Woodward, Clare and Burton, Sonia (2012). English in action: school based teacher development in Bangladesh. Curriculum Journal, 23(4) pp. 503–529.

Power, Tom; Walsh, Christopher and Hedges, Claire (2012). Using mobile phones to support ELT in Bangladeshi schools. In: 46th Annual International IATEFL Conference and Exhibition, 19-23 Mar 2012, Glasgow.

Rix, Jonathan (2012). From equality to diversity? Ideas that keep us quiet. In: Soler, Janet; Walsh, Christopher S.; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. Transforming Practice: Critical Issues in Equity, Diversity and Education. Trentham Books.

Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy (2012). Introduction. In: Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. Transforming Practice: Critical issues in equity, diversity and education. Stoke-on-Trent: Trentham Books, xi-xv.

Spruce, Gary (2012). Musical knowledge, critical consciousness and critical thinking. In: Philpott, Chris and Spruce, Gary eds. Debates in Music Teaching. Debates in Subject Teaching. Abingdon: Routledge, pp. 185–196.

Spruce, Gary and Matthews, Francesca (2012). Musical ideologies, practices and pedagogies. In: Philpott, Chris and Spruce, Gary eds. Debates in Music Teaching. Debates in Subject Teaching. Abingdon: Routledge, pp. 118–134.

Stutchbury, Kristina and Ngman-Wara, Ernest (2012). Developing effective pedagogy: the thinking behind the TESSA secondary science project. In: 56th ICET World Assembly: The Changing Global Perspective on the Role of Teacher and Teacher Education, 10-12 Jul 2012, Ghana.

Thomson, Rachel; Hadfield, Lucy; Kehily, Mary Jane and Sharpe, Sue (2012). Acting up and acting out: encountering children in a longitudinal study of mothering. Qualitative Research, 12(2) pp. 186–201.

Walsh, Christopher S.; Shaheen, Robina and (2012). Low cost mobile phones for large scale teacher professional development in Bangladesh. In: 11th World Conference on Mobile and Contextual Learning (mLearn 2012), 15-18 Oct 2012, Helsinki, Finland.

Ward-Penny, Robert and Lee, Clare (2012). Planning mathematics lessons. In: Lee, Clare; Johnston-Wilder, Sue and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School. Routledge Teaching Guides. Abingdon: Routledge, pp. 3–12.

Wolfenden, Freda (2012). OER production and adaptation through networking across Sub–Saharan Africa: learning from TESSA. In: Glennie, Jennie; Harley, Ken; Butcher, Neil and Van Wyk, Trudi eds. Open Educational Resources and Change in Higher Education: Reflections from Practice. Vancouver, Canada: Commonwealth of Learning, pp. 91–105.

Wolfenden, Freda and Buckler, Alison (2012). Adapting OERs for professional communities: The Teacher Education in Sub-Saharan Africa experience. In: Connolly, Teresa; Okada, Alexandra and Scott, Peter eds. Collaborative Learning 2.0 - Open Educational Resources. IGI Global (In Press).

Wolfenden, Freda; Buckler, Alison and Keraro, Fred (2012). OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa). Journal of Interactive Media in Education p. 16.

Woodward, Clare and Solly, Michael (2012). Implementing English in Action in Bangladesh. In: Tribble, Christopher ed. Managing Change in English Language Teaching: Lessons from Experience. London: British Council, pp. 165–170.

Woodward, Clare and Solly, Michael (2012). Implementing the pilot stage of English in Action: negotiating the route to sustainable improvement in ELT classroom practice. In: Tribble, Christopher and Odell, Adrian eds. Managing Change in English Language Teaching: Lessons from Experience. London: British Council, pp. 165–170.

2011To Top

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

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

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

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

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

Beach, Nick; Evans, Julie and Spruce, Gary eds. (2011). Making Music in the Primary School. London: Routledge Falmer.

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

Bragg, Sara; Allington, Daniel; Simmons, Katy and Jones, Ken (2011). Core values, education and research: a response to Mark Pike. Oxford Review of Education, 37(4) pp. 561–565.

Breckenridge, Yvonne and Erling, Elizabeh J. (2011). The native speaker English teacher and the politics of globalization in Japan. In: Seargeant, Philip ed. English in Japan in the Era of Globalization. Basingstoke: Palgrave Macmillan, pp. 80–100.

Buckler, Alison (2011). Reconsidering the evidence base, considering the rural: aiming for a better understanding of the education and training needs of Sub-Saharan African teachers. International Journal of Educational Development, 31(3) pp. 244–250.

Cable, Carrie and Goodliff, Gill (2011). Transitions in professional identity: women in the early years workforce. In: Jackson, Sue; Maclolm, Irene and Thomas, Kate eds. Gendered choices: learning, work, identities in lifelong learning. Lifelong learning book series (15). Amsterdam: Springer Academic Publishers, Lifelong Learning Series, pp. 173–188.

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

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

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

Chappell, Kerry and Craft, Anna (2011). Creative learning conversations: producing living dialogic spaces. Educational Research, 53(3) pp. 363–385.

Chappell, Kerry; Rolfe, Linda; Craft, Anna and Jobbins, Veronica (2011). Close Encounters: Dance Partners for Creativity. Stoke on Trent: Trentham Books.

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

Edmond, Nadia; Little, Brenda and Reeve, Fiona (2011). Work-based higher education and skill utilisation. In: Critical Perspectives on Professional Learning, 13 Jun 2011, University of Leeds.

Edmond, Nadia and Reeve, Fiona (2011). Work-based higher education and skill utilisation, examining the interaction between the academy and the workplace. In: 7th International Conference on Researching Work and Learning (RWL 7), 4-7 Dec 2011, Shanghai, China.

Erling, Elizabeth J.; Burton, Sonia and McCormick, Robert (2011). The classroom practices of primary and secondary school teachers participating in English in Action (Study 2a). Large-scale quantitative study 2a; English in Action, Dhaka, Bangladesh.

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

Floyd, Alan (2011). Leadership in Higher Education - Voices from the Middle. In: SRHE South West Higher Education Network Seminar Series, 8 May 2011, Bristol.

Floyd, Alan (2011). Narratives of academics who become department heads in a chartered UK university. In: Centre for Excellence in Preparing for Academic Practice 4th International Conference - Academia as workplace: linking past, present and future, 18 Apr 2011, Oxford.

Floyd, Alan and Dimmock, Clive (2011). ‘Jugglers’, ‘copers’ and ‘strugglers’: academics' perceptions of being a head of department in a post-1992 UK university and how it influences their future careers. Journal of Higher Education Policy and Management, 33(4) pp. 387–399.

Gallastegi, Lore (2011). Second opportunities for women in rural Malawi. In: Gender Equality and Female Empowerment in Malawi, 01 Nov 2011, Edinburgh, Scotland.

Harrison, Roger and Ord, Jon (2011). ‘Theories’ of youth work management. In: Ord, Jon ed. Critical Issues in Youth Work Management. Abingdon: Routledge, pp. 30–42.

Hughes, Jonathan (2011). Are older men taking sexuality as prescribed? The implications of the competing influences on ageing male heterosexuality. Australian Feminist Studies, 26(67) pp. 89–102.

Hutchinson, Steven Andrew (2011). Boundaries and bricolage: examining the roles of universities and schools in student teacher learning. European Journal of Teacher Education, 34(2) pp. 177–191.

Kehily, Mary Jane and Maybin, Janet (2011). A window on children's lives? The process and problematics of representing children in audio visual case study. Journal of Children and Media, 5(3) pp. 267–283.

Kehily, Mary Jane and Thomson, Rachel (2011). Figuring families: generation, situation and narrative in contemporary mothering. Sociological Research Online, 16(4) Article 16.

Lee, Clare (2011). Assessment for learning. In: Johnston-Wilder, Sue; Johnston-Wilder, Peter; Pimm, David and Lee, Clare eds. Learning to teach Mathematics in the Secondary School. Abingdon: Routledge, pp. 101–122.

Nind, Melanie; Flewitt, Rosie and Payler, Jane (2011). Social Constructions of Young Children in ‘Special’, ‘Inclusive’ and Home Environments. Children & Society, 25(5) pp. 359–370.

Paige-Smith, Alice and Rix, Jonathan (2011). Researching early intervention and young children’s perspectives – developing and using a ‘listening to children approach'. British Journal of Special Education, 38(1) pp. 28–36.

Power, Tom (2011). IT and English teaching: example from Bangladesh. In: International Conference on Improving the Quality of Secondary Education, 10-12 May 2011, New Delhi, India.

Power, Tom and Simpson, John (2011). Scoping Mission for an English Language Training (ELT) Programme in South Sudan. Final Report. Department for International Development, Cambridge, UK.

Power, Tom; Umar, Abdurrahman and Hedges, Claire (2011). Transforming English language learning in rural classrooms: OERs, mobile technologies and scale. In: eLearning Africa: 6th International Conference on ICT for Development, Education and Training, 25-27 May 2011, Dar es Salaam, Tanzania.

Rix, Jonathan (2011). Repositioning of special schools within a specialist, personalised educational marketplace - the need for a representative principle. International Journal of Inclusive Education, 15(2) pp. 263–279.

Rix, Jonathan and Paige-Smith, Alice (2011). Exploring barriers to reflection and learning – developing a perspective lens. Journal of Research in Special Educational Needs, 11(1) pp. 30–41.

Seargeant, Philip and Erling, Elizabeth (2011). The discourse of ‘English as a language for international development’: policy assumptions and practical challenges. In: Coleman, Hywel ed. Dreams and Realities: Developing Countries and the English Language. London: British Council, pp. 248–267.

Simmons, Katy; Hood, David and Fenton, Mark (2011). Miss, is this really ours? Every Child Journal, 2(4) pp. 12–17.

Stutchbury, Kris (2011). Implementing change in science teacher education in Sub-Saharan Africa: challenges and opportunities. In: 55th ICET World Assembly, 11-14 Jul 2011, Glasgow, Scotland, UK.

Stutchbury, Kris (2011). Assessing Pupils’ Progress: issues and opportunities in secondary science and the implications for teacher educators. Science Teacher Education, 61 pp. 40–53.

Stutchbury, Kris and Katabaro, Joviter (2011). TESSA secondary science: addressing the challenges facing science teacher-education in Sub-Saharan Africa. In: DETA Conference 2011, 3-5 Aug 2011, Maputo, Mozambique.

Thomson, Rachel and Kehily, Mary Jane (2011). Troubling reflexivity: the identity flows of teachers becoming mothers. Gender and Education, 23(3) pp. 233–245.

Thomson, Rachel; Kehily, Mary Jane; Hadfield, Lucy and Sharpe, Sue (2011). Making Modern Mothers. Bristol: Policy Press.

Tierney, Daniel and Gallastegi, Lore (2011). The attitudes of pupils towards modern languages in primary school (MLPS) in Scotland. Education 3-13, 39(5) 483 -498.

Twining, Peter; Albion, Peter and Knezek, Don (2011). EDUsummIT 2011 Report from TWG3: Teacher Professional Development. UNESCO, Paris.

Walsh, Christopher and Power, Tom (2011). Rethinking Development and the Use of Mobile Technologies: Lessons from Bangladesh. In: Global Learn Asia Pacific 2011, 28 Apr - 01 May 2011.

Walsh, Christopher and Power, Tom (2011). Going digital on low-cost mobile phones in Bangladesh. In: Annual International Conference on Education & e-Learning (EeL), 07-08 Nov 2011, Singapore.

Walsh, Christopher S.; Bradshaw, Pete and Twining, Peter (2011). e-learning through collaborative teacher professional development in primary and secondary schools in England. In: IADIS International Conference e-Learning 2011 75, 20-23 Jul 2011, Rome, Italy.

Ward-Penny, Robert; Johnston-Wilder, Sue and Lee, Clare (2011). Exit interviews: undergraduates who leave mathematics behind. For the Learning of Mathematics, 31(2) pp. 21–26.

Wolfenden, F.; Gallastegi, Lore and Chitsulo, J. (2011). Supporting induction to the teaching profession for women in Malawi. In: DETA (Distance Education and Teacher Training in Africa) 2011, 3-5 Aug 2011, Eduardo Mondlane University, Maputo, Mozambique.

2010To Top

Allen, Shirley F. [Author]; Whalley, Mary E. [Author]; Goodliff, Gill D. [Series editor] and Trodd, Lynn [Series editor] eds. (2010). Supporting Pedagogy and Practice in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

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

Cable, Carrie; Miller, Linda and Goodliff, Gill eds. (2010). Working with children in the early years (2nd edition). London: Routledge.

Johnson, Jessica [Author]; Trodd, Lyn [Series editor] and Goodliff, Gill [Series editor] eds. (2010). Positive and Trusting Relationships with Children in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

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

Miller, Linda; Cable, Carrie and Goodliff, Gill eds. (2010). Supporting children’s learning in the early years (2nd edition). London: Routledge.

Peace, Sheila and Hughes, Jonathan eds. (2010). Reflecting on User-Involvement and Participatory Research. The representation of older people in ageing research (10). London, UK: Centre for Policy on Ageing / The Open University.

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

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

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

Safford, Kimberly; Stacey, Mary and Hancock, Roger eds. (2010). Small-Scale Research in Primary Schools: A Reader for Learning and Professional Development. London: Routledge.

Soler, Janet; Hall, Kathy; Goswami, Usha; Harrison, Colin and Ellis, Sue eds. (2010). Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. Routledge Psychology in Education. London: Routledge.

Arthur, Linet; Floyd, Alan; Glenny, G. and Morrison, Marlene (2010). The Leadership and Management of Inter-professional Education and Collaborative Professional Practice. In: BELMAS Annual Conference, 11-13 Jul 2010, Reading.

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

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

Cable, C.; Driscoll, P.; Mitchell, R.; Sing, S.; Cremin, T.; Earl, J.; Eyres, I.; Holmes, B.; Martin, C. and Heins, B. (2010). Languages and Learning at Key Stage 2: A Longitudinal Study Final Report. Department for Children, Schools and Families, UK.

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

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

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

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

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

Cremin, T (2010). Motivating children to write with purpose and passion. In: Goodwin, P ed. The Literate Classroom (3rd ed.). Abingdon: Routledge.

Cremin, T. (2010). Reconceptualising reading in the 21st Century. In: McCannon, T. ed. Reading in the 21st Century. Dublin: Reading Association of Ireland.

Cremin, Teresa (2010). Motivating children to read through literature. In: Fletcher, J.; Parkhill, F. and Gillon, G. eds. Motivating Literacy Learners in Today's World. Wellington: New Zealand Council for Educational Research (NZCER), pp. 11–22.

Cremin, Teresa (2010). Poetry teachers: teachers who read and readers who teach poetry. In: Styles, Morag; Joy, Louise and Whitley, David eds. Poetry and Childhood. London: Trentham.

Cremin, Teresa and Baker, Sally (2010). Exploring teacher-writer identities in the classroom: Conceptualising the struggle. English Teaching: Practice and Critique, 9(3) pp. 8–25.

Cremin, Teresa and Barnes, Jonathan (2010). Creativity in the curriculum. In: Arthur, James and Cremin, Teresa eds. Learning to Teach in the Primary School (2nd ed.). Abingdon: Routledge, pp. 357–373.

Drury, R. (2010). Young bilingual learners: socio-cultural perspective. In: Hall, K.; Goswami, U.; Harrison, C.; Ellis, S. and Soler, J. eds. Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. Abingdon: Routledge, p. 2010.

Drury, R. (2010). Young bilingual learners: a socio-cultural perspective. In: Hall, K.; Goswami, U.; Harrison, C.; Ellis, S. and Soler, J. eds. Interdisciplinary Perspectives on Learning to Read. Abingdon: Routledge.

Edmond, Nadia; Little, Brenda and Reeve, Fiona (2010). The meaning of HE in developing professional identities: some reflections on work-based foundation degrees and skill utilisation. In: SRHE Annual Research Conferenc 2010, 14-16 Dec 2010, Newport.

Erling, Elizabeth; Leedham, Maria and Adinolfi, Lina (2010). Combining methods to analyse the relationship between language and attainment among Open University students. In: Ethnographies of Academic Writing in a Global Context: the Politics of Style, 16 Jul 2010, The Open University, Milton Keynes, UK.

Erling, Elizabeth J. and Richardson, John T. E. (2010). Measuring the academic skills of university students: evaluation of a diagnostic procedure. Assessing Writing, 15(3) pp. 177–193.

Erling, Elizabeth. J.; Hamid, M. Obaidul and Seargeant, Philip (2010). Grassroots attitudes to the positioning of English as a language for international development. In: Sociolinguistics Symposium 18: Negotiating Transnational Space and Multilingual Encounters, 1-4 Sep 2010, Southampton, UK.

Fenton-O'Creevy, Mark and Hutchinson, Steven (2010). Building the foundations of professional expertise: creating a dialectic between work and formal learning. Learning and Teaching in Higher Education (LATHE), 4(1) pp. 69–90.

Floyd, Alan and Arthur, Linet (2010). Researching from Within: Moral and Ethical Issues and Dilemmas. In: SRHE Annual Conference, 11-13 Dec, Celtic Manor Resort, Wales.

Hadfield, Lucy; Kehily, Mary Jane; Sharpe, Sue and Thomson, Rachel (2010). The QLR 'workbook': A recursive approach to data generation. In: Timescapes 2010: The craft of qualitative longitudinal research, 20 Jan 2010, Cardiff School of Social Sciences, Cardiff University.

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

Hutchinson, Steven and Shakespeare, Pamela (2010). Standard setting, external regulation and professional autonomy: exploring the implications for university education. In: Higgs, Joy; Fish, Della; Goulter, Ian; Loftus, Stephen; Reid, Jo-anne and Trede, Franziska eds. Education for Future Practice. Practice, Education, Work and Society (3). Rotterdam: Sense Publishers, pp. 75–84.

Jeffrey, Bob; Bradshaw, Pete; Twining, Peter and Walsh, Chris (2010). Ethnography, education and on-line research. In: European Conference of Educational Research, 25-28 Aug 2010, University of Helsinki, Finland.

Johnston-Wilder, Sue and Lee, Clare (2010). Developing mathematical resilience. In: BERA Annual Conference 2010, 1-4 Sep 2010, University of Warwick.

Johnston-Wilder, Sue and Lee, Clare (2010). Using assessment data to enhance professional practice. In: Johnston-Wilder, Sue and Lee, Clare eds. Leading Practice and Managing Change in the Mathematics Department. St Albans: Tarquin Press.

Kehily, Mary Jane (2010). Childhood in crisis? Tracing the contours of ‘crisis’ and its impact upon contemporary parenting practices. Media, Culture & Society, 32(2) pp. 171–185.

Keleher, Patrick and Hutchinson, Steven (2010). Communities of Practice, a social discipline of learning: nurturing a physical and virtual social learning environment. In: World Association of Co-operative Education International Conference on Work Integrated Learning, 3-5 Feb 2010, Hong Kong, China.

Lee, C. (2010). Leading assessment for learning mathematics. In: Johnston-Wilder, S. and Lee, C. eds. Leading Practice and Managing Change in the Mathematics Department. St Albans: Tarquin Press.

Lee, C.; Broadley, A.; Rattigan, T. and Watson, A. (2010). Taking a lead on developing professional practice. In: Johnston-Wilder, S. and Lee, C. eds. Leading Practice and Managing Change in the Mathematics Department. St Albans: Tarquin Press.

Lee, Clare and Johnston-Wilder, Sue (2010). Mathematical resilience. Mathematics Teaching, MT218, pp. 38–41.

Lee, Clare and Ward-Penny, Robert (2010). Mathematics in context. In: Johnston-Wilder, Sue; Johnston-Wilder, Peter; Pimm, David and Lee, Clare eds. Learning to Teach Mathematics in the Secondary School: a companion to school experience, 3rd edition. Learning to teach subjects in the secondary school. Abingdon: Routledge, pp. 206–224.

Leedham, Maria; Adinolfi, Lina and Erling, Elizabeth (2010). Layering methods to analyse the relationship between language use and attainment among Open University undergraduate students. In: WDHE (Writing Development in Higher Education), 28-30 Jun 2010, London.

Nind, Melanie; Flewitt, Rosie and Payler, Jane (2010). The social experience of early childhood for children with learning disabilities: inclusion, competence and agency. British Journal of Sociology of Education, 31(6) pp. 653–670.

Owen-Jackson, Gwyneth (2010). Teacher education in Bosnia and Herzegovina: developments in the post-war, post-communist context. In: ECER 2010 Education and Cultural Change, 25-27 Aug 2010, Helsinki, Finland.

Palmer, Tim; Evans, Julie and Spruce, Gary (2010). Collaborative music teaching and learning with partners beyond the school. In: Beech, Nick; Evans, Julie and Spruce, Gary eds. Making Music in the Primary School: Whole Class Instrumental and Vocal Teaching. Abingdon: Routledge.

Parry, John; Rix, Jonathan; Kumrai, Rajni and Walsh, Christopher (2010). Introduction: another place. In: Rix, Jonathan; Nind, Melanie; Sheehy, Kieron; Simmons, Katy; Parry, John and Kumrai, Rajni eds. Equality, Participation and Inclusion 2: Diverse Contexts (2nd ed.). Abingdon: Routledge, pp. 1–8.

Pieridou, Myria (2010). The Impact of Special Units in Mainstream Primary Schools: The case of Cyprus. In: Managing Educational Change: Research, Policy, Practice: Proceedings of the 11th Conference of the Cyprus Pedagogical Association (Tsaggaridou, N.; Symeonidou, S.; Mavrou, K.; Phtiaka, E. and Kyriakides, L. eds.), Nicosia, Cyprus, pp. 191–203.

Power, Tom and Shrestha, Prithvi (2010). Mobile technologies for (English) language learning: An exploration in the context of Bangladesh. In: IADIS International Conference: Mobile Learning 2010, 19-21 Mar 2010, Porto, Portugal.

Reeve, Fiona; Curran, Sheila; Harrison, Roger and Benjamin, Cathy (2010). Students’ responses to theory: An FD case study. In: SRHE Annual Research Conference 2010, 14-16 Dec 2010, Newport.

Rix, Jonathan (2010). 21st century skills... all dressed up in the technology of the knowledge age. In: Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. Virtual Worlds: Controversies at the Frontier of Education. New York: Nova Science.

Rix, Jonathan (2010). People with learning difficulties and their inclusion within cultural and heritage sites. In: Singh, Rana P. B. ed. Heritagescapes and Cultural Landscapes. Planet Earth & Cultural Understanding, 6. New Delhi, India: Shubhi Publications, pp. 303–328.

Rix, Jonathan and Lowe, Ticky (2010). Including people with learning difficulties in cultural and heritage sites. International Journal of Heritage Studies, 16(3) pp. 207–224.

Rix, Jonathan and Sheehy, Kieron (2010). A collective model of difference. In: Rix, Jonathan; Nind, Melanie; Sheehy, Kieron; Simmons, Katy and Walsh, Christopher eds. Equality, Participation and Inclusion 1: Diverse Perspectives (2nd Edition). Abingdon, UK and New York, USA: Routledge, Taylor & Francis, pp. 306–319.

Rix, Jonathan; Walsh, Christopher; Parry, John and Kumrai, Rajni (2010). Introduction: another point of view. In: Rix, Jonathan; Nind, Melanie; Sheehy, Kieron; Simmons, Katy and Walsh, Christopher eds. Equality, Participation and Inclusion 1: Diverse Perspectives (2nd ed.). Abingdon: Routledge, pp. 1–8.

Safford, Kimberly and Kelly, Alison (2010). Linguistic capital of trainee teachers: knowledge worth having? Language and Education, 24(5) pp. 401–414.

Shohel, M. Mahruf C. and Power, Tom (2010). Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 201–215.

Shohel, M. Mahruf C. and Power, Tom (2010). Introducing mobile technology for enhancing teaching and learning to the English language classroom in Bangladesh. In: 4th International Malaysian Educational Technology Convention (IMETC 2010), 26-29 Sep 2010, Kuala Lumpur, Malaysia.

Shohel, M. Mahruf C. and Power, Tom (2010). Introducing mobile technology for enhancing teaching and learning to the English language classroom in Bangladesh. In: The Sixth Pan-Commonwealth Forum on Open Learning, 24-28 Nov 2010, Kochi, India.

Simmons, Katy (2010). Reasons to be cheerful: the story of one community school and the New Labour government. FORUM, 52(1) pp. 107–117.

Simmons, Katy; Laerke, Anna; Conway, Danny and Woodhead, Martin (2010). 'We are the ones we have been waiting for': the work of community mobilisers in Milton Keynes. In: Rix, Jonathan; Nind, Melanie; Sheehy, Kieron; Simmons, Katy; Parry, John and Kumrai, Rajni eds. Equality, participation and inclusion: diverse contexts, Volume 2. London: Routledge, pp. 53–67.

Soler, Janet (2010). Dyslexia lessons: the politics of dyslexia and reading problems. In: Hall, K.; Goswami, U.; Harrison, C.; Ellis, S. and Soler, J. eds. Interdisciplinary Perspectives on Learning to Read. London/New York: Routledge, pp. 179–192.

Spruce, Gary (2010). Whole class instrumental teaching: English and Australian persectives. In: 29th International Society for Music Education (ISME) World Conference, 1-7 Aug 2010, Beijing, China.

Spruce, Gary (2010). Integrations: setting the scene. In: Beach, Nick; Evans, Julie and Spruce, Gary eds. Making Music in the Primary School: Whole Class Instrumental and Vocal Teaching. Abingdon: Routledge, pp. 63–65.

Spruce, Gary (2010). Access and inclusion: setting the scene. In: Beech, Nick; Evans, Julie and Spruce, Gary eds. Making Music in the Primary School. Abingdon: Routledge, pp. 19–21.

Tetley, Josephine; Holland, Caroline; Hughes, Jonathan; Waights, Verina and Holland, Simon (2010). Older people and technological innovations: lifelong learning and applications for health and wellbeing. In: 39th British Society of Gerontology Annual Conference, 6-8 Jul 2010, Brunel University, Uxbridge.

Thomson, Rachel; Hadfield, Lucy; Kehily, Mary Jane and Sharpe, Sue (2010). Family fortunes: an intergenerational perspective on recession. Twenty-First Century Society, 5(2) pp. 149–157.

Twining, Peter (2010). Virtual Worlds and Education (Special Issue of Educational Research). Taylor & Francis, Abingdon, UK.

Twining, Peter (2010). When educational worlds collide. In: Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. Virtual Worlds: Controversies at the Frontier of Education. Hauppauge, N.Y: Nova Science Publishers.

Twining, Peter and Footring, Shri (2010). The Schome Park Programme – Exploring educational alternatives. In: Peachey, Anna; Gillen, Julia; Livingstone, Daniel and Smith-Robbins, Sarah eds. Researching Learning in Virtual Worlds. Human-Computer Interaction Series. Springer.

Wolfenden, Freda; Buckler, Alison and Keraro, Fred (2010). OER adaptation and reuse across cultural contexts in sub Saharan Africa: lessons from the TESSA consortium. In: OER10, 22-24 Mar 2010, Cambridge, UK.

Wolfenden, Freda; Umar, Abdurrahman; Aguti, Jessica and Abdel Gafar, Amani (2010). Using OERs to improve teacher quality: emerging findings from TESSA. In: Sixth Pan Commonwealth Forum on Open Learning, 24-28 Nov 2010, Kochi, India.

2009To Top

Soler, Janet; Fletcher-Campbell, Felicity and Reid, Gavin eds. (2009). Understanding Difficulties in Literacy Development: Issues and Concepts. London: Sage.

Stacey, Mary [Author]; Goodliff, Gill [Series editor] and Trodd, Lyn [Series editor] eds. (2009). Teamwork and Collaboration in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

Ward, Ute [Author]; Trodd, Lyn [Series editor] and Goodliff, Gill [Series editor] eds. (2009). Working with Parents in Early Years Settings. Achieving EYPS. Exeter: Learning Matters.

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

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

Cable, Carrie; Drury, Rose and Helavaara Robertson, Leena (2009). A day in the life of a bilingual practitioner. In: Cable, Carrie; Miller, Linda and Goodliff, Gill eds. Working with Children in the Early Years, 2nd edition. London: Routledge, pp. 21–32.

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

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

Chappell, Kerry and Craft, Anna (2009). Creative Science Teaching Labs: new dimensions in CPD. Thinking Skills and Creativity, 4(1) pp. 44–59.

Chappell, Kerry; Craft, Anna; Rolfe, Linda and Jobbins, Veronica (2009). Dance partners for creativity: choreographing space for co-participative research into creativity and partnership in dance education. Research in Dance Education, 10(3) pp. 177–197.

Chu, Judy Y.; Drummond, Murray; Redman, Peter; Fine, Gary Alan; Morrell, Robert; Keddie, Amanda; Korobov, Neill; Janssen, Diederik F.; Pallotta-Chiarolli, Maria; Kehily, Mary Jane; Timimi, Sami; Pomerance, Murray and Levant, Ronald F. (2009). Comments on the status of Boyhood Studies. Boyhood Studies, 3(2) pp. 111–154.

Craft, Anna and Chappell, Kerry (2009). Fostering possibility through co-researching creative movement with 7-11 year olds. In: Blenkinsop, Sean ed. The Imagination in Education: Extending the Boundaries of Theory and Practice. Newcastle upon Tyne: Cambridge Scholars Publishing.

Cremin, T.; Mottram, M.; Collins, F.; Powell, S. and Safford, K. (2009). Teachers as readers: Building communities of readers. UKLA, UK.

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

Cremin, Teresa (2009). Creative teachers and creative teaching. In: Wilson, Anthony ed. Creativity in Primary Education (2nd ed.). Achieving QTS Cross-Curricular Strand. Exeter: Learning Matters, pp. 36–46.

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

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2009). Teachers as readers in the 21st Century. In: Styles, Morag and Arizpe, Evelyn eds. Acts of Reading: teachers, text and childhood. Staffordshire, UK: Trentham Books, pp. 201–218.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Safford, Kimberly (2009). Teachers as readers: building communities of readers. Literacy, 43(1) pp. 11–19.

Davies, Peter and Hughes, Jonathan (2009). The fractured arms of government and the premature end of lifelong learning. Journal of Education Policy, 24(5) pp. 595–610.

Di Paolo, Terry; Hughes, Jonathan and Kimura, Maki (2009). Networks of influence and educational aspiration in a deprived UK community. In: BERA Annual Conference 2009, 2-5 Sep 2009, Manchester, UK.

Edmonds, Nadia; Fuller, Alison; Hillier, Yvonne; Ingram, Robert; Little, Brenda; Reeve, Fiona and Webb, Sue (2009). Really useful qualifications and learning? Exploring the policy effects of new sub-bachelors degree qualifications. In: 39th Annual Conference of the Standing Conference on university teaching and research in the education of adults (SCUTREA), 7-9 Jul 2009, Cambridge, UK.

Erling, Elizabeth (2009). An investigation into the relationship between the use of academic language and attainment – with a focus on students from ethnic minorities. Open University.

Erling, Elizabeth J. and Seargeant, Philip (2009). Discourses of international development: an analysis of the role of English in language education policies in South Asia. In: 8th International Language and Development Conference, 23-25 Jun 2009, Dhaka, Bangladesh.

Fletcher-Campbell, Felicity; Soler, Janet and Reid, Gavin (2009). Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes. London: Sage.

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

Floyd, Alan (2009). "Turning Points": the personal and professional circumstances that lead academics to become HoDs at a UK University. In: Beyond Teaching and Research - Inclusive Understandings of Academic Practice Conference, 21 May 2009, Oxford.

Floyd, Alan (2009). Jugglers, Copers and Strugglers: A Conceptual Framework for Interpreting the Career Trajectories of Academics who become HoDs in a UK university. In: SRHE Annual Conference, 11-13 Dec 2009, Celtic Manor Resort, Wales.

Gallacher, Jim; Ingram, Robert and Reeve, Fiona (2009). Work-based and work-related learning in Higher National Certificates and Diplomas in Scotland and Foundation Degrees in England: a comparative study: final report. Glasgow Caledonian University and The Open University.

Gallastegi, Lore and Tierney, Daniel (2009). Scottish pupils' perceptions of their Spanish learning experience in the last year of primary and the first year in secondary. Vida Hispánica(39) pp. 3–10.

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

Hadfield, Lucy; Kehily, Mary Jane; Thomson, Rachel and Sharpe, Sue (2009). Acting up and acting out: encountering children in a longitudinal study of mothering. In: 9th Conference of the European Sociological Association: European society or European societies, 2-5 Sep 2009, Lisbon, Portugal.

Hempel-Jorgensen, Amelia (2009). The construction of the 'ideal pupil' and pupils' perceptions of 'misbehaviour' and discipline: contrasting experiences from a low-socio-economic and a high-socio-economic primary school. British Journal of Sociology of Education, 30(4) pp. 435–448.

Kehily, Mary (2009). Peer culture, masculinities and schooling. In: Budde, J. and Mammes, I. eds. Jurgenforschung Empirisch Zwischen Schule, Mannlichem Habitus und Peerkultur [Empirical Research on Boys – Between School, Male Habitus and Peer Culture]. Wiesbaden, Germany: VS Verlag, pp. 163–173.

Kehily, M. J. (2009). What is identity? A sociological perspective. In: ESRC Seminar Series: The educational and social impact of new technologies on young people in Britain, 2 Mar 2009, London School of Economics, UK.

Kehily, M. J. and Thomson, R. (2009). Situations in a common culture: Interdisciplinary strategies for mapping modern motherhood. In: ESRC Research Seminar Series: Cross Cultural and Interdisciplinary Issues in Research on Motherhoods, Markets and Consumption, 16 Jan 2009, Keele University.

Kehily, M. J. and Thomson, R. (2009). Troubling reflexivity: The identity flows of teachers becoming mothers. In: Gender and Education International Conference: 'Gender: Regulation and Resistance in Education', 25-27 Mar 2009, Institute of Education, University of London.

Kehily, M.J. and Nayak, A. (2009). Global femininities: consumption, culture and the significance of place. In: Dillabough, J.; McLeod, J. and Mills, M. eds. Troubling Gender in Education. New York: Routledge.

Kelly, Alison and Safford, Kimberly (2009). Does teaching complex sentences have to be complicated? Lessons from children's online writing. Literacy, 43(2) pp. 118–122.

Miller, L.; Goodliff, G. and Cable, C. (2009). A day in the life of an early years practitioner. In: EECERA, 2009, Strasbourg, France.

Miller, Linda; Devereux, Jane; Paige-Smith, Alice and Soler, Janet (2009). Approaches to curricula in the early years. In: Cable, Carrie; Miller, Linda and Goodliff, Gill eds. Working with Children in the Early Years, 2nd Edition. London/New York: Routledge, pp. 75–87.

Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth and Raynor, Janet (2009). Open and distance learning for basic education in South Asia: its potential for hard to reach children and children in conflict and disaster areas. UNICEF, Nepal: Kathmandu.

Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth and Raynor, Janet (2009). Open and Distance Learning for Basic Education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas: Bangladesh and Sri Lanka Country Studies. UNICEF, Nepal: Kathmandu.

Oakley, Ben (2009). What makes successful sessions? In: Heaney, Caroline; Oakley, Ben and Rea, Simon eds. Exploring Sport and Fitness: Work-based practice. Abingdon: Routledge, pp. 243–255.

Paige-Smith, Alice and Rix, Jonathan (2009). Researching early intervention and young children's perspectives: Developing and using a 'listening to children approach'. In: British Education Research Association Conference, 2-5 Sep 2009, University of Manchester.

Payler, Jane (2009). Co-constructing meaning: ways of supporting learning. In: Moyles, Janet and Papatheodorou, Theodora eds. Learning Together in the Early Years: Exploring Relational Pedagogy. London UK: Routledge, pp. 120–138.

Power, Tom and Shrestha, Prithvi (2009). Is there a role for mobile technologies in open and distance language learning? An exploration in the context of Bangladesh. In: 8th International Language and Development Conference, 23-25 Jun 2009, Dhaka, Bangladesh.

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Power, Tom; Porteus, Kimberley; Ramadiro, Brian; Thsume, Nomakholwa; Makalema, Shumi and Thomas, Rhodri (2009). Is there a role for information and communications technologies (ICTs) in the education and development or disadvantaged rural communities? In: Vrasidas, Charalambos; Zembylas, Michalinos and Glass, Gene V. eds. ICT for Education, Development and Social Justice. Charlotte, NC, USA: Information Age Publishing, pp. 85–102.

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Reeve, Fiona; Gallacher, Jim and Ingram, Robert (2009). Drawing on 'work-related learning': a comparative study of higher nationals in Scotland and foundation degrees in England. In: Centre for Research in Lifelong Learning 5th International Conference, 24-26 Jun 2009, University of Stirling.

Rix, Jonathan (2009). Statutory Assessment of the class? Supporting the additional needs of the learning context. International Journal of Inclusive Education, 13(3) pp. 253–272.

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Rix, Jonathan; Hall, Kathy; Nind, Melanie; Sheehy, Kieron and Wearmouth, Janice (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for Learning, 24(2) pp. 86–94.

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Sheehy, K.; Rix, J.; Collins, J.; Hall, K.; Nind, M. and Wearmouth, J. (2009). A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, UK.

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Colloby, Jennifer ed. (2008). The Validation Process for EYPS. Exeter: Learning Matters.

Kehily, Mary Jane ed. (2008). Wprowadzenie do badań nad dzieciństwem. Krakow, Poland: Wydawnictwo.

Kehily, Mary Jane ed. (2008). An Introduction to Childhood Studies. Maidenhead, UK: Open University Press.

Oakley, Ben and Rhys, Martin eds. (2008). The Sport and Fitness Sector: an Introduction. Abingdon: Open University/Routledge.

Owen-Jackson, Gwyneth ed. (2008). Learning to Teach Design and Technology in the Secondary School: A Companion to School Experience. Learning to Teach in the Secondary School, Second edition. Abingdon, Oxon: Routledge.

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Chappell, Kerry; Craft, Anna; Burnard, Pamela and Cremin, Teresa (2008). Question-posing and question-responding: the heart of 'Possibility Thinking' in the early years. Early Years: An International Journal of Research and Development, 28(3) pp. 267–286.

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Collins, Fiona and Safford, Kimberly (2008). 'The right book to the right child at the right time': Primary Teacher Knowledge of Children's Literature. Changing English, 15(4) pp. 415–422.

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

Craft, Anna; Cremin, Teresa and Burnard, Pamela (2008). Creative learning: an emergent concept. In: Craft, Anna; Cremin, Teresa and Burnard, Pamela eds. Creative Learning 3-11 and How We Document It. Stoke on Trent: Trentham Books Ltd..

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Cremin, Teresa; Mottram, Marilyn; Bearne, Eve and Goodwin, Prue (2008). Exploring teachers' knowledge of children's literature. Cambridge Journal of Education, 38(4) pp. 449–464.

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

Erling, Elizabeth (2008). Local investigations of global English: Teaching English as a global language at the Freie Universität Berlin. In: Dogancay-Aktuna, Seran and Hardman, Joel eds. Global English Language Teacher Education: Praxis & Possibility. Alexandria, VA, USA: TESOL, pp. 147–165.

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Kehily, M. J. (2008). Picturing motherhood. In: ESRC National Centre for Research Methods, 'Vital Signs' Conference, 9-11 Sep 2008, University of Manchester.

Kehily, M. J. and Nayak, A. (2008). Global femininities: consumption, culture and the significance of place. In: American Educational Research Association Annual Conference, 24-28 Mar 2008, New York.

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Kehily, Mary Jane (2008). Taking centre stage? Girlhood and the contradictions of femininity across three generations. Girlhood Studies, 1(2) pp. 51–71.

Kehily, Mary Jane and Nayak, Anoop (2008). Global femininities: consumption, culture and the significance of place. Discourse: Studies in the cultural politics of education, 29(3) pp. 325–342.

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Owen-Jackson, Gwyneth (2008). DEPTH2: Developing professional knowledge in D&T secondary initial teacher education. International Journal of Technology and Design Education, 18(3) pp. 255–263.

Owen-Jackson, Gwyneth (2008). Political peace - educational war: the role played by international organisations in negotiating peace in the Balkans and its consequences for education. Research in Comparative and International Education, 3(1) pp. 79–90.

Owen-Jackson, Gwyneth (2008). Design and technology in the school curriculum. In: Owen-Jackson, Gwyneth ed. Learning to teach design and technology in the secondary school: A companion to school experience. Learning to teach subjects in the secondary school series, 2nd ed. Abingdon: Routledge/Taylor and Francis, pp. 1–9.

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Paige-Smith, A; Rix, J and Craft, A (2008). Reflective family-centered practices: parents' perspectives and early intervention. In: Paige-Smith, A and Craft, A eds. Developing Practice in the Early Years. Berkshire: McGraw Hill, Open University, pp. 145–159.

Paige-Smith, Alice; Rix, Jonathan and Craft, Anna (2008). Reflective Family-Centred Practices: parents' perspectives and early intervention. In: Paige-Smith, Alice and Craft, Anna eds. Developing Reflective Practice in the Early Years. UK: Open University Press, pp. 145–159.

Payler, Jane; Meyer, Edgar and Humphris, Debra (2008). Pedagogy for interprofessional education – what do we know and how can we evaluate it? Learning in Health and Social Care, 7(2) pp. 64–78.

Reeve, Fiona; Ingram, Robert and Gallacher, Jim (2008). Valuing work-based and work-related learning: a comparative study of the ‘exchange value’ of Higher Nationals in Scotland and Foundation Degrees in England. In: SRHE Annual Conference 2008 Valuing Higher Education, 9-11 Dec 2008, Liverpool.

Reeve, Fiona; Ingram, Robert and Gallacher, Jim (2008). The role of employers and college staff within work-based and work-related learning programmes in Scotland and England: change and continuity. In: 38th Annual SCUTREA Conference, 2-4 Jul 2008, University of Edinburgh.

Rix, J. and Lowe, T. (2008). "It was good when..."- The Heritage Forum and including people with learning difficulites in Liverpool Heritage Sites. In: Heriage 2008, International Conference, 7-9 May 2008, Villa Nova de Foz Coa, Portugal.

Rix, Jonathan (2008). After inclusion – using language to maintain the drive for social justice in learning. In: European Conference of Educational Research (ECER), 9-12 Sep 2008, Gothenburg.

Rix, Jonathan (2008). Inclusion and early years settings - What's your attitude? In: Paige-Smith, Alice and Craft, Anna eds. Developing Reflective Practice in the Early Years. UK: Open University Press, pp. 79–92.

Rix, Jonathan and Lowe, Tim (2008). “It was good when …” Including people with learning difficulties in Liverpool Heritage sites. In: Heritage 2008, International Conference, 7-9 May 2008, Vila Nova de Foz Coa, Portugal.

Rix, Jonathan and Paige-Smith, Alice (2008). A different head? Parental agency and early intervention. Disability and Society, 23(3) pp. 211–221.

Rix, Jonathan; Paige-Smith, Alice and Jones, Helen (2008). 'Until the cows came home': Issues for early intervention activities? Parental perspectives on the early years learning of their children with Down syndrome. Contemporary Issues in Early Childhood, 9(1) pp. 66–79.

Safford, Kimberly (2008). Many routes to meaning: children's language and literacy learning in creative arts projects. Section 4, Partnership Between Artists and Teachers: Structures and Processes. In: Evaluating the Impact of Arts and Cultural Education: A European and International Research Symposium, 10-12 Jan 2007, Paris, France.

Safford, Kimberly (2008). Reading in the middle years (9-11): including all children. Books for Keeps(170) pp. 6–8.

Safford, Kimberly (2008). Reading differences, reading diversity. In: Graham, Judith and Kelly, Alison eds. Reading Under Control (3rd edition). UK: Routledge, pp. 14–25.

Safford, Kimberly and Costley, Tracy (2008). ‘I didn't speak for the first year’: silence, self-study and student stories of English language learning in mainstream education. Innovation in Language Learning and Teaching, 2(2) 136 -151.

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Simmons, Katy (2008). Independent Qualitative Evaluation of Milton Keynes Children's Fund services: Milton Keynes Community Mobilisers: the sustainability of the service. Milton Keynes CHILDREN'S FUND, Milton Keynes.

Soler, J. and Eyres, I. (2008). Literacy policy and the teaching of writing. Further evidence of a discursive shift in the primary literacy curriculum? In: BERA Annual Conference, 3-6 Sep 2008, Heriot-Watt University, UK.

Storey, Anne; Banks, Frank; Cooper, Deborah; Cunningham, Peter; Ebbutt, Dave; Fox, Alison; Morgan, Bethan; Pedder, David and Wolfenden, Freda (2008). Schools and continuing professional development(CPD) in England - State of the Nation research project (T34718): Qualitative Research Summary. Cambridge University/The Open University.

Thomson, R. and Kehily, M. J. (2008). Maternal subjectivities over time: The reconfiguration of generational and biographical resources. In: Subjectivity Conference: International Conference in Critical Psychology, 27-29 Jun 2008, Cardiff University.

Twining, P. and Footring, S. (2008). The Schome Park Programme – exploring educational alternatives. In: Researching Learning in Virtual Environments ReLIVE08, 20-21 Nov 2008, Milton Keynes, UK.

Twining, Peter (2008). Framing IT use to enhance educational impact on a school-wide basis. In: Voogt, J and Knezek, G eds. International Handbook of Information Technology in Primary and Secondary Education. Springer, pp. 555–579.

Ward, Richard; Jones, Rebecca; Hughes, Jonathan; Humberstone, Nicola and Pearson, Rosalind (2008). Intersections of Ageing and Sexuality: Accounts from Older People. In: Ward, Richard and Bytheway, Bill eds. Researching age and multiple discrimination. The representation of older people in ageing research (8). London, UK: Centre for Policy on Ageing / The Open University, pp. 45–72.

Wolfenden, F. (2008). The TESSA OER Experience: Building sustainable models of production and user implementation. Journal of Interactive Media in Education(3)

Wolfenden, Freda (2008). Building new modes of teacher education: research analyses for the Teacher in Education in Sub Saharan Africa programme. In: BERA Annual Conference 2008, 3-6 Sep 2008, Heriot-Watt University, Edinburgh, UK.

Wolfenden, Freda (2008). TESSA: an open educational resource site for teacher education in Africa. In: eLearning Africa: 3rd International Conference on ICT for Development, Education and Training, 28-30 May 2008, Accra, Ghana.

Wolfenden, Freda (2008). Harnessing OER's, mobiles and other technologies for teacher education in Africa: the TESSA and DEEP projects. In: Needham, Gill and Ally, Mohamed eds. M-libraries: Libraries on the Move to Provide Virtual Access. London: Facet Publishing, pp. 71–82.

2007To Top

Kehily, M.J. ed. (2007). Understanding youth: Perspectives, identities and practices. Youth: Perspectives and Practice. London: Sage/The Open University.

Owen-Jackson, Gwyneth ed. (2007). A practical guide to teaching design & technology in the secondary school. A practical guide to teaching in the secondary school. London, UK: Routledge.

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

Bartlett, Tom and Erling, Elizabeth J. (2007). Local voices in global English: the authenticity and legitimation of non-standard ways of speaking. In: 33rd International Systemic Functional Congress (ISFC), 10-15 Jul 2006, Sao Paulo, Brazil.

Cable, C.; Goodliff, G. and Attar, D. (2007). Work-based learning and transitions in professional identity: women in the early years workforce. In: Women in Lifelong Learning Network, 18 May 2007, Birkbeck College, University of London.

Cable, Carrie and Goodliff, Gill (2007). Work-based learning and transitions in professional identity. In: Open CETL Conference, 15-16 Oct 2007, Milton Keynes.

Cable, Carrie; Goodliff, Gill and Miller, Linda (2007). Developing reflective early years practitioners within a regulatory framework. Malaysian Journal of Distance Education, 9(2) pp. 1–19.

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

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

Canning, Natalie (2007). Empowering children in play. In: The Integrated Children's Agenda, 22 May 2007, University of Worcester.

Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In: Craft, A.; Cremin, T. and Burnard, P. eds. Creative Learning 3-11 and How We Document It. London, UK: Trentham.

Craft, Anna; Cremin, Teresa; Burnard, Pamela and Chappell, Kerry (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2) pp. 136–147.

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

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

Cremin, Teresa (2007). Revisiting reading for pleasure: Delight, desire and diversity. In: Goouch, Kathy and Lambirth, Andrew eds. Understanding Phonics and the Teaching of Reading: A Critical Perspective. Berkshire, UK: McGraw Hill, pp. 166–190.

Cremin, Teresa (2007). Drama teaching. In: Cremin, Teresa and Dombey, Henrietta eds. Handbook of Primary English in Initial Teacher Education. Cambridge, UK: UKLA/NATE, pp. 115–128.

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

Drury, Rose (2007). Young bilingual learners at home and school researching multilingual voices. Stoke on Trent: Trentham Books.

Erling, Elizabeth J. (2007). Local identities, global connections: affinities to English among students at the Freie Universität Berlin. World Englishes, 26(2) pp. 111–130.

Erling, Elizabeth J. and Walton, Alan (2007). English at work in Berlin: A report on a survey of seven multinational companies in Germany. English Today, 23(1) pp. 32–40.

Fletcher-Campbell, Felicity; Whitby, Karen; White, Kerensa and Chamberlain, Tamsin (2007). Review of International Literature on Admissions. Reading: CfBT.

Floyd, Alan (2007). Career Trajectories of Academics who become Heads of Department - Initial Findings. In: BERA Annual Conference, 5-7 Sep 2007, University of London.

Goodliff, G (2007). Achieving Early Years Professional Status: EYPs evaluate the process and its impact on professional identity. In: EECERA, 29 Aug - 01 Sep 2007, Prague, Czech Republic.

Grainger, Teresa; Craft, Anna and Burnard, Pamela (2007). Examining possibility thinking in action in early years settings. In: Opening Doors to Imaginative Education: Connecting Theory to Practice (Broom, C ed.), Unknown.

Hadfield, L. and Kehily, M. J. (2007). The making of modern motherhoods: Experiences of consent, cleaning data and archiving. In: Timescapes Residential Workshop, 17-18 May 2007, London South Bank University.

Hall, Kathy; Rix, Jonathan and Eyres, Ian (2007). Assessing English within the Arts. In: Bresler, Liora ed. International Handbook of Research in Arts Education. Springer International Handbooks of Education (16). Springer.

Harrison, Roger; Clarke, Julia and Marashi, Mahnaz (2007). Formulating 'facts' about flexibility in Further Education. In: Thompson, Anne and Hillier, Yvonne eds. Readings in Post-compulsory Education. London, UK: Continuum, pp. 148–160.

Haughton, James and Spruce, Gary (2007). Music at Key Stage 4. In: Philpott, Chris and Spruce, Gary eds. Learning to Teach Music in the Secondary School: a Companion to School Experience (2nd ed). Learning to Teach Subjects in the Secondary School Series. London: Routledge Falmer, pp. 55–69.

Hughes, Jonathan (2007). The premature end of lifelong learning? In: BERA Annual Conference, 5-8 Sep 2007, Institute of Education, London, UK.

Hutchinson, Steven (2007). Professional discourse, quality assurance and a practice integrated pre-service teacher education course: The Open University PGCE. In: World Association of Co-operative Education Quality Assurance Conference, 13-15 Nov 2007, Charleston, CA.

Hutchinson, Steven and Shakespeare, Pamela (2007). Curriculum, practice and competencies in professional qualification: exploring the quality assurance implications. In: World Association of Co-operative Education Quality Assurance Conference, 13-15 Nov 2007, Charleston, CA.

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

Kehily, M. J. (2007). The making of modern motherhoods: Memories, identities, practices. In: BIRTH: The Cultural Politics of Reproduction conference: Fatherhood seminar, 6-7 Mar 2007, Lancaster University, UK.

Kehily, M. J. (2007). From the margins to the centre? Girlhood and the contradictions of femininity across three generations. In: Performative Health and body pedagogies: Every child matters?, 10 Sep 2007, Loughborough University, UK.

Kehily, Mary Jane (2007). Masculinities and humour. In: Flood, Michael; Gardiner, Judith Kegan; Pease, Bob and Pringle, Keith eds. International Encyclopedia of Men and Masculinities. London, UK: Routledge, pp. 320–321.

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Kehily, Mary Jane (2007). Playing. In: Kehily, Mary Jane ed. Understanding Youth: Perspectives, identities and practices. UK: Sage, pp. 249–282.

Kehily, Mary Jane (2007). Education. In: Robb, Martin ed. Youth in Context: Frameworks, settings and encounters. UK: Sage, pp. 155–184.

Kelly, A.; Safford, K. and Montgomerie, D. (2007). Speaking and listening: never a better time. NATE Classroom(3) pp. 20–22.

Moon, Robert and Wolfenden, Freda (2007). Open educational resources, international co-operation and teacher education in Sub-Saharan Africa. In: EADTU's 20th Anniversary Conference, 8-9 Nov 2007, Lisbon, Portugal.

Openshaw, R. and Soler, Janet (2007). Sowing the seeds for the National Literacy Strategy: reading debates in England; 1968-1979. In: Crook, David and McCulloch, Gary eds. History, Politics and Policy-Making; A Festschrift presented to Richard Aldrich. London: Institute of Education.

Owen-Jackson, Gwyneth (2007). Design and technology in school. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 4–10.

Owen-Jackson, Gwyneth (2007). Food technology in the classroom. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 21–28.

Owen-Jackson, Gwyneth (2007). Teaching and learning in design and technology. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 56–66.

Owen-Jackson, Gwyneth (2007). Using ICT in Design and Technology. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 67–75.

Owen-Jackson, Gwyneth (2007). Assessing pupils' learning. In: Owen-Jackson, Gwyneth ed. A practical guide to teaching design and technology in the secondary school. Routledge Teaching Guides. Abingdon: Routledge, pp. 95–102.

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Owen-Jackson, Gwyneth and Steeg, Torben (2007). The role of technical understanding in design and technology. In: Barlex, David ed. Design and Technology - The Next Generation : a collection of provocative pieces to stimulate reflection and curriculum innovation. UK: TEP/Nuffield.

Owen-Jackson, Gwyneth Ann (2007). Bosnia and Herzegovina: a study of the effects of social and political change on primary schooling, 1878 – 2002. PhD thesis The Open University.

Paige-Smith, Alice and Rix, Jonathan (2007). Learning together and early intervention – a time of transition for parents, children, professionals. In: British Journal of Educational Technology, 35(1).

Payler, Jane (2007). Opening and closing interactive spaces: Shaping four-year-old children’s participation in two English settings. Early Years: An International Journal of Research and Development, 27(3) pp. 237–254.

Payler, Jane; Meyer, Edgar and Humphris, Debra (2007). Theorizing interprofessional pedagogic evaluation: framework for evaluating the impact of interprofessional continuing professional development on practice change. Learning in Health and Social Care, 6(3) pp. 156–169.

Philpott, Christopher and Spruce, Gary eds. (2007). Learning to Teach Music in the Secondary School. London, UK: Routledge.

Power, Tom and Sankale, James (2007). In the palm of your hand: supporting rural teacher professional development and practice through the use of mobile phones and other handheld digital devices. In: Meraka Innovate Conference, 18-20 Apr 2007, Pretoria, South Africa, Meraka Institute.

Power, Tom and Thomas, Rhodri (2007). The classroom in your pocket? Curriculum Journal, 18(3) pp. 373–388.

Reeve, Fiona; Gallacher, Jim and Ingram, Robert (2007). A comparative study of work-based learning within higher nationals in Scotland and foundation degrees in England: contrast, complexity, continuity. Journal of Education and Work, 20(4) pp. 305–318.

Rix, Jonathan (2007). Labels of opportunity - A response to Carson and Rowley. Ethical Space: The International Journal of Communication Ethics, 4(3) pp. 25–27.

Rix, Jonathan (2007). Knowing yourself and the family. In: Limbrick, P. ed. Working in partnership through Early support: Distance learning text. London: Department of Health, Department of Education and Skills and Surestart, Crown Copyright, pp. 191–220.

Rix, Jonathan and Paige-Smith, Alice (2007). Change and Compromise? Parental agency and early intervention. In: International Transitions Research Conference, 11-14 Apr 2007, University of Strathclyde.

Rix, Jonathan and Twining, Peter (2007). Exploring education systems: towards a typology for future learning? Educational Research, 49(4) pp. 329–341.

Safford, K.; Kelly, A. and Montgomerie, D. (2007). Language and Sport: exploring the field. Primary English Magazine, 12(3) pp. 11–15.

Safford, Kimberly (2007). Assessing second and additional languages across borders in Europe. NALDIC Quarterly, 4(1) pp. 3–30.

Safford, Kimberly and Barrs, Myra (2007). Creating contexts for talk: the influence of school-based creative arts projects on children's language. English in Education, 41(2) pp. 44–56.

Safford, Kimberly and Collins, Fiona (2007). EAL and English: subjects and language across the curriculum. National Association for Language Development in the Curriculum, UK.

Safford, Kimberly and O'Sullivan, Olivia (2007). Their learning becomes your journey: Parents respond to children’s work in creative partnerships. UK: Centre for Literacy in Primary education.

Soler, Janet and Openshaw, Roger (2007). 'To be or not to be?': the politics of teaching phonics in England and New Zealand. Journal of Early Childhood Literacy, 7(3) pp. 333–352.

Spruce, Gary (2007). Listening and appraising and the ideology of aesthetic listening. In: Philpott, Chris and Spruce, Gary eds. Learning to Teach Music in the Secondary School: a Companion to School Experience (2nd ed). Learning to Teach Subjects in the Secondary School Series. London: Routledge Falmer, pp. 149–162.

Spruce, Gary (2007). Culture, society and musical learning. In: Philpott, Chris and Spruce, Gary eds. Learning to Teach Music in the Secondary School: A Companion to School Experience (2nd ed). Learning to Teach Subjects in the Secondary School Series. London: Routledge Falmer, pp. 16–27.

Tierney, Daniel and Gallastegi, Lore (2007). The attitudes of Scottish pupils towards the study of Spanish in primary schools and the first year of secondary. Vida Hispanica, 36 pp. 13–24.

Twining, Peter; Craft, Anna and Chappell, Kerry (2007). Learners reconceptualising education: Widening participation through creative engagement? In: Higher Education Academy: Creativity or Conformity? Building Cultures of Creativity in Higher Education, 8-10 Jan 2007, Cardiff.

Twining, Peter (2007). Discussing ICT, aspirations and targets for Education: international perspectives. International Journal of Knowledge and Learning, 3(2-3) pp. 154–170.

Twining, Peter (2007). Interactive whiteboards: Issues relating to professional development and pedagogical change - discuss. In: BERA Annual Conference, 5-8 Sep 2007, Institute of Education, London, UK.

Twining, Peter (2007). Using Teen Second Life to explore visions of schome. In: Second Life Best Practices in Education Conference, Second Life Main Grid, 25 May 2007.

Twining, Peter (2007). Developing visions of schome. In: Massively Multi-Learner Conference, 22 Mar 2007, University of Paisley.

Whitelegg, Elizabeth; Murphy, Patricia and Hart, Christina (2007). Girls in physics: dilemmas and tensions. In: Pintó, Roser and Couso, Digna eds. Contributions from Science Education Research. Dordrecht: Springer, pp. 27–32.

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

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

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

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

Cable, C. and Goodliff, G. (2006). Developing reflective practitioners through supported work-based distance learning: an analysis of student perceptions of the impact on their practice. In: EECERA, 30 Aug - 02 Sep 2006, Reykjavik, Iceland.

Cable, Caroline; Eyres, Ian and Collins, Janet (2006). Bilingualism and inclusion: more than just rhetoric? Support for Learning, 21(3) pp. 129–134.

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

Cremin, Teresa; Burnard, Pamela and Craft, Anna (2006). Pedagogy and possibility thinking in the early years. Thinking Skills and Creativity, 1(2) pp. 108–119.

Cremin, Teresa; Goouch, Kathy; Blakemore, Louise; Goff, Emma and Macdonald, Roger (2006). Connecting drama and writing: seizing the moment to write. Research In Drama in Education, 11(3) pp. 273–291.

Erling, Elizabeth J. and Bartlett, Tom (2006). Making English their own: The use of ELF among students of English at the Free University of Berlin. Nordic Journal of English Studies, 5(2) pp. 9–40.

Erling, Elizabeth J. and Hilgendorf, Suzanne K. (2006). Language policies in the context of German higher education. Language Policy, 5(3) pp. 267–293.

Erling, Elizabeth J. and Hilgendorf, Suzanne K. (2006). English at the German University: A means of disadvantage or empowerment? In: Weideman, A. and Smieja, B. eds. Empowerment through Language and Education. Duisburg Papers on Research in Language and Culture (65). Frankfurt, Germany: Peter Lang, pp. 113–128.

Floyd, Alan (2006). Heading the Department: A need for Investigation. In: BERA Annual Conference, 5-7 Sep 2006, University of Warwick.

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

Goodliff, G. (2006). Spirituality and young children's learning: evaluating the perspectives of early years practitioners. In: EECERA, European Early Childhood Education Research Association, 02 Sep 2006, Reykjavik, Iceland.

Grainger, Teresa and Barnes, Jonathan (2006). Creativity in the primary curriculum. In: Arthur, James; Grainger, Teresa and Wray, David eds. Learning to Teach in the Primary School. London, UK: Routledge, pp. 209–225.

Grainger, Teresa (2006). Planning with short stories. In: Lambirth, Andrew ed. Planning Creative Literacy Lessons. London, UK: David Fulton, pp. 46–64.

Grainger, Teresa and Barnes, Jonathan (2006). Creativity in the Curriculum. In: Arthur, James and Grainger, Teresa eds. Learning to Teach in the Primary School. London, UK: Routledge, pp. 209–225.

Hughes, Jonathan (2006). Learning journeys in the West Midlands. In: BERA, 6-9 Sep 2006, Warwick, UK.

Hutchinson, Steven (2006). Content, structure and methods: learning to teach with the Open University flexible PGCE. In: Bloxham, Sue; Twiselton, Sam and Jackson, Alison eds. Challenges and opportunities: Developing learning and teaching in ITE across the UK. Bristol, U.K.: ESCalate, pp. 4–10.

Hutchinson, Steven and Wolfenden, Freda (2006). A new paradigm for teacher education: supported, open teaching and learning at the Open University. In: European Educational Research Association Annual Conference, 13-16 Sep 2006, Geneva.

Kehily, Mary Jane and Nayak, Anoop (2006). ‘Lads and laughter’: humour and the production of heterosexual hierarchies. In: Arnot, Madeleine and Mac An Ghaill, Mairtin eds. The RoutledgeFalmer Reader in Gender and Education. Routledge/Falmer, pp. 131–146.

Kehily, Mary Jane and Pattman, Rob (2006). Middle‐class struggle? Identity‐work and leisure among sixth formers in the United Kingdom. British Journal of Sociology of Education, 27(1) pp. 37–52.

Leach, Jenny; Ahmed, Atef; Makalima, Shumi and Power, Tom (2006). DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south: Researching the issues. DFID Research Series 58; Department for International Development (DFID), London, UK.

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

Murphy, Patricia and Whitelegg, Elizabeth (2006). Girls in the physics classroom: a review of the research on the participation of girls in physics. Institute of Physics, London, UK.

Murphy, Patricia (2006). Gender and technology: gender mediation in school knowledge construction. In: Dakers, John R. ed. Defining technological literacy: Towards an epistemological framework. New York, USA: Palgrave Macmillan, pp. 219–237.

Murphy, Patricia and Whitelegg, Elizabeth (2006). Girls and physics: continuing barriers to 'belonging'. Curriculum Journal, 17(3) pp. 281–305.

Nayak, Anoop and Kehily, Mary Jane (2006). Gender undone: subversion, regulation and embodiment in the work of Judith Butler. British Journal of Sociology of Education, 27(4) pp. 459–472.

Paige-Smith, Alice and Rix, Jonathan (2006). Parents' perceptions and children's experiences of early intervention – inclusive practice? Journal of Research in Special Educational Needs, 6(2) pp. 92–98.

Power, Tom (2006). Using suites of free refurbished computers may cost over four times more than buying and using ‘state of the art’ learning technologies. In: British Educational Research Association Annual Conference 2006, 6-9 Sep 2006, University of Warwick, Coventry, UK.

Power, Tom and Thomas, Rhodri (2006). mLearning: the classroom in your pocket? In: British Educational Research Association (BERA) Annual Conference, 3-6 Sep 2008, Warwick, UK.

Ralston, J.; Cooke, D.; Twining, P.; Dillon, G.; Evans, D.; Jones, A.; Kukulska-Hulme, A.; McAndrew, P.; Scanlon, E.; Selwood, I.; Sheehy, K. and Underwood, J. (2006). Introducing Tablet PCs in schools - a national study - some lessons learned. In: IFIP Conference, Imagining the future for ICT and Education, 26-30 Jun 2006, Norway.

Rix, J and Paige-Smith, A (2006). Parental agency and early intervention. In: BERA Conference 2006, 6-9 Sep 2006, Warwick, UK.

Rix, J.; Hall, K.; Nind, M.; Sheehy, K. and Wearmouth, J. (2006). A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, UK.

Rix, Jonathan (2006). Simplified Language Materials – Their Usage and Value to Teachers and Support Staff in Mainstream Settings. Teaching and Teacher Education, 22(8) pp. 1145–1156.

Rix, Jonathan (2006). Egyszerû kezdet: Az SLM felhasználása az inkluzív osztályban. Iskolakultúra, 16(10) pp. 71–80.

Rix, Jonathan (2006). Does it matter what we call them? Labelling people on the basis of notions of intellect. Ethical Space: The International Journal of Communication Ethics, 3(4) pp. 22–28.

Rix, Jonathan (2006). Statutory assessment of the class? Supporting the additional needs of the learning context. In: European Conference on Educational Research, 13-16 Sep 2006, Geneva.

Rix, Jonathan (2006). From one professional to another. In: Rix, Brian ed. All about us! The story of people with a learning disability and Mencap. UK: MENCAP.

Safford, Kimberly and Costley, Tracy (2006). 'I Try To Open My Ears': Experiences And Strategies Of Students Learning English As An Additional Language And Studying For Higher Education. NALDIC Occasional Paper 20; National Association for Language Development in the Curriculum, Reading.

Soler, J. (2006). Renegotiating cultural authority: imperal culture and the NZ primary school curriculum in the 1930s. History of Education, 35(1) pp. 11–25.

Soler, Janet and Openshaw, Roger (2006). Literacy crises and reading policies: Children still can't read! Abington, Oxon, UK: Routledge.

Spruce, Gary (2006). An integrated approach to lesson planning. In: Philpott, Chris and Spruce, Gary eds. Learning to Teach Music in the Secondary School: A Companion to School Experience (2nd ed). Learning to Teach Subjects in the Secondary School Series. London: Routledge Falmer, pp. 88–101.

Twining, Peter; Broadie, Roger; Cook, Deirdre; Ford, Karen; Morris, David; Twiner, Alison and Underwood, Jean (2006). Educational change and ICT: an exploration of priorities 2 & 3 of the DfES eStrategy in schools and colleges. Becta, Coventry, UK.

Twining, Peter and Cooke, David (2006). The eSIR Statement - is this where we are going with ICT in education in England. In: IFIP Conference, Imagining the future for ICT and Education, 26-30 Jun 2006, Norway.

Twining, Peter and Sheehy, Kieron (2006). Not school – not home – schome – the education system for the Information Age. In: IFIP Conference, Imagining the future for ICT and Education, 26-30 Jun 2006, Norway.

2005To Top

Ellis, Sue and Safford, Kimberly eds. (2005). Animating Literacy: Inspiring children’s learning through teacher and artist partnerships. UK: Centre for Literacy in Primary Education and Creative Partnerships.

Harrison, Roger and Wise, Christine eds. (2005). Working with Young People. London, UK: Sage.

Nind, Melanie; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. (2005). Curriculum and pedagogy in inclusive education: Values into practice. London, UK: Routledge.

Nind, Melanie; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. (2005). Policy and power in inclusive education: Values into practice. London, UK: Routledge.

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

Crowther, Sheilagh and Eyres, Ian (2005). Making sense of it all: using ICT to support older bilingual new arrivals. In: Cable, Carrie and Eyres, Ian eds. Primary Teaching Assistants: Curiculum in Context. London, U.K.: David Fulton Publishers Ltd, pp. 93–95.

Devereux, Jane and Amos, Sandra (2005). The University of Fort Hare’s learner-centred Distance Education Programme. Open Learning, 20(3) pp. 277–284.

Erling, Elizabeth (2005). The many names of English. English Today, 21(1) pp. 40–44.

Erling, Elizabeth (2005). Who is the global English speaker? A profile of students of English at the Freie Universität Berlin. In: Gnutzmann, Claus and Intemann, Frauke eds. The Globalisation of English and the English Language Classroom. Tübingen, Germany: Gunter Narr, pp. 215–230.

Gallastegi, Lore and Tierney, Daniel (2005). Does learning a language at primary school make a difference? A study of 10-13 year-old Scottish pupils' linguistic competence in Spanish. Vida Hispánica, 32 pp. 3–11.

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

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

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

Grainger, Teresa (2005). Motivating young writers to write with purpose and pleasure. In: Goodwin, Prue ed. The Literate Classroom. London, UK: David Fulton, pp. 79–89.

Grainger, Teresa (2005). Teachers as Writers. In: Pandis, M.; Ward, A. and Matthews, S. R. eds. Reading, Writing and Thinking: Proceedings of the 13th European Conference On Reading. Estonia: International Reading Association, pp. 87–99.

Hall, Kathy; Eyres, Ian and Rix, Jonathan (2005). Assessing aesthetic aspects of English barriers to access and achievement paper. In: European Conference of Educational Research (ECER), 7-10 Sep 2005, University College Dublin.

Hall, Thelma and Eyres, Ian (2005). Beyond the tests: literacy in successful schools. In: Cable, Carrie and Eyres, Ian eds. Primary Teaching assistants: Curriculum in context. London, U.K.: David Fulton Publishers Ltd, pp. 217–222.

Kehily, M. J. (2005). The making of modern motherhoods: cultural representations and lived practice. In: Gender and Education 5th International Conference, 29-31 Mar 2005, Cardiff, UK.

Kehily, Mary Jane (2005). The trouble with sex: sexuality and subjectivity in the lives of teenage girls. In: Lloyd, Gwynedd ed. Problem Girls: Understanding and Supporting Troubled and Troublesome Girls and Young Women. London: Routledge.

Leach, Jennifer; Power, Tom; Thomas, Rhodri; Fadani, Xolisa and Mbebe, Andile (2005). 4D Technologies: appropriating handheld computers to serve the needs of teachers and learners in rural African settings. In: mLearn 2005, 25-28 Oct 2005, Cape Town, South Africa.

Lee, Clare and Wiliam, Dylan (2005). Studying changes in the practice of two teachers developing assessment for learning. Teacher Development: An international journal of teachers' professional development, 9(2) pp. 265–283.

Leung, Constant and Safford, Kimberly (2005). Non-traditional students in Higher Education: English as an additional language and literacies. In: Street, Brian ed. Literacies Across Educational Contexts: Mediating learning and teaching. Philadelphia, PA: Caslon, pp. 303–324.

Oakley, Ben and Hencken, Clare (2005). Oral examination assessment practices: effectiveness and change within a first year undergraduate cohort. Journal of Hospitality, Leisure, Sport and Tourism Education, 4(1) pp. 3–14.

Paige-Smith, Alice and Rix, Jonathan (2005). Parents perceptions and children’s experiences of early intervention – inclusive practice? In: 4th International Conference on Developmental Issues in Down Syndrome, The Down Syndrome Educational Trust, 15-18 Sep 2005, University of Portsmouth, UK.

Paige-Smith, Alice and Rix, Jonathan (2005). Parents perceptions and children's experiences of early intervention – inclusive practice? In: Inclusive and Supportive Education Congress: International Special Education Conference - Inclusion: Celebrating Diversity?, 1-4 Aug 2005, Glasgow, Scotland.

Reeve, Fiona and Gallacher, Jim (2005). Employer – university ‘partnerships’: a key problem for work-based learning programmes? Journal of Education and Work, 18(2) pp. 219–233.

Rix, Jonathan and Hall, Kathy (2005). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? The interactions of peers, teachers and support staff. In: ISEC (Inclusive and Supportive Education Congress), 1-4 Aug 2006, Strathclyde, Glasgow.

Rix, Jonathan (2005). Checking the list: Can a model of Down syndrome help us explore the intellectual accessibility of Heritage sites? International Journal of Heritage Studies, 11(4) pp. 341–356.

Rix, Jonathan and Hall, Kathy (2005). How do teachers, support staff and pupils interact within pedagogical approaches that effectively include children with SEN in mainstream classrooms? In: European Conference of Educational Research (ECER), 7-10 Sep 2005, University College Dublin.

Rix, Jonathan; Paige-Smith, Alice and Jones, Helen (2005). Approaches to supporting children’s learning in early childhood – the role of parents and professionals. In: 4th International Conference On Developmental Issues In Down Syndrome, The Down Syndrome Educational Trust, 15-18 Sep 2005, University of Portsmouth.

Rix, Jonathan and Simmons, Katy (2005). Introduction: A world of change. In: Nind, Melanie; Rix, Jonathan; Sheehy, Kieron and Simmons, Katy eds. Policy and Power in Inclusive Education: Values into practice. London, UK: Routledge, pp. 1–10.

Safford, Kimberly and Barrs, Myra (2005). Creativty and Literacy - Many routes to meaning: Children’s language and literacy development in creative arts work. UK: Centre for Literacy in Primary Education and Creative Partnerships.

Selwood, Ian and Twining, Peter (2005). Teacher use of broadband technology. In: 8th IFIP World Conference on Computer in Education, 4-7 Jul 2005, Cape Town, South Africa.

Sheehy, K.; Kukulska-Hulme, A.; Twining, P.; Evans, D.; Cook, D. and Jelfs, A. (2005). Tablet PCs in schools: A review of literature and selected projects. BECTA, Coventry, UK.

Thomson, R. and Kehily, M. J. (2005). Thinking intergenerationally. In: 7th Conference of European Sociological Association: Rethinking Inequalities, 9-12 Sep 2005, Torun, Poland.

Thomson, R.; Kehily, M. J. and Hadfield, L. (2005). The making of modern motherhoods. In: British Sociological Association Family Studies Group Conference: Time Space and Family Practices, 14-15 Jan 2005, Keele University, UK.

Tierney, Daniel and Gallastegi, Lore (2005). Where are we going with primary foreign languages? Language Learning Journal, 31(1) pp. 47–54.

Twining, P.; Cook, D.; Dillon, P.; Evans, G.; Heppell, A.; Jones, A.; Kukulska-Hulme, A.; McAndrew, P.; Ralston, J.; Scanlon, E.; Selwood, A.; Sheehy, K. and Underwood, J. (2005). Tablet PCs in schools. In: CALRG-TRLG Seminar, 15 Jun 2005, Milton Keynes, UK.

Twining, P.; Evans, D.; Cook, D.; Ralston, J.; Selwood, I.; Jones, A.; Underwood, J.; Dillon, G.; Scanlon, E.; Heppell, S.; Kukulska-Hulme, A.; McAndrew, P. and Sheehy, K. (2005). Tablet PCs in schools: Case study report: A report for Becta by the Open University. Becta, Coventry, UK.

Twining, P.; Underwood, J.; Twiner, A.; Morris, D.; Ford, K.; Cook, D. and Broadie, R. (2005). eSIR: eStrategy Implementation Review. In: Becta D&R Researcher Consultation Day, 8 Nov 2005, Warwick, UK.

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

Underwood, Jean; Ault, Alison; Banyard, Phil; Bird, Karen; Dillon, Gayle; Hayes, Mary; Selwood, Ian; Somekh, Bridget and Twining, Peter (2005). The impact of broadband in schools: Summary report. Becta, Coventry.

2004To Top

Kehily, Mary Jane ed. (2004). An Introduction to Childhood Studies. Maidenhead, UK: Open University Press.

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

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

Black, Paul; Harrison, Christine; Lee, Clare; Marshal, Bethan and Wiliam, Dylan (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1) pp. 8–21.

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

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

Craft, A; Miell, D; Vass, E; Whitelock, D; Littleton, K; Joubert, M and Murphy, P (2004). Ignite! Fellowship Programme for Young People: A Research Study. National Endownment for Science Technology and the Arts (NESTA), London, UK.

Drury, Rose (2004). Samia and Sadaqat play school: early bilingual literacy at home. In: Gregory, Eve; Long, Susi and Volk, Dinah eds. Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. London: RoutledgeFalmer, pp. 40–51.

Erling, Elizabeth J. (2004). English as the language of the European academic community: Questions from the Freie Universität Berlin. In: Duszak, A. and Okulska, U. eds. Speaking from the Margin: Global English from a European Perspective. Polish Studies in English Language and Literature (11). Frankfurt, Germany: Peter Lang, pp. 77–90.

Eyres, Ian (2004). Fighting the fuzzies; working together on classroom observation in the nursery school. In: Hancock, Roger and Collins, Janet eds. Primary Teaching Assistants: Learners and Learning. London, U.K.: David Fulton Publishers Ltd, pp. 93–100.

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

Grainger, T. and Kendall-Seatter, S. (2004). Drama and spiritual development. In: Dowling, C. and Scarlett, G. eds. Encyclopaedia of Spiritual and Religious Development in Childhood and adolescence. Thousand Oaks: Sage, pp. 272–280.

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

Grainger, Teresa (2004). Drama and writing: enlivening their prose. In: Goodwin, Prue ed. Literacy through Creativity. London, UK: David Fulton, pp. 91–104.

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

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