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Abbas, Andrea, Ashwin, Paul and McLean, Monica (2016) The influence of curricula content on sociology students’ transformations: the case of feminist knowledge. Teaching in Higher Education, 21 (4). pp. 442-456. ISSN 1470-1294

Adkins, Michael and Noyes, Andrew (2017) Do advanced mathematics skills predict success in biology and chemistry degrees? International Journal of Science and Mathematics Education, 16 (3). pp. 487-502. ISSN 1573-1774

Adkins, Michael and Noyes, Andrew (2016) Reassessing the economic value of advanced level mathematics. British Educational Research Journal, 42 (1). pp. 93-116. ISSN 0141-1926

Ainsworth, Shaaron E. (2018) Multi-modal, multi-source reading: a multi-representational reader’s perspective. Learning and Instruction . ISSN 1873-3263

Ainsworth, Shaaron E., Prain, V. and Tytler, R. (2011) Drawing to learn in science. Science, 333 (6046). pp. 1096-1097. ISSN 0036-8075

Alcock, Lara, Ansari, Daniel, Batchelor, Sophie, Bisson, Marie-Josée, De Smedt, Bert, Gilmore, Camilla, Göbel, Silke M., Hannula-Sormunen, Minna, Hodgen, Jeremy, Inglis, Matthew, Jones, Ian, Mazzocco, Michèle, McNeil, Nicole, Schneider, Michael, Simms, Victoria and Weber, Keith (2016) Challenges in mathematical cognition: a collaboratively-derived research agenda. Journal of Numerical Cognition, 2 (1). pp. 20-41. ISSN 2363-8761

Amsler, Sarah (2017) What do we mean when we say “democracy”’?: learning towards a common future through popular higher education. In: Out of the ruins: the emergence of radical informal learning spaces. PM Press. ISBN 978-1-62963-239-1

Amsler, Sarah (2017) ‘Insane with courage’: free university experiments and the struggle for higher education in historical perspective. Learning and Teaching, 10 (1). pp. 5-23. ISSN 1755-2281

Amsler, Sarah (2016) Learning hope: an epistemology of possibility for advanced capitalist society. In: Social sciences for an other politics: women theorizing without parachutes. Palgrave Macmillan. ISBN 978-3-319-47775-6

Amsler, Sarah (2015) Living on the Front of the world. In: The education of radical democracy. Routledge research in education . Routledge, London. ISBN 9780415702638, 9780203795545

Amsler, Sarah (2015) The education of radical democracy. Routledge research in education . Routledge, London. ISBN 9780415702638, 9780203795545

Amsler, Sarah (2014) “By ones and twos and tens”: pedagogies of possibility for democratizing higher education. Pedagogy, Culture and Society, 22 (2). pp. 275-294. ISSN 1747-5104

Amsler, Sarah and Facer, Keri (2017) Introduction to ‘Learning the future otherwise: emerging approaches to critical anticipation in education’. Futures: The Journal of Policy, Planning and Future Studies, 94 . pp. 1-5. ISSN 0016-3287

Amsler, Sarah and Facer, Keri (2017) Contesting anticipatory regimes in education: exploring alternative educational orientations to the future. Futures: The Journal of Policy, Planning and Future Studies . ISSN 0016-3287

Amsler, Sarah and Motta, Sara C. (2017) The marketised university and the politics of motherhood. Gender and Education . ISSN 0954-0253

Andreotti, Vanessa, Stein, Sharon, Sutherland, Ali, Pashby, Karen, Susa, Rene and Amsler, Sarah (2018) Mobilising different conversations about global justice in education: toward alternative futures in uncertain times. Policy & Practice: A Development Education Review, 26 . pp. 9-41. ISSN 1748-135X

Archard, P.J. and Murphy, David (2015) A practice research study concerning homeless service user involvement with a programme of social support work delivered in a specialized psychological trauma service. Journal of Psychiatric and Mental Health Nursing, 22 (6). pp. 360-370. ISSN 1365-2850

Argyle, Elaine (2015) A potter's day. Ceramic Review, 272 . p. 79. ISSN 0144-1825

Argyle, Elaine, Chadborn, Neil, Dunk, Laura, Coope, Jonathan and Thomson, Louise (2015) Evaluation of the use of museum based resources for care home residents with dementia. In: 21st International Network for Psychiatric Nursing Research Conference, 17-18 Sept 2015, Manchester, UK.

Argyle, Elaine, Downs, Murna and Tasker, Jessica (2010) Continuing to care for people with dementia: Irish family carers' experience of their relative's transition to a nursing home. Other. University of Bradford, Bradford.

Argyle, Elaine and Kelly, Tony (2015) Implementing person centred dementia care: a musical intervention. Working With Older People, 19 (2). pp. 77-84. ISSN 2042-8790

Argyle, Elaine, Kelly, Tony and Jones, Rob (2015) Barriers and facilitators to person centred dementia care: a musical intervention. In: 21st International Network for Psychiatric Nursing Research Conference, 17-18 September 2015, Manchester, UK.

Argyle, Elaine and Schneider, Justine M. (2015) Research based theatre in dementia knowledge transfer: views from the front line. Journal of Mental Health Training, Education and Practice . ISSN 2042-8707 (In Press)

Argyle, Elaine and Winship, Gary (2015) Clay Transformations: transforming lives through mutual recovery. In: 21st International Network for Psychiatric Nursing Research Conference, 17-18 Sept 2015, Manchester, UK.

Argyle, Elaine and Winship, Gary (2015) Creative practice in a group setting. Mental Health and Social Inclusion, 19 (3). pp. 141-147. ISSN 2042-8316

Ashwin, Paul, Abbas, Andrea and McLean, Monica (2016) Conceptualising transformative undergraduate experiences: a phenomenographic exploration of students' personal projects. British Educational Research Journal, 42 (6). pp. 962-977. ISSN 1469-3518

Ashwin, Paul, Abbas, Andrea and McLean, Monica (2016) How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge? Assessment & Evaluation in Higher Education, 42 (4). pp. 517-530. ISSN 0260-2938

Ashwin, Paul, Abbas, Andrea and McLean, Monica (2015) Representations of a high-quality system of undergraduate education in English higher education policy documents. Studies in Higher Education, 40 (4). pp. 610-623. ISSN 1470-174X

Ashwin, Paul, Abbas, Andrea and McLean, Monica (2014) How do students’ accounts of sociology change over the course of their undergraduate degrees? Higher Education, 67 (2). pp. 219-234. ISSN 1573-174X

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Bader, Lina R., McGrath, Simon, Rouse, Michael J. and Anderson, Claire (2016) A conceptual framework toward identifying and analyzing challenges to the advancement of pharmacy. Research in Social and Administrative Pharmacy, 13 (2). pp. 321-331. ISSN 1934-8150

Bagga, Simran (2016) Challenges faced in bringing a comprehensive digital transformation in customer relationships and internal processes in Indian retail companies and their successful implementation. [Dissertation (University of Nottingham only)] (Submitted)

Baldwin, Susanna and Costley, Debra (2016) The experiences and needs of female adults with high functioning autism spectrum disorder. Autism, 20 (4). pp. 483-495. ISSN 1461-7005

Baldwin, Susanna, Costley, Debra and Warren, Anthony (2014) Employment activities and experiences of adults with high functioning autism and Asperger's Disorder. Journal of Autism and Developmental Disorders, 44 (10). pp. 2440-2449. ISSN 1573-3432

Banerjee, Amartya, Horn, Michael S. and Davis, Pryce (2016) Invasion of the energy monsters: a family board game about energy consumption. In: 2016 CHI Conference on Human Factors in Computing Systems 2016, 7-12 May 2016, San Jose, California, USA.

Barker, Alex Byron and Winship, Gary (2016) Recovery is no laughing matter – or is it? Mental Health and Social Inclusion, 20 (3). pp. 167-173. ISSN 2042-8316

Bedwani Naguib, Mary-Anne, Bruck, Susan and Costley, Debra (2015) Augmentative and alternative communication for children with autism spectrum disorder: an evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme. Cogent Education, 2 (1). 1045807/1-1045807/25. ISSN 2331-186X

Bereiter, Carl, Cress, Ulrike, Fischer, Frank, Hakkarainen, Kai, Scardamalia, Marlene and Vogel, Freydis (2017) Scripted and unscripted aspects of creative work with knowledge. In: Making a difference: prioritizing equity and access in CSCL, 12th International Conference on Computer-Supported Collaborative Learning (CSCL) 2017. International Society of the Learning Sciences, Philadelphia, USA, pp. 751-757. ISBN 9780990355007

Blackie, Laura E.R., Hitchcott, Nicki and Joseph, Stephen (2017) Looking for post-traumatic growth in perpetrators of the 1994 genocide in Rwanda: a discussion of theoretical and ethical issues. Journal of Perpetrator Research, 1 (1). pp. 64-84.

Bligh, Brett and Crook, Charles (2017) Learning spaces. In: Technology enhanced learning: research themes. Springer, Cham, Switzerland, pp. 69-87. ISBN 9783319025995

Bligh, Brett and Lorenz, Katharina (2010) The rhetoric of multi-display learning spaces: exploratory experiences in visual art discipines. Seminar.net, 6 (1). pp. 7-27. ISSN 1504-4831

Bligh, Brett and Lorenz, Katharina (2010) Vorsprung durch Technik: multi-display learning spaces and art-historical method. In: Technology and 'the death of Art History' CHArt Annual Conference, 10-11 Nov 2010, London, England.

Boeren, Ellen and Holford, John (2016) Vocationalism varies (a lot): a 12-country multivariate analysis of participation in formal adult learning. Adult Education Quarterly, 66 (2). pp. 120-142. ISSN 1552-3047

Boerner, Michaela, Joseph, Stephen and Murphy, David (2017) A theory on reports of constructive (real) and illusory posttraumatic growth. Journal of Humanistic Psychology . ISSN 1552-650X

Boerner, Michaela, Joseph, Stephen and Murphy, David (2017) The association between sense of humour and trauma-related mental health outcomes: two exploratory studies. Journal of Loss and Trauma . ISSN 1532-5032

Burkhardt, Hugh (2017) Ways to teach modelling—a 50 year study. ZDM . ISSN 1863-9704

Burkhardt, Hugh and Schoenfeld, Alan (2018) Assessment in the service of learning: challenges and opportunities or Plus ça Change, Plus c’est la même Chose. ZDM, 50 (4). pp. 571-585. ISSN 1863-9704

Bush, Tony (2018) Preparation and induction for school principals: global perspectives. Management in Education, 32 (2). pp. 66-71. ISSN 1741-9883

Bush, Tony (2016) School leadership and management in England: the paradox of simultaneous centralisation and decentralisation. Research in Educational Administration and Leadership, 1 (1). pp. 1-23.

Bush, Tony (2016) School improvement through government agencies: loose or tight coupling? Improving Schools . ISSN 1475-7583

Bush, Tony (2015) Organisation theory in education: how does it inform school leadership? Journal of Organizational Theory in Education, 1 (1). pp. 35-47.

Bush, Tony and Glover, Derek (2016) School leadership in West Africa: findings from a systematic literature review. Africa Education Review . ISSN 1753-5921 (In Press)

Bush, Tony and Glover, Derek (2016) School leadership and management in South Africa: findings from a systematic literature review. International Journal of Educational Management, 30 (2). pp. 166-176. ISSN 0951-354X

Bush, Tony and Glover, Derek (2014) School leadership models: what do we know? School Leadership & Management, 34 (5). pp. 553-571. ISSN 1364-2626

Bush, Tony, Glover, Derek, Ng, Ashley Yoon Moi and Romero, Mary-Jean (2016) Master teachers as teacher leaders: evidence from Malaysia and the Philippines. International Studies in Educational Administration, 43 (2). pp. 19-40. ISSN 1839-2768

Bush, Tony, Ng, Ashley Yoon Moi, Abdul Hamid, Suriani and Kaparou, Maria (2017) School leadership theories and the Malaysia education blueprint: findings from a systematic literature review. International Journal of Educational Management . ISSN 0951-354X (In Press)

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Cai, Li and Hall, Chris (2016) Motivations, expectations, and experiences of expatriate academic staff on an international branch campus in China. Journal of Studies in International Education, 20 (3). pp. 207-222. ISSN 1028-3153

Carter, Mark, Stephenson, Jennifer, Clark, Trevor, Costley, Debra, Martin, John, Williams, Katrina, Browne, Leah, Davies, Louise and Bruck, Susan (2014) Perspectives on regular and support class placement and factors that contribute to success of inclusion for children with ASD. Journal of International Special Needs Education, 17 (2). pp. 60-69. ISSN 2159-4341

Clancy, Sharon (2016) Distress in the city: racism, fundamentalism and a democratic education. International Journal of Lifelong Education, 35 (3). pp. 351-353. ISSN 1464-519X

Clancy, Sharon Louise and Holford, John (2018) “Life-changing things happen”: the role of residential education in the transformation of adults’ learning and lives. Education + Training, 60 (6). pp. 620-636. ISSN 0040-0912

Clancy, Sharon. L. (2018) The message or the bottle? Community, associationism and adult learning as “part of the process of social change”. In: Being an adult learner in austere times : exploring the contexts of higher and community education. Palgrave Macmillan, London. ISBN 978-3-319-97207-7 (In Press)

Clancy, Sharon. L. (2018) Being a ‘backward traveller’: the politics of life history. Post-16 Educator, 91 . pp. 19-20.

Clancy, Sharon. L. (2018) Raymond Williams: adult education and the public intellectual. N/a.

Clancy, Sharon. L. (2018) The time traveller’s life: why oral history is so vital. inTuition - Research supplement, 3 .

Clancy, Sharon. L. (2017) Utopianism and the New Age – modern man in search of himself: Sir George Trevelyan and the Shropshire Adult Education College. In: 46th Annual SCUTREA Conference: Adult Education for Inclusion and Diversity, 4-6 July 2017, Edinburgh, UK.

Clancy, Sharon. L. (2011) Measuring the social impact of schools outreach. In: Arts and humanities academics in schools: mapping the pedagogical interface. Bloomsbury Publishing. ISBN 9781441106223

Clancy, Sharon. L. and Palmer, Claire (2017) Social capital, bounded agency and fuzzy logic: making data work in real world applications. In: 1st European Symposium on Societal Challenges in Computational Social Science: Inequality and Imbalance, 15-17 November 2017, London, UK.

Clark, Billy, Giovanelli, Marcello and Macrae, Andrea (2014) English: diverse but unified: putting texts at the heart of the discipline. Teaching English (6). pp. 17-20. ISSN 2051-7971

Clarke, Simon, Winship, Gary, Clarke, Jenelle M. and Manning, Nick (2017) Therapeutic communities. In: The Art and Craft of Mental Health Nursing. Sage.

Coles, Rebecca and Thomson, Pat (2015) Beyond records and representations: inbetween writing in educational ethnography. Ethnography and Education . ISSN 1745-7831

Collins, Luke C. and James, Deborah M. (2011) Exploring transformative learning opportunities as part of the delivery of a video-based intervention. Journal of Applied Linguistics and Professional Practice, 8 (2). pp. 209-229. ISSN 2040-3666

Cooker, Lucy and Pemberton, Richard (2010) Self-access language learning in museums: a materials development project. Studies in Self-Access Learning Journal, 1 (2). pp. 87-99. ISSN 2185-3762

Cornelius-White, J., Kanamori, Y., Murphy, David and Tickle, M. (2018) Mutality in psychotherapy: a meta-analysis and meta-synthesis. Journal of Psychotherapy Integration . ISSN 1573-3696 (In Press)

Costley, Debra, Clark, Trevor and Bruck, Susan (2014) The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use. SAGE Open, 4 (4). pp. 1-11. ISSN 2158-2440

Crook, Charles (2016) The discourse of a ‘smart’ technology: implications for educational practice. International Journal of Smart Technology and Learning, 1 (1). pp. 4-20. ISSN 2056-4058

Crook, Charles (2013) The field of digital technology research. In: The Sage handbook of digital technology research. Sage, London, pp. 26-40. ISBN 9781446200476

Crook, Charles and Bligh, Brett (2016) Technology and the dis-placing of learning in educational futures. Learning, Culture and Social Interaction, 11 . pp. 162-175. ISSN 2210-6561

Crook, Charles and Harrison, Colin (2014) Children as inventors: orchestrating an informal pedagogic scenario with digital resources. International Journal of Technology Enhanced Learning, 6 (1). pp. 21-33. ISSN 1753-5263

Crook, Charles and Lackovic, Natasa (2016) Images of educational practice: how school websites represent digital learning. In: Handbook on digital learning for K-12 schools. Springer Science+Business Media,, New York, pp. 75-90. ISBN 9783319338064

Crook, Charles and Schofield, Louise (2017) The video lecture. Internet and Higher Education, 34 . pp. 56-64. ISSN 1096-7516

Crook, Charles and Sutherland, Rosamund (2017) Technology and theories of learning. In: Technology enhanced learning: research themes. Springer, Cham, Switzerland, pp. 11-27. ISBN 9783319025995

Crook, K.M. and Crook, Charles (2016) Multi-modal opportunities with digital tools: the example of narrated photographs. In: Handbook on digital learning for K-12 schools. Springer Science+Business Media, New York, pp. 13-29. ISBN 9783319338064

Crossley, Michael, Frances, Cresantia, Vaka’uta, Koya, McGrath, Simon, Thaman, Konai Helu and Waqailiti, Ledua (2017) Quality education and the role of the teacher in Fiji: mobilising global and local values. Compare: A Journal of Comparative and International Education, 47 (6). pp. 872-890. ISSN 1469-3623

Crow, Gary, Day, Christopher and Moller, Jorunn (2016) Framing research on school principals' identities. International Journal of Leadership in Education . pp. 1-13. ISSN 1464-5092

Cushing, Ian, Giovanelli, Marcello and Snapper, Gary (2015) The new English A Levels 2015: a guide to the specs. Teaching English (7). pp. 24-34. ISSN 2051-7971

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Dalby, D.M. (2017) The professional identity of mathematics teachers in Further Education. Adults Learning Mathematics, 12 (1). pp. 7-16. ISSN 1744-1803

Dalby, D.M. (2014) The connections and contradictions in student responses to contextualised tasks. Research in Mathematics Education, 16 (1). pp. 75-76. ISSN 1754-0178

Dalby, D.M. and Noyes, Andrew (2015) Connecting mathematics teaching with vocational learning. Adults Learning Mathematics, 10 (1). pp. 40-49. ISSN 1744-1803

Dalby, D.M. and Swan, Malcolm (2018) Using digital technology to enhance formative assessment in mathematics classrooms. British Journal of Educational Technology . ISSN 1467-8535

Dalby, Daine (2014) The place and purpose of mathematics within post-16 vocational pathways. In: Inaugural International Conference for Post-Compulsory Education, 11-13 July 2014, Oxford, UK. (Unpublished)

Dalby, Diane (2014) The relevance of mathematics: The case of functional mathematics for vocational students. In: 8th British Congress of Mathematics Education, 14-17 April 2014, Nottingham, UK.

Dalby, Diane and Noyes, Andrew (2018) Mathematics education policy enactment in England’s Further Education Colleges. Journal of Vocational Education and Training, 70 (4). pp. 564-580. ISSN 1747-5090

Dalby, Diane and Noyes, Andrew (2015) Locating mathematics within post-16 vocational education in England. Journal of Vocational Education and Training . pp. 1-17. ISSN 1747-5090

Davis, Pryce (2018) Competing epistemologies in the construction of popular science. In: 13th International Conference of the Learning Sciences (ICLS), 23-27 June 2018, London, UK.

Davis, Pryce (2018) Transporting knowledge: a case study of meaning making on the pathways of science communication. In: 13th International Conference of the Learning Sciences (ICLS), 23-27 June 2018, London, UK.

Davis, Pryce, Horn, Michael S., Block, Florian, Phillips, Brenda, Evans, E. Margaret, Diamond, Judy and Shen, Chia (2015) “Whoa! we’re going deep in the trees!”: patterns of collaboration around an interactive information visualization exhibit. International Journal of Computer-Supported Collaborative Learning, 10 (1). pp. 53-76. ISSN 1556-1615

Davis, Pryce and Russ, Rosemary S. (2015) Dynamic framing in the communication of scientific research: texts and interactions. Journal of Research in Science Teaching, 52 (2). pp. 221-252. ISSN 1098-2736

Davis, Pryce, Vinson, Alexandra and Stevens, Reed (2017) Informal mentorship of new engineers in the workplace. In: 2017 ASEE Annual Conference & Exposition, 25-28 June 2017, Columbus, Ohio, USA.

Davy, Zowie, Amsler, Sarah and Duncombe, Karen (2015) Facilitating LGBT medical, health and social care content in higher education teaching. Qualitative Research in Education, 4 (2). pp. 134-162. ISSN 2014-6418

Day, Christopher (2016) Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge. Teaching and Teacher Education, 59 . pp. 115-125. ISSN 0742-051X

Day, Christopher (2014) Sustaining the turnaround: what capacity building means in practice. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12 (1). pp. 9-20. ISSN 1696-4713

Day, Christopher (2013) Teacher quality in the twenty first century: new lives, old truths. In: Preparing teachers for the 21st century. New frontiers of educational research . Springer, Berlin, pp. 21-38. ISBN 9783642369698

Day, Christopher, Gu, Qing and Sammons, Pam (2016) The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52 (2). pp. 221-258. ISSN 1552-3519

Del Nevo, Matthew and Winship, Gary (2015) Introduction. In: Sex and religion: two texts of early feminist psychoanalysis. Transaction, New Brunswick, USA, vii-xxiv. ISBN 9781412856966

Drake, Pat, Wake, Geoffrey and Noyes, Andrew (2012) Assessing 'functionality' in school mathematics examinations: what does being human have to do with it? Research in Mathematics Education, 14 (3). pp. 237-252. ISSN 1479-4802

Drewitt, Leah, Pybis, Joanne, Murphy, David and Barkham, Michael (2017) Practitioners’ experiences of learning and implementing Counselling for Depression (CfD) in routine practice settings. Counselling and Psychotherapy Research, 18 (1). pp. 3-13. ISSN 1746-1405

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Elliott, Jenny (2018) Teach First organisational discourse: what are Teach First teachers really being trained for? Power and Education . ISSN 1757-7438

Elliott, Robert, Bohart, Arthur C., Watson, Jeanne C. and Murphy, David (2018) Therapist empathy and client outcome: an updated meta-analysis. Psychotherapy, 55 (4). pp. 399-410. ISSN 1939-1536

Emerson, Anne (2016) Applying the ‘least dangerous assumption’ in regard to behaviour policies and children with special needs. Pastoral Care in Education, 34 (2). pp. 104-109. ISSN 1468-0122

Emerson, Anne and Dearden, Jackie (2017) Transforming engagement: a case study of building intrinsic motivation in a child with autism. British Journal of Special Education, 44 (1). pp. 8-25. ISSN 1467-8578

Emerson, Anne and Dearden, Jackie (2013) Accommodating to motor difficulties and communication impairments in people with autism: the MORE intervention model. Frontiers in Integrative Neuroscience, 7 . 45/1-45/5. ISSN 1662-5145

Evans, Sheila and Ayalon, Michal (2017) Can designed student responses support teachers to interact with students in a productive way? Educational Designer, 3 (9). ISSN 1759-1325

Evans, Sheila and Ayalon, Michal (2016) Can designed student responses support teachers to interact with students in a productive way?: a report from the Formative Assessment Working Group (2015 ISDDE conference). Educational Designer, 3 (9). p. 33. ISSN 1759-1325

Evans, Sheila and Dawson, Clare (2017) Orchestrating productive whole class discussions: the role of designed student responses. Mathematics Teacher Education and Development, 19 (3). pp. 159-179.

Evans, Sheila, Jones, Ian and Dawson, Clare (2014) Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? In: 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15 - 20 July 2014, Vancouver, Canada.

Evans, Sheila, Mullins, Nicola and Waring, Lucy (2014) The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers. In: 8th British Congress of Mathematics Education, 14-17 April 2014, Nottingham, UK.

Evans, Sheila and Swan, Malcolm (2015) Developing student questioning when problem solving: the role of sample student responses. In: 9th Congress of European Research in Mathematics Education (CERME9), 4 - 8 February 2015, Prague, Czech Republic. (In Press)

Evans, Sheila and Swan, Malcolm (2014) Developing students’ strategies for problem solving in mathematics: the role of pre-designed “sample student work”. Educational Designer, 2 (7). ISSN 1759-1325

Evans, Sheila and Swan, Malcolm (2014) Developing students’ strategies for problem solving in mathematics: the role of pre-designed “Sample Student Work”. Educational Designer, 2 (7). ISSN 1759-1325

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Falkenberg, Thomas and Noyes, Andrew (2010) Conditions for linking school mathematics and moral education: a case study. Teaching and Teacher Education, 26 (4). pp. 949-956. ISSN 0742-051X

Flanagan, Sarah, Patterson, Tom G., Hume, Ian R. and Joseph, Stephen (2015) A longitudinal investigation of the relationship between unconditional positive self-regard and posttraumatic growth. Person-Centered & Experiential Psychotherapies, 14 (3). pp. 191-200. ISSN 1752-9182

Foster, Colin (2017) Book review. Validity in educational and psychological assessment, by Paul E. Newton & Stuart D. Shaw. Research in Mathematics Education, 19 (2). pp. 108-111. ISSN 1754-0178

Foster, Colin (2017) Questions pupils ask. Mathematical Association, Leicester. ISBN 9780906588918

Foster, Colin (2016) Confidence and ‘negative’ marking. MathematicsTeaching, 251 . pp. 11-13. ISSN 0025-5785

Foster, Colin (2016) Proof without words: integer right triangle hypotenuses without Pythagoras. College Mathematics Journal, 47 (2). p. 101. ISSN 1931-1346

Foster, Colin (2016) Confidence and competence with mathematical procedures. Educational Studies in Mathematics, 91 (2). pp. 271-288. ISSN 1573-0816

Foster, Colin (2015) The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task design. Educational Designer, 2 (8). pp. 1-25. ISSN 1759-1325

Foster, Colin (2015) Expression polygons. Mathematics Teacher, 109 (1). pp. 62-65. ISSN 0025-5769

Foster, Colin (2014) Closed but provocative questions: curves enclosing unit area. International Journal of Mathematical Education in Science and Technology, 46 (5). pp. 776-783. ISSN 0020-739X

Foster, Colin (2014) Confidence trick: the interpretation of confidence intervals. Canadian Journal of Science, Mathematics, and Technology Education, 4 (1). pp. 23-34. ISSN 1492-6156

Foster, Colin (2014) Exploiting unexpected situations in the mathematics classroom. International Journal of Science and Mathematics Education . ISSN 1571-0068

Foster, Colin (2014) Getting goose bumps about teaching evolution. Primary Science (131). pp. 5-7. ISSN 0269-2465

Foster, Colin (2014) Minimal interventions in the teaching of mathematics. European Journal of Science and Mathematics Education, 2 (3). pp. 147-154. ISSN 2301-251X

Foster, Colin (2014) ‘Can’t you just tell us the rule?’: teaching procedures relationally. In: 8th British Congress of Mathematics Education, 14 - 17 April 2014, University of Nottingham.

Foster, Colin (2013) Mathematical études: embedding opportunities for developing procedural fluency within rich mathematical contexts. International Journal of Mathematical Education in Science and Technology, 44 (5). pp. 765-774. ISSN 0020-739X

Foster, Colin (2013) Resisting reductionism in mathematics pedagogy. The Curriculum Journal, 24 (4). pp. 563-585. ISSN 0958-5176

Foster, Colin (2012) Creationism as a misconception: socio-cognitive conflict in the teaching of evolution. International Journal of Science Education, 34 (14). pp. 2171-2180. ISSN 0950-0693

Foster, Colin and Inglis, Matthew (2018) How do you describe mathematics tasks? Mathematics Teaching, 260 . pp. 18-20. ISSN 0025-5785

Foster, Colin and Inglis, Matthew (2017) Teachers’ appraisals of adjectives relating to mathematics tasks. Educational Studies in Mathematics, 95 (3). pp. 283-301. ISSN 1573-0816

Foster, Colin and Martin, David (2016) Two-dice horse race. Teaching Statistics, 38 (3). pp. 98-101. ISSN 1467-9639

Foster, Colin, Wake, Geoff and Swan, Malcolm (2014) Mathematical knowledge for teaching probem solving: lessons from lesson study. In: 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15-20 July 2014, Vancouver, Canada.

Foster, Colin and de Villiers, Michael (2015) The definition of the scalar product: an analysis and critique of a classroom episode. International Journal of Mathematical Education in Science and Technology, 47 (5). pp. 750-761. ISSN 1464-5211

Francis, Becky, Archer, Lousie, Hodgen, Jeremy, Pepper, David, Taylor, Becky and Travers, Mary-Clare (2016) Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account. Cambridge Journal of Education . ISSN 1469-3577

Franks, Anton (2015) What have we done with the bodies? Bodyliness in drama education research. Research in Drama Education: the Journal of Applied Theatre and Performance, 20 (3). pp. 312-315. ISSN 1470-112X

Franks, Anton (2014) Drama and the representation of affect: structures of feeling and signs of learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 19 (2). pp. 195-207. ISSN 1356-9783

Franks, Anton, Thomson, Pat, Hall, Chris and Jones, Ken (2014) Teachers, arts practice and pedagogy. Changing English, 21 (2). pp. 171-181. ISSN 1358-684X

Fuller, Kay (2018) New lands, new languages: navigating intersectionality in school leadership. Frontiers in Education, 3 . 25/1-25/12. ISSN 2504-284X

Fuller, Kay (2017) Women secondary head teachers in England: where are they now? Management in Education . ISSN 1741-9883

Fuller, Kay (2014) Looking for the women in Baron and Taylor's (1969) Educational administration and the social sciences. Journal of Educational Administration and History, 46 (3). pp. 326-350. ISSN 1478-7431

Fuller, Kay (2014) Gendered educational leadership: beneath the monoglossic façade. Gender and Education, 26 (4). pp. 321-337. ISSN 1360-0516

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Giovanelli, Marcello (2017) Readers building fictional worlds: visual representations, poetry and cognition. Literacy, 51 (1). pp. 26-35. ISSN 1741-4369

Giovanelli, Marcello (2016) Text world theory as cognitive grammatics: a pedagogical application in the secondary classroom. In: World building: discourse in mind. Bloomsbury Academic, London. ISBN 9781472586551

Giovanelli, Marcello (2016) Construing the child reader: a cognitive stylistic analysis of the opening to Neil Gaiman’s The Graveyard Book. Children's Literature in Education . ISSN 0045-6713

Giovanelli, Marcello (2015) Activating metaphors: exploring the embodied nature of metaphorical mapping in political discourse. Communication Teacher, 30 (1). pp. 39-44. ISSN 1740-4630

Giovanelli, Marcello (2015) Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity. Language and Education, 29 (5). pp. 416-429. ISSN 1747-7581

Giovanelli, Marcello (2014) Conceptual proximity and the experience of war in Siegfried Sassoon’s ‘A working party'. In: Cognitive grammar in literature. Linguistic approaches to literature (17). John Benjamins, Amsterdam, pp. 145-160. ISBN 9789027234049

Giovanelli, Marcello and Mason, Jessica (2015) ‘Well I don’t feel that’: schemas, worlds and authentic reading in the classroom. English in Education, 49 (1). pp. 41-55. ISSN 1754-8845

Goeze, Annika, Zottmann, Jan M., Vogel, Freydis, Fischer, Frank and Schrader, Josef (2014) Getting immersed in teacher and student perspectives?: facilitating analytical competence using video cases in teacher education. Instructional Science, 42 (1). pp. 91-114. ISSN 1573-1952

Gu, Qing (2015) An emotional journey of identity change and transformation: The impact of study-abroad experience on the lives and careers of Chinese students and returnees. Learning and Teaching, 8 (3). pp. 60-81. ISSN 1755-2281

Gu, Qing (2014) The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching: Theory and Practice, 20 (5). pp. 502-529. ISSN 1470-1278

Gu, Qing and Schweisfurth, Michele (2015) Transnational connections, competences and identities: experiences of Chinese international students after their return ‘home’. British Educational Research Journal, 41 (6). pp. 947-970. ISSN 1469-3518

Gu, Xiaoqing, Xu, Xiaojuan, Wang, Huawen and Crook, Charles (2016) Design possibilities for the e-Schoolbag: addressing the 1:1 challenge within China. British Journal of Educational Technology . ISSN 1467-8535

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Haas, Kaaren, Costley, Debra, Falkmer, Marita, Richdale, Amanda, Sofronoff, Kate and Falkmer, Torbjorn (2016) Factors influencing the research participation of adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46 (5). pp. 1793-1805. ISSN 1573-3432

Hagger-Vaughan, Lesley (2016) Towards ‘languages for all’ in England: the state of the debate. Language Learning Journal, 44 (3). pp. 358-375. ISSN 1753-2167

Hall, Christine and Jones, Susan (2016) Making sense in the city: Dolly Parton, early reading and educational policy-making. Literacy, 50 (1). pp. 40-48. ISSN 1741-4369

Hall, Christine and Noyes, Andrew (2009) School self-evaluation and its impact on teachers’ work in England. Research Papers in Education, 24 (3). pp. 311-334. ISSN 0267-1522

Hall, Christine and Thomson, Pat (2016) Creativity in teaching: what can teachers learn from artists? Research Papers in Education, 32 (1). pp. 106-120. ISSN 1470-1146

Halls, Jonathan, Ainsworth, Shaaron E. and Oliver, Mary (2018) Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena. International Journal of Science Education, 40 (7). pp. 808-826. ISSN 1464-5289

Harrison, Colin, Tomás, Carmen and Crook, Charles (2014) An e-maturity analysis explains intention–behavior disjunctions in technology adoption in UK schools. Computers in Human Behavior, 34 . pp. 345-351. ISSN 0747-5632

Hilal, Randa and McGrath, Simon (2016) The role of vocational education and training in Palestine in addressing inequality and promoting human development. Journal of International and Comparative Education, 5 (2). pp. 87-102. ISSN 2289-2567

Hodgen, J., Foster, C., Marks, R. and Brown, M. (2018) Evidence for review of mathematics teaching: improving mathematics in key stages two and three: evidence review. Education Endowment Foundation, London.

Hodgen, Jeremy, Coe, Rob, Brown, Margaret and Küchemann, Dieter (2014) Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? In: 8th British Congress of Mathematics Education, 14-17 Apr 2014, University of Nottingham.

Holbert, Nathan, Russ, Rosemary S. and Davis, Pryce (2015) The use of cognitive clinical interviews to explore learning from video game play. In: GLS11 Games+Learning+Society Conference, 7-10 July 2015, Madison, Wisconsin, USA.

Holford, John (2017) Review of "Chile in my Heart: A memoir of love and revolution", by Kate Clark, Bannister Publications, Chesterfield, 2013, x + 213 pp., 85 illustrations, £11.99, ISBN 978-1-909813-02-1 (pbk). Socialist History (51). pp. 121-124. ISSN 0969-4331

Holford, John (2017) Local and global in the formation of a learning theorist: Peter Jarvis and adult education. International Journal of Lifelong Education, 36 (1-2). pp. 2-21. ISSN 1464-519X

Holford, John (2016) The misuses of sustainability: adult education, citizenship and the dead hand of neoliberalism. International Review of Education, 62 (5). pp. 541-561. ISSN 1573-0638

Holford, John (2016) Losing the plot, plotting the lost: politics, Europe, and the rediscovery of lifelong learning. In: A European politics of education: perspectives from sociology, policy studies and politics. Studies in European Education . Routledge, London, pp. 176-193. ISBN 9781138669079

Holford, John (2015) The idea of the university in the early work of R.H. Tawney. In: Knowledge as a value, scientific knowledge as a vocation: Jubilee collection in honour of Professor Pepka Boyadjieva. Iztok-Zapad, pp. 93-108. ISBN 9786191526116

Holford, John (2014) The University of Nottingham and adult education. Andragoške studije, 2014 (2). pp. 85-94. ISSN 0354-5415

Holford, John (2014) The lost honour of the social dimension: Bologna, exports and the idea of the university. International Journal of Lifelong Education, 33 (1). pp. 7-25. ISSN 0260-1370

Holford, John (2008) Hard measures for soft stuff: citizenship indicators and educational policy under the Lisbon Strategy. European Educational Research Journal, 7 (3). pp. 331-343. ISSN 1474-9041

Holford, John, Hodge, Steven, Milana, Marcella, Waller, Richard and Webb, Sue (2016) NIACE: ‘atque in perpetuum frater ave atque vale’. International Journal of Lifelong Education, 35 (4). pp. 355-358. ISSN 1464-519X

Holford, John and Milana, Marcella (2014) Introduction: European adult education policy in question. In: Adult education policy and the European Union: theoretical and methodological perspectives. Research on the Education and Learning of Adults (1). Sense Publishers, Rotterdam, pp. 1-13. ISBN 978-94-6209-547-2

Holford, John, Milana, Marcella and Mohorčič Špolar, Vida (2014) Adult and lifelong education: the European Union, its member states and the world. International Journal of Lifelong Education, 33 (3). pp. 267-274. ISSN 1464-519X

Holford, John, Milana, Marcella and Rasmussen, Palle (2018) Adult education under a comparative lens: areas of influence. In: Annual review of comparative and international education 2017. International perspectives on education and society (7). Emerald, Bingley, West Yorkshire, pp. 85-93. ISBN 978-1-78743-766-1

Holford, John and Mleczko, Agata (2013) Lifelong learning: national policies in the European perspective. In: Lifelong learning in Europe: national patterns and challenges. Edward Elgar, Cheltenham, pp. 25-45. ISBN 9780857937353

Holford, John and Mohorčič Špolar, Vida A. (2012) Neoliberal and inclusive themes in European lifelong learning policy. In: Lifelong learning in Europe: equity and efficiency in the balance. Policy Press, Bristol, pp. 39-61. ISBN 9781447300137

Holford, John and Welikala, Thushari (2013) ‘Renaissance’ without Enlightenment: New Labour’s ‘Learning Age’ 1997-2010. In: Lifelong learning in Europe: national patterns and challenges. Edward Elgar, Cheltenham, pp. 140-164. ISBN 9780857937353

Hong, Ji, Day, Christopher and Greene, Barbara (2017) The construction of early career teachers’ identities: coping or managing? Teacher Development . ISSN 1747-5120

Hook, Louis and Murphy, David (2016) Related but not replaceable: a response to Warner’s reworking of person-centered personality theory. Person-Centered & Experiential Psychotherapies, 15 (4). pp. 285-299. ISSN 1752-9182

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Inglis, Matthew and Foster, Colin (2018) Five decades of mathematics education research. Journal for Research in Mathematics Education, 49 (4). pp. 462-500. ISSN 1945-2306

Ivtzan, Itai and Joseph, Stephen (2017) Client congruence in therapy and its association with mindfulness and the therapeutic relationship. International Journal of Psychology and Counselling . ISSN 2141-2499 (In Press)

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James, Deborah M., Collins, Luke C. and Samoylova, Ekaterina (2012) A moment of transformative learning: creating a disorientating dilemma for a health care student using video feedback. Journal of Transformative Education, 10 (4). pp. 236-256. ISSN 1541-3446

Javadi, Vahid, Bush, Tony and Ng, Ashley (2017) Middle leadership in international schools: evidence from Malaysia. School Leadership & Management, 37 (5). pp. 476-499. ISSN 1364-2626

Jenkins, Celia, Barnes, Caroline, McLean, Monica, Abbas, Andrea and Ashwin, Paul (2017) Sociological knowledge and transformation at ‘Diversity University’. In: Socially just pedagogies, capabilities and quality in higher education: global perspectives. Palgrave studies in global citizenship education and democracy . Palgrave MacMillan, Basingstoke, pp. 45-67. ISBN 9781137557858

Jones, Ian, Swan, Malcolm and Pollitt, Alistair (2014) Assessing mathematical problem solving using comparative judgement. International Journal of Science and Mathematics Education, 13 (1). pp. 151-177. ISSN 1573-1774

Jones, Susan (2017) 'Words of wisdom': text, voice and justice in I, Daniel Blake. Changing English, 24 (4). pp. 399-412. ISSN 1469-3585

Jones, Susan (2016) Constricting or constructing everyday lives? Literacies and inequality. In: Literacy, Media and Technology: Past, Present and Future. Bloomsbury Academic, London. ISBN 9781474257992

Jones, Susan (2014) 'How people read and write and they don't even notice': everyday lives and literacies on a Midlands council estate. Literacy, 48 (2). pp. 59-65. ISSN 1741-4369

Jones, Susan (2014) “How people read and write and they don't even notice”: everyday lives and literacies on a Midlands council estate. Literacy, 48 (2). pp. 59-65. ISSN 1741-4369

Jones, Susan and Chapman, Katie (2017) Telling stories: engaging critical literacy through urban legends in an English secondary school. English Teaching Practice and Critique, 16 (1). pp. 85-96. ISSN 1175-8708

Jones, Susan and Harvey, Kevin (2015) "He should have put them in the freezer": creating and connecting through shared reading. Journal of Arts and Communities, 7 (3). pp. 153-166. ISSN 1757-1936)

Jones, Susan and McIntyre, Joanna (2014) ‘It's not what it looks like. I'm Santa’: connecting community through film. Changing English, 21 (4). pp. 322-333. ISSN 1358-684X

Jones, Susan and McIntyre, Joanna (2014) 'It's not what it looks like. I'm Santa': connecting community through film. Changing English, 21 (4). pp. 322-333. ISSN 1469-3585

Jones, Susan and McIntyre, Joanna (2014) ‘It’s not what it looks like. I’m Santa’: connecting community through film. Changing English, 21 (4). pp. 322-333. ISSN 1469-3585

Joseph, Stephen (2018) After the genocide in Rwanda: humanistic perspectives on social processes of post-conflict posttraumatic growth. Humanistic Psychologist, 46 (3). pp. 245-257. ISSN 0887-3267

Joseph, Stephen (2018) Executive derailment, coaching and posttraumatic growth: reflections on practice guided by theory. Coaching: an International Journal of Theory, Research and Practice . pp. 1-10. ISSN 1752-1890

Joseph, Stephen (2017) The problem of choosing between irreconcilable theoretical orientations: comment on Melchert (2016). American Psychologist, 72 (4). pp. 397-398. ISSN 1935-990X

Joseph, Stephen (2016) A review of research into business coaching supervision. Coaching: an International Journal of Theory, Research and Practice, 9 (2). pp. 158-168. ISSN 1752-1890

Joseph, Stephen (2015) A person-centered perspective on working with people who have experienced psychological trauma and helping them move forward to posttraumatic growth. Person-Centered & Experiential Psychotherapies, 14 (3). pp. 178-190. ISSN 1752-9182

Joseph, Stephen and Maltby, John (2014) Positive functioning inventory: initial validation of a 12-item self-report measure of well-being. Psychology of Well-Being: Theory, Research and Practice, 4 (15). pp. 1-13. ISSN 2211-1522

Joseph, Stephen and Stockton, Hannah (2018) The multidimensional peer victimization scale: a systematic review. Aggression and Violent Behavior, 42 . pp. 96-114. ISSN 1359-1789

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Kaparou, Maria and Bush, Tony (2016) Instructional leadership in Greek and English outstanding schools. International Journal of Educational Management, 30 (6). pp. 894-912. ISSN 0951-354X

Kaparou, Mary and Bush, Tony (2015) Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools. School Leadership & Management, 35 (3). pp. 321-345. ISSN 1364-2626

Karamanidou, Maria and Bush, Tony (2017) Women primary school principals in Cyprus: barriers and facilitators to progression. International Studies in Educational Administration, 45 (1). pp. 70-86. ISSN 1324-1702

Kellezi, Blerina, Coupland, Carol, Morriss, Richard, Beckett, Kate, Joseph, Stephen, Barnes, Jo, Christie, Nicola, Sleney, Judith and Kendrick, Denise (2016) The impact of psychological factors on recovery from injury: a multicentre cohort study. Social Psychiatry and Psychiatric Epidemiology, 52 (7). pp. 855-866. ISSN 1433-9285

Kendrick, Denise, Baker, Ruth, Hill, Trevor, Beckett, Kate, Coupland, Carol, Kellezi, Blerina, Joseph, Stephen, Barnes, Jo, Sleney, Judith, Christie, Nicola and Morriss, Richard (2018) Early risk factors for depression, anxiety and post-traumatic distress after hospital admission for unintentional injury: multicentre cohort study. Journal of Psychosomatic Research, 112 . pp. 15-24. ISSN 1879-1360

Kendrick, Denise, Dhiman, Paula, Kellezi, Blerina, Coupland, Carol, Whitehead, Jessica, Beckett, Kate, Christie, Nicola, Sleney, Jude, Barnes, Jo, Joseph, Stephen and Morriss, Richard (2017) Psychological morbidity and return to work after injury: multicentre cohort study. British Journal of General Practice . ISSN 1478-5242

Kendrick, Denise, Kellezi, Blerina, Coupland, Carol, Maula, A., Beckett, Kate, Morriss, Richard K., Joseph, Stephen, Barnes, Jo, Sleney, Jude and Christie, Nicola (2017) Psychological morbidity and health related quality of life after injury: multicentre cohort study. Quality of Life Research, 26 (5). pp. 1233-1250. ISSN 1573-2649

Kent, Geoff and Foster, Colin (2015) Re-conceptualising conceptual understanding in mathematics. In: Ninth Congress of European Research in Mathematics Education (CERME 9), 4-8 February 2015, Prague, Czech Republic.

King, Fiona and Stevenson, Howard (2017) Generating change from below: what role for leadership from above? Journal of Educational Administration, 55 (6). pp. 657-670. ISSN 0957-8234

Kington, Alison (2012) Narratives of variation in teacher-pupil relationships across a career. European Journal of Educational Studies, 4 (2). pp. 189-201. ISSN 1946-6331

Knight, Rupert (2017) The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses. Teachers and Teaching: Theory and Practice . ISSN 1470-1278

Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Vogel, Freydis, Fischer, Frank and Reiss, Kristina (2014) Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32 . pp. 22-36. ISSN 1873-3263

Kruss, Glenda, McGrath, Simon, Petersen, Il-Haam and Gastrow, Michael (2015) Higher education and economic development: the importance of building technological capabilities. International Journal of Educational Development, 43 . pp. 22-31. ISSN 0738-0593 (In Press)

Kunz, Simon, Joseph, Stephen, Geyh, Szilvia and Peter, Claudia (2016) Posttraumatic growth and adjustment to spinal cord injury: moderated by posttraumatic depreciation? Psychological Trauma: Theory, Research, Practice, and Policy . ISSN 1942-9681

Kunz, Simon, Joseph, Stephen, Geyh, Szilvia and Peter, Claudio (2017) Coping and posttraumatic growth: a longitudinal comparison of two alternative views. Rehabilitation Psychology, 63 (2). pp. 240-249. ISSN 1939-1544

Küchemann, Dietmar, Hodgen, Jeremy and Brown, Margaret (2014) The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling. In: 8th British Congress of Mathematics Education, 14 - 17 April 2014, University of Nottingham.

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Lackovic, Natasa, Crook, Charles, Cobb, Sue, Shalloe, Sally and D'Cruz, Mirabelle (2015) Imagining technology-enhanced learning with heritage artefacts: teacher-perceived potential of 2D and 3D heritage site visualisations. Educational Research, 57 (3). pp. 331-351. ISSN 0013-1881

Liao, Faith, Murphy, David and Barrett-Lennard, Godfrey (2018) A confirmatory factor analysis of the Mandarin-Chinese version of the Barrett-Lennard Relationship Inventory. Asia Pacific Journal of Counselling and Psychotherapy, 9 (1). pp. 20-45. ISSN 2150-7708

Lim, Zoe, Anderson, Claire and McGrath, Simon (2012) Professional skills development in a resource-poor setting: the case of pharmacy in Malawi. International Journal of Educational Development, 32 (5). pp. 654-664. ISSN 0738-0593

Liu, Meihua and Thondhlana, Juliet (2015) A study of Chinese university EFL learners’ foreign language listening anxiety, listening strategy use and academic listening performance. Indonesian Journal of English Language Teaching, 10 (1). pp. 30-47. ISSN 0216-1281

Longo, Ylenio, Coyne, Iain and Joseph, Stephen (2017) The scales of general well-being (SGWB). Personality and Individual Differences, 109 . pp. 148-159. ISSN 0191-8869

Longo, Ylieno, Coyne, Iain, Joseph, Stephen and Gustavsson, Petter (2016) Support for a general factor of well-being. Personality and Individual Differences . ISSN 0191-8869

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MacDonald, Shelley and Winship, Gary (2016) The primary school as a therapeutic community. Therapeutic Communities: The International Journal of Therapeutic Communities, 37 (1). pp. 18-26. ISSN 0964-1866

Macdonald, Libby, Keen, Deb, Ashburner, Jill, Costley, Debra, Haas, Kaaren and Trembath, David (2017) Piloting autism intervention research with teachers in mainstream classrooms. International Journal of Inclusive Education . ISSN 1464-5173

Macdonald, Libby, Trembath, David, Ashburner, Jill, Costley, Debra and Keen, Deb (2018) The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms. Journal of Research in Special Educational Needs . ISSN 1471-3802

Madziva, Roda, McGrath, Simon and Thondhlana, Juliet (2014) Communicating employability: the role of communicative competence for Zimbabwean highly skilled migrants in the UK. Journal of International Migration and Integration, 17 (1). pp. 235-252. ISSN 1488-3473

Madziva, Roda and Thondhlana, Juliet (2017) Provision of quality education in the context of Syrian refugee children in the UK: opportunities and challenges. Compare: A Journal of Comparative and International Education, 47 (6). pp. 942-961. ISSN 1469-3623

Magrath, Bronwen (2015) Information politics, transnational advocacy and education for all. Comparative Education Review . ISSN 0010-4086 (In Press)

Magrath, Bronwen (2014) Global norms, organisational change: framing the rights-based approach at ActionAid. Third World Quarterly, 35 (7). pp. 1273-1289. ISSN 1360-2241

Martin, Graham P. (2009) Public and user participation in public service delivery: tensions in policy and practice. Sociology Compass, 3 (2). pp. 310-326. ISSN 1751-9020

Martin, Graham P. (2009) Whose health, whose care, whose say? Some comments on public involvement in new NHS commissioning arrangements. Critical Public Health, 19 (1). pp. 123-132. ISSN 0958-1596

Martin, Graham P. (2008) "Ordinary people only": knowledge, representativeness and the publics of public participation in healthcare. Sociology of Health and Illness, 30 (1). pp. 35-54. ISSN 0141-9889

Martin, Graham P. (2008) Representativeness, legitimacy and power in public involvement in health-care management. Social Science & Medicine, 67 (11). pp. 1757-1765. ISSN 0277-9536

Martin, Graham P., Currie, Graeme and Finn, Rachael (2009) Reconfiguring or reproducing intra-professional boundaries? Specialist expertise, generalist knowledge and the ‘modernization’ of the medical workforce. Social Science & Medicine, 68 (7). pp. 1191-1198.

Matthews, Richard and Noyes, Andrew (2016) To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations. Journal of Further and Higher Education, 40 (2). pp. 247-261. ISSN 1469-9486

McAlinden, Mary and Noyes, Andrew (2018) Mathematics in the disciplines at the transition to university. Teaching Mathematics and its Applications . ISSN 1471-6976

McAlinden, Mary and Noyes, Andrew (2017) Assessing mathematics within advanced school science qualifications. Assessment in Education . ISSN 1465-329X

McConney, Andrew, Oliver, Mary C., Woods-McConney, Amanda, Schibeci, Renato and Maor, Dorit (2014) Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis of PISA 2006. Science Education, 98 (6). pp. 963-980. ISSN 0036-8326

McCormack, Lynne, Abou-Hamdan, Sleiman and Joseph, Stephen (2017) Career derailment: burnout and bullying at the executive level. International Coaching Psychology Review, 12 (1). ISSN 1750-2764

McCormack, Lynne and Joseph, Stephen (2014) Psychological growth in aging Vietnam veterans: redefining shame and betrayal. Journal of Humanistic Psychology, 54 (3). pp. 336-355. ISSN 1552-650X

McCormack, Lynne, Orenstein, Andrew and Joseph, Stephen (2016) Postmission Altruistic Identity Disruption Questionnaire (PostAID/Q): identifying humanitarian-related distress during the reintegration period following international humanitarian aid work. Traumatology, 22 (1). pp. 1-8. ISSN 1085-9373

McGrath, Simon (2014) The post-2015 debate and the place of education in development thinking. International Journal of Educational Development, 39 . pp. 4-11. ISSN 0738-0593

McGrath, Simon (2013) The weight and breadth of evidence: some reflections on the strengths of international education and development research. International Journal of Educational Development, 33 (1). p. 1. ISSN 0738-0593 (In Press)

McGrath, Simon (2012) Challenging the vocational education and training for development orthodoxy. In: HAVE Seminar. (Unpublished)

McGrath, Simon (2012) Education and development in Africa: lessons of the past 50 years for beyond 2015. In: CAS@50, 6-8 June 2012, Edinburgh, UK. (Unpublished)

McGrath, Simon (2012) Building new approaches to thinking about vocational education and training and development: policy, theory and evidence. International Journal of Educational Development, 32 (5). pp. 619-622. ISSN 0738-0593

McGrath, Simon (2012) Vocational education and training for development: a policy in need of a theory? International Journal of Educational Development, 32 (5). pp. 623-631. ISSN 0738-0593

McGrath, Simon (2010) Education and development: thirty years of continuity and change. International Journal of Educational Development, 30 (6). pp. 537-543. ISSN 0738-0593

McGrath, Simon (2010) The role of education in development: an educationalist’s response to some recent work in development economics. Comparative Education, 46 (2). pp. 237-253. ISSN 0305-0068

McGrath, Simon and Lugg, Rosemary (2012) Knowing and doing vocational education and training reform: evidence, learning and the policy process. International Journal of Educational Development, 32 (5). pp. 696-708. ISSN 0738-0593

McGrath, Simon, Madziva, Roda and Thondhlana, Juliet (2015) Rethinking the employability of international graduate migrants: reflections on the experiences of Zimbabweans with degrees from England. Journal of Further and Higher Education . ISSN 0309-877X

McGrath, Simon and Mason, Mark (2010) The pragmatics of education journals: the case of the International Journal of Educational Development. Southern African Review of Education, 16 (2). pp. 45-60.

McGrath, Simon and Powell, Lesley (2016) Skills for sustainable development: transforming vocational education and training beyond 2015. International Journal of Educational Development, 50 . pp. 12-19. ISSN 0738-0593

McIntyre, Joanna (2016) Riots and a blank canvas: young people creating texts, creating spaces. Literacy . ISSN 1741-4369

McIntyre, Joanna and Hobson, Andrew J. (2016) Supporting beginner teacher identity development: external mentors and the third space. Research Papers in Education, 31 (2). pp. 133-158. ISSN 1470-1146

McIntyre, Joanna and Jones, Susan (2016) Connecting community through film in ITE English. In: Students, places and identities in English and the arts. Routledge, London. (In Press)

McIntyre, Joanna and Jones, Susan (2014) Possibility in impossibility?: working with beginning teachers of English in times of change. English in Education, 48 (1). pp. 26-40. ISSN 1754-8845

McIntyre, Joanna and Knight, Rupert (2016) Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes. Urban Review, 8 (5). pp. 647-667. ISSN 1573-1960

McIntyre, Joanna, Neuhaus, Sinikka and Blennow, Katarina (2018) Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden. Compare: A Journal of Comparative and International Education . ISSN 1469-3623

McIntyre, Joanna and Thomson, Pat (2016) Poverty, schooling, and beginning teachers who make a difference: a case study from England. In: Teacher education in high poverty schools. Education equity economy . Springer, pp. 153-170. ISBN 978-3-319-22058-1

McIntyre, Joanna, Youens, Bernadette and Stevenson, Howard (2017) Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education . pp. 1-15. ISSN 1470-1146

McLean, Monica (2015) ‘Promising Spaces’: universities’ critical-moral mission and educative function. Critical Studies in Teaching and Learning (CriSTaL), 3 (2). pp. 1-22. ISSN 2310-7103

McLean, Monica, Abbas, Andrea and Ashwin, Paul (2015) ‘Not everybody walks around and thinks “That’s an example of othering or stigmatisation”’: identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge. Theory and Research in Education, 13 (2). pp. 180-197. ISSN 1741-3192

McLean, Monica and Ashwin, Paul (2016) The quality of learning, teaching and the curriculum. In: New languages and landscapes of higher education. Oxford University Press, Oxford, pp. 84-102. ISBN 9786198787082

McLean, Monica, LeFanu, Sarah and Bruce, Susan (2016) For love of people, culture and society: expert commentary. In: How higher education feels: commentaries on poems that illuminate emotions in learning and teaching. Imagination and praxis: criticality and creativity in education and educational research (10). Sense Publishers, Rotterdam, pp. 127-154. ISBN 9789463006347

McLean, Monica and Walker, Melanie (2016) A capabilities approach to educating the deliberate professional: theory and practice. In: Educating the deliberate professional: preparing for future practices. Professional and practice-based learning (17). Springer International Publishing, Cham, Switzerland, pp. 141-156. ISBN 978-3-319-32956-7

Medwell, Jane, Richardson, Katherine and Li, Li (2014) Learning from each other: co-teaching Chinese to pre-service teachers. In: Selected papers: 2nd International Conference on Chinese as a Second Language Research. CASLAR, Albany, NY, pp. 120-135.

Medwell, Jane and Wray, David (2017) What’s the use of handwriting?: a white paper. Discussion Paper. Write your Future: Newell Brands, Hoboken, New Jersey.

Medwell, Jane and Wray, David (2014) Pre-service teachers undertaking classroom research: developing reflection and enquiry skills. Journal of Education for Teaching, 40 (1). pp. 65-77. ISSN 1360-0540

Medwell, Jane and Wray, David (2013) Handwriting automaticity: the search for performance thresholds. Language and Education, 28 (1). pp. 34-51. ISSN 1747-7581

Medwell, Jane and Yang, Juan (2016) Learners' and teachers' beliefs about learning tones and Pinyin. In: Explorations in Chinese as a second language. Cambridge Scholars Publishing, Newcastle upon Tyne. (In Press)

Medwell, Jane A. and Wray, David J. (2018) Primary homework in England: the beliefs and practices of teachers in primary schools. Education 3-13 . ISSN 1475-7575

Merriman, Olivia and Joseph, Stephen (2016) Therapeutic implications of counselling psychologists’ responses to client trauma: an interpretative phenomenological analysis. Counselling Psychology Quarterly, 31 (1). pp. 117-136. ISSN 1469-3674

Mertkan, Sefika, Gilanlioglu, Ilkay and McGrath, Simon (2016) Internationalizing higher education: from grand plans to evolving responses. Journal of Organizational Change Management, 29 (6). pp. 889-902. ISSN 0953-4814

Milana, Marcella and Holford, John (2014) Conclusion. In: Adult education policy and the European Union: theoretical and methodological perspectives. Research on the Education and Learning of Adults (1). Sense Publishers, Rotterdam, pp. 163-168. ISBN 978-94-6209-547-2

Milana, Marcella, Rasmussen, Palle and Holford, John (2016) The role of adult education and learning policy in fostering societal sustainability. International Review of Education, 62 (5). pp. 523-540. ISSN 1573-0638

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