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Bell, Douglas (2021) A review of ‘Introducing English for specific purposes’. JALT Journal, 43 (1). pp. 104-107. ISSN 0287-2420

Bell, Douglas (2021) English language teachers in higher education: a different tribe? Working Paper. N/A. (Submitted)

Bell, Douglas (2021) Establishing systems & processes for classroom observation of teaching in EAP. Working Paper. N/A. (Submitted)

Bell, Douglas (2021) Linking theory with practice on an MA TESOL programme. Working Paper. N/A. (Submitted)

Bell, Douglas (2021) Methodology in EAP: still an overlooked issue? Working Paper. N/A. (Submitted)

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Hou, Junxia and Feng, Anwei (2019) Juggling multiple identities: the untold stories behind a PhD ethnographic study. International Journal of Qualitative Methods, 18 . p. 160940691988414. ISSN 1609-4069

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Poole, Adam (2017) Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’. Journal of Research in International Education, 16 (3). pp. 248-264. ISSN 1741-2943

Poole, Adam (2017) Funds of knowledge 2.0: towards digital funds of identity. Learning, Culture and Social Interaction, 13 . pp. 50-59. ISSN 2210-6561

Poole, Adam (2017) "I want to be a furious leopard with magical wings and super power": developing an ethico-interpretive framework for detecting Chinese students' funds of identity. Cogent Education, 4 (1). 1316915/1-1316915/20. ISSN 2331-186X

Poole, Adam (2016) Digital Funds of Identity: Funds of Knowledge 2.0 for the digital generation? In: European Conference on Education 2016, 29 June - 3 July 2016, Brighton, United Kingdom.

Poole, Adam (2016) Possibilities-within-constraints: implementing the funds of knowledge concept in the People’s Republic of China. Frontiers of Education in China, 11 (2). pp. 187-216. ISSN 1673-3533

Poole, Adam (2016) 'Complex teaching realities' and 'deep rooted cultural traditions': barriers to the implementation and internalisation of formative assessment in China. Cogent Education, 3 (1). p. 1156242. ISSN 2331-186X

Poole, Adam (2016) ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China. Cogent Education, 3 . 1156242/1-1156242/14. ISSN 2331-186X

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Shi, Xiaoming (2020) Using explicit teaching of philosophy to promote understanding of the nature of science: a case study from a Chinese high school. Science & Education . ISSN 0926-7220

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Xue, Shan, Bush, Tony and Ng, Ashley Yoon Mooi (2020) Leadership preparation in China: providers’ perspectives. Research in Educational Administration and Leadership, 5 (4). ISSN 25647261