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Number of items at this level: 211.


Abed, M, Pearson, S, Clarke, PJ et al. (1 more author) (2014) The knowledge and beliefs concerning Attention Deficit Hyperactivity Disorder (ADHD) held by children with ADHD in Saudi Arabia. Turkish International Journal of Special Education and Guidance & Counselling, 3 (1). 1 - 12. ISSN 1300-7432

Abrahams, , Homer, MS, Sharpe, R et al. (1 more author) (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1). ISSN 0263-5143

Ahmadian, MJ (2017) Neurolinguistic Programming. In: Liontas, JI, (ed.) The TESOL Encyclopedia of English Language Teaching. TESOL International Association & Wiley , UK . (In Press)

Ahmadian, MJ (2016) Task-based language teaching and learning. The Language Learning Journal, 44 (4). pp. 377-380. ISSN 0957-1736

Ahmadian, MJ, Mansouri, A and Ghominejad, S (2016) Language learners' and teachers' perceptions of task repetition. ELT Journal. ISSN 0951-0893 (In Press)

Ahmadian, MJ, Tavakoli, M and Dastjerdi, H (2015) The combined effects of online planning and task structure on complexity, accuracy, and fluency of L2 speech. Language Learning Journal, 43 (1). pp. 41-56. ISSN 0957-1736

Ametller, J and Ryder, J (2015) The impact of science curriculum content on students' subject choices in post-compulsory schooling. In: Henriksen, E, Dillon, J and Ryder, J, (eds.) Understanding student participation and choice in science and technology education. Springer Netherlands , 103 - 118. ISBN 978-94-007-7792-7

Avraamidou, A, Monaghan, JD and Walker, SA (2015) Mathematics and non-school gameplay. In: Digital Games and Mathematics Learning: Potential, promises and pitfalls. Mathematics Education in the Digital Era, 4 . Springer . ISBN 9789401795166


Badger, RG and Yang, Y (2014) How IELTS preparation courses support students: IELTS and academic socialisation. Journal of Further and Higher Education, 39 (4). 438 - 465. ISSN 0309-877X

Balladeres, J, Marshall, C and Griffiths, YM (2016) Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers. First Language, 36 (3). pp. 338-351. ISSN 0142-7237

Baynham, M, Bradley, J, Callaghan, J et al. (3 more authors) (2016) Heritage With No Fixed Abode: Transforming Cultural Heritage for Migrant Communities in Inner-City Leeds. Working Paper. Working Papers in Translanguaging and Translation (15). TLANG

Baynham, M, Bradley, J, Callaghan, J et al. (3 more authors) (2017) Transformations through sport: The case of capoeira and basketball. Working Paper. Working Papers in Translanguaging and Translation, 22 (22).

Baynham, M, Bradley, J, Callaghan, J et al. (2 more authors) (2015) Translanguaging business: Unpredictability and precarity in superdiverse inner city Leeds. Working Paper. Working Papers in Translanguaging and Translation, WP 4 .

Baynham, MJ and Hanusova, J (2017) On the relationality of centres, peripheries and interactional regimes: translanguaging in a community interpreting event. AILA Review. ISSN 1461-0213 (In Press)

Beard, R, Burrell, A and Homer, M (2016) Investigating persuasive writing by 9–11 year olds. Language and Education, 30 (5). pp. 417-437. ISSN 0950-0782

Bond, C and Hebron, J (2016) Developing mainstream resource provision for pupils with autism spectrum disorder: staff perceptions and satisfaction. European Journal of Special Needs Education, 31 (2). pp. 250-263. ISSN 0885-6257

Bond, C, Hebron, J and Oldfield, J (2017) Professional learning among specialist staff in resourced mainstream schools for pupils with ASD and SLI. Educational Psychology in Practice. ISSN 0266-7363

Bond, C, Symes, W, Hebron, J et al. (3 more authors) (2016) Educational interventions for children with ASD: A systematic literature review 2008–2013. School Psychology International, 37 (3). pp. 303-320. ISSN 0143-0343

Borg, S. (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36 (2). pp. 81-109. ISSN 1475-3049

Bradley, J, Moore, E, Simpson, J et al. (1 more author) (2017) Translanguaging space and creative activity: theorising collaborative arts-based learning. Language and Intercultural Communication. ISSN 1470-8477 (In Press)

Bradley, JM and McKay, SS (2017) How does arts practice engage with narratives of migration from refugees and asylum seekers? Lessons from ‘utopia’. Journal of Arts and Communities. ISSN 1757-1936 (In Press)


Callaghan, J, Moore, E and Simpson, J (2017) Coordinated action, communication and creativity in basketball in superdiversity. Language and Intercultural Communication. ISSN 1470-8477 (In Press)

Chambers, GN (2016) Modern Languages Transition from Primary to Secondary School: the German Pupils’ Voice. Literacy Information and Computer Education Journal, 7 (2). pp. 2284-2294. ISSN 2040-2589

Chambers, GN (2016) Pupils’ perceptions of the transition from primary to secondary school with a focus on modern foreign languages: views from Saxony-Anhalt. In: Shoniregun, A and Akmayeva, G, (eds.) Proceedings of Ireland International Conference on Education. Ireland International Conference on Education (IICE-2016), 25-28 Apr 2016, Dublin, Ireland. Infonomics Society , pp. 237-250. ISBN 978-1-908320-67-4

Chambers, GN (2015) The Teachers’ voice in Saxony-Anhalt: perspectives on transition from primary to secondary school. The Language Learning Journal. ISSN 0957-1736

Chambers, ME and Sugden, DA (2016) Intervention for young children displaying coordination disorders. Journal of Early Childhood Research, 14 (2). pp. 115-131. ISSN 1476-718X

Christensen, P and Mikkelsen, MR (2013) 'There is Nothing Here for Us..!' How Girls Create Meaningful Places of Their Own Through Movement. Children and Society, 27 (3). pp. 197-207. ISSN 0951-0605

Christensen, PH and Cortes-Morales, S (2016) Children's Mobilities: Methodologies, Theories, and Scales. In: Ni Laoire, C, White, A and Skelton, T, (eds.) Movement, Mobilities, and Journeys. Geographies of Children and Young People., 6 . Springer Singapore , pp. 1-32. ISBN 978-981-4585-93-4

Clarke, PJ, Paul, S-AS, Smith, G et al. (2 more authors) (2017) Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading. ISSN 1088-8438

Cortes-Morales, S and Christensen, P (2014) Unfolding the pushchair. Children's Mobilities and Everyday Technologies. Research on Education and Media, 6 (2). pp. 9-18. ISSN 2037-0830

Cox, A.M., Herrick, T. and Keating, P. (2012) Accommodations: staff identity and university space. Teaching in Higher Education, 17 (6). pp. 697-709. ISSN 1356-2517


Darling, JC, Bardgett, RJM and Homer, M (2017) Can children acting as simulated patients contribute to scoring of student performance in an OSCE? Medical Teacher, 39 (4). pp. 389-394. ISSN 0142-159X

Davies, H (2017) Embodied and Sensory Encounters: Death, Bereavement and Remembering in Children’s Family and Personal Lives. Children's Geographies. ISSN 1473-3285 (In Press)

Davies, H (2017) Researching children’s complex family lives and respecting inter-generational relationships. In: Christensen, P and James, A, (eds.) Research with Children: Perspectives and Practices. Routledge , Abingdon . ISBN 9781138100886

Davies, H and Christensen, PH (2016) Sharing Spaces: Children and Young People negotiating Intimate Relationships and Privacy in the Family Home. In: Punch, S, Vanderbeck, R and Skelton, T, (eds.) Families, Intergenerationality and Peer Group Relations. Geographies of Children and Young People, 5 . Springer Meteor , pp. 1-23. ISBN 978-981-4585-92-7

Deignan, AH (2020) Figurative language and lexicography. In: Hanks, P and Schryver, G-M, (eds.) International Handbook of Modern Lexis and Lexicography. Springer Reference . Springer-Verlag , Berlin , p. 1. ISBN 978-3642545320 (In Press)

Deignan, AH (2016) From Linguistic to Conceptual Metaphors. In: Semino, E and Demjen, Z, (eds.) The Routledge Handbook of Metaphor and Language. Routledge Handbooks in Linguistics . Routledge , London . ISBN 978-1138775367

Deignan, AH (2017) Mappings and narrative in figurative communication. In: Hampe, B, (ed.) Metaphor: Embodied Cognition and Discourse. Cambridge University Press , Cambridge . ISBN 978-1-107-19833-3

Deignan, AH (2017) Metaphor in texts about climate change. Ibérica. ISSN 1139-7241 (In Press)

Deignan, AH, Semino, E and Paul, S-AS (2017) Metaphors of climate science in three genres: research articles, educational texts, and secondary school student talk. Applied Linguistics. ISSN 0142-6001 (In Press)


Ensaff, H, Homer, MS, Sahota, P et al. (3 more authors) (2015) Food Choice Architecture: An Intervention in a Secondary School and its Impact on Students’ Plant-based Food Choices. Nutrients, 7 (6). 4426 - 4437. ISSN 2072-6643

Evans, L (2015) Enhancing the Quality of Research in Europe: Theoretical Perspectives on and Guiding Principles for Researcher Development. In: Curaj, A, Matei, L, Pricopie, R, Salmi, J and Scott, P, (eds.) The European Higher Education Area: Between critical reflections and future policies: Part II. Springer , pp. 573-591. ISBN 978-3319187679

Evans, L (2014) Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44 (2). 179 - 198 (20). ISSN 0305-764X

Evans, L (2015) Professionalism and professional development: what these research fields look like today – and what tomorrow should bring. Working Paper. University of Leeds School of Education

Evans, L (2017) University professors as academic leaders: professorial leadership development needs and provision. Educational Management Administration & Leadership, 45 (1). pp. 123-140. ISSN 1741-1432

Evans, L (2014) A changing role for university professors? Professorial academic leadership as it is perceived by ‘the led’. British Educational Research Journal. ISSN 0141-1926

Evans, L (2016) “École et République” : les forces du système anglais. The Conversation.

Evans, L (2015) The worst of times? A tale of two HEIs in France: their merger and its impact on staff working lives. Studies in Higher Education. ISSN 0307-5079

Evans, L and Homer, MS (2014) Academic journal editors' professionalism: perceptions of power, proficiency and personal agendas. Report. SRHE

Evans, Linda (2008) Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56 (1). pp. 20-38. ISSN 1467-8527

Everett, K and Jenkins, EW (1973) Safety Handbook for Science Teachers. John Murray , London . ISBN 978-0719529108


Feinstein, NW, Allen, S and Jenkins, E (2013) Outside the pipeline: Reimagining science education for nonscientists. Science, 340 (6130). 314 - 317. ISSN 0036-8075

Ferguson, R, Clow, D, Beale, R et al. (4 more authors) (2015) Moving through MOOCS: Pedagogy, Learning Design and Patterns of Engagement. In: Lecture Notes in Computer Science. 10th European Conference on Technology Enhanced Learning, 15-18 Sep 2015, Toledo, Spain. Springer Verlag , 70 - 84. ISBN 978-3-319-24258-3

Fuller, R, Homer, M, Pell, G et al. (1 more author) (2017) Managing extremes of assessor judgement within the OSCE. Medical Teacher, 39 (1). pp. 58-66. ISSN 0142-159X

Fuller, R, Pell, G and Homer, M (2013) Longitudinal interrelationships of OSCE station level analyses, quality improvement and overall reliability. Medical Teacher, 35 (6). 515 - 517. ISSN 0142-159X


Green, SJ (2016) Teaching disciplinary writing as social practice: moving beyond ‘text-in-context’ designs in UK Higher Education. Journal of Academic Writing, 6 (1). ISSN 2225-8973

Gundarina, O (2017) ‘Excellence and Enjoyment’ or Exclusion and Underachievement? A Study of the Issues Facing an Immigrant Russian-Speaking Pupil in an English Primary School. In: Uslu, F, (ed.) Proceedings of SOCIOINT 2017- 4th International Conference on Education, Social Sciences and Humanities 10-12 July 2017- Dubai, UAE. SOCIOINT 2017- 4th INTERNATIONAL CONFERENCE ON EDUCATION, SOCIAL SCIENCES AND HUMANITIES, 10-12 Jul 2017, Dubai, United Arab Emirates. . ISBN 978-605-82433-1-6


Hanks, J (2017) Exploratory Practice in Language Teaching: Puzzling about principles and practices. Research and Practice in Applied Linguistics . Palgrave Macmillan . ISBN 978-1-137-45343-3

Hanks, JI (2014) ‘Education is not just teaching’: learner thoughts on Exploratory Practice. ELT Journal. ISSN 0951-0893

Hanks, JI (2017) Integrating research and pedagogy: an Exploratory Practice approach. System, 68. pp. 38-49. ISSN 0346-251X

Hanks, JI (2016) What might research AS practice look like? In: Dikilitas, K, Wyatt, M, Hanks, J and Bullock, D, (eds.) Teachers Engaging in Research. IATEFL , Faversham, United Kingdom , pp. 19-31. ISBN 978-1-901095-84-5

Hanley, T, Ersahin, Z, Sefi, A et al. (1 more author) (2017) Comparing online and face-to-face student counselling: what therapeutic goals are identified and what are the implications for educational providers? Journal of Psychologists and Counsellors in Schools, 27 (1). pp. 37-54. ISSN 2055-6365

Harvey, L (2017) Adapting intercultural research for performance: Enacting hospitality in interdisciplinary collaboration and public engagement. Arts and Humanities in Higher Education. ISSN 1474-0222 (In Press)

Harvey, L (2016) “I am Italian in the world”: A mobile student’s story of language learning and ideological becoming. Language and Intercultural Communication, 16 (3). pp. 368-383. ISSN 1470-8477

Harvey, L (2017) Language learning motivation as ideological becoming. System, 65. pp. 69-77. ISSN 0346-251X

Hayward, G and Homer, MS (2015) Profile of the mathematics teaching workforce in the college sector in England. Research Report. The Gatsby Charitable Foundation

Hayward, G and Homer, MS (2015) Profile of the science, engineering and technology teaching workforce in the college sector in England. Research Report. The Gatsby Charitable Foundation

Hebron, J (2017) School Connectedness and the Primary to Secondary School Transition for Young People with Autism Spectrum Conditions. British Journal of Educational Psychology. ISSN 0007-0998

Hebron, J (2017) The Transition from Primary to Secondary School for Students with Autism Spectrum Disorders. In: Little, C, (ed.) Supporting Social Inclusion for Students with Autism Spectrum Disorders: Insights from Research and Practice. Routledge , pp. 84-99. ISBN 978-1138189966

Hebron, J and Bond, C (2017) Developing Mainstream Resource Provision for Pupils with Autism Spectrum Disorder: Parent and Pupil Perceptions. European Journal of Special Needs Education. ISSN 0885-6257

Hebron, J, Oldfield, J and Humphrey, N (2017) Cumulative Risk Effects in the Bullying of Children and Young People with Autism Spectrum Conditions. Autism, 21 (3). pp. 291-300. ISSN 1362-3613

Henderson, LM, Clarke, PJ and Snowling, MJ (2014) Reading comprehension impairments in Autism Spectrum Disorders. L’Année psychologique, 114 (4). pp. 779-797. ISSN 1955-2580

Homer, M, Darling, J and Pell, G (2012) Psychometric characteristics of integrated multi-specialty examinations: Ebel ratings and unidimensionality. Assessment and Evaluation in Higher Education, 37 (7). 787 - 804. ISSN 0260-2938

Homer, M and Darling, JC (2016) Setting standards in knowledge assessments: comparing Ebel and Cohen via Rasch. Medical Teacher, 38 (12). pp. 1267-1277. ISSN 0142-159X

Homer, M, Mathieson, R, Banner, I et al. (1 more author) (2017) The Early Take-up of Core Maths: Emerging Findings. In: Research in Mathematics Education. British Society for Research into Learning Mathematics summer conference, 10 Jun 2017, The Mathematical Institute, University of Oxford. Taylor & Francis . (In Press)

Homer, M and Pell, G (2009) The impact of the inclusion of simulated patient ratings on the reliability of OSCE assessments under the borderline regression method. Medical Teacher, 31 (5). 420 - 425 . ISSN 0142-159X

Homer, M, Pell, G and Fuller, R (2012) Is short term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Medical Teacher, 34 (2). 146 - 150. ISSN 0142-159X

Homer, M, Ryder, J and Banner, I (2014) Measuring determinants of post-compulsory participation in science: a comparative study using national data. British Educational Research Journal, 40 (4). 610 - 636. ISSN 0141-1926

Homer, M, Ryder, J and Donnelly, J (2013) Sources of differential participation rates in school science: the impact of curriculum reform. British Educational Research Journal, 39 (2). 248 - 265. ISSN 0141-1926

Homer, M, Ryder, J and Donnelly, J (2011) The use of national datasets to baseline science education reform: exploring value-added approaches. International Journal of Research and Method in Education, 34 (3). 309 - 325. ISSN 1743-727X

Homer, M, Setna, Z, Jha, V et al. (3 more authors) (2013) Estimating and comparing the reliability of a suite of workplace-based assessments: an obstetrics and gynaecology setting. Medical Teacher, 35 (8). 684 - 691. ISSN 0142-159X

Homer, MS, Pell, G and Fuller, R (2017) Problematizing the concept of the ‘borderline’ group in performance assessments. Medical Teacher, 39 (5). pp. 469-475. ISSN 0142-159X

Homer, MS and Ryder, J (2015) The impact of a science qualification emphasising scientific literacy on post-compulsory science participation: An analysis using national data. International Journal of Science Education. ISSN 0950-0693

Horton, J, Christensen, P, Kraftl, P et al. (1 more author) (2014) 'Walking... just walking': how children and young people's everyday pedestrian practices matter. Social and Cultural Geography, 15 (1). pp. 94-115. ISSN 1464-9365


Ivancheva, M (2015) From Informal to Illegal: Roma Housing in (Post-)Socialist Sofia. Intersections: East European Journal of Society and Politics, 1 (4). pp. 38-54. ISSN 2416-089X

Ivancheva, M (2015) The age of precarity and the new challenges to the academic profession. Studia Europaea, LX (1). pp. 39-47.

Ivancheva, MP (2017) Between Permanent Revolution and Permanent Liminality: Continuity and Rupture in the Bolivarian Government's Higher Education Reform. Latin American Perspectives, 44 (1). pp. 251-266. ISSN 0094-582X

Ivancheva, MP (2017) The Discreet Charm of University Autonomy: Conflicting Legacies in the Venezuelan Student Movements. Bulletin of Latin American Research, 36 (2). pp. 177-191. ISSN 0261-3050


Jenkins, EW (2016) 50 Years of JBE: The Evolution of Biology as a School Subject. Journal of Biological Education, 50 (3). pp. 229-232. ISSN 0021-9266

Jenkins, EW (2013) Children and the teaching and learning of science: a historical perspective. In: Proceedings of Children’s Perspective on School, Teaching and Learning. Children’s Perspective on School, Teaching and Learning, 07-09 Oct 2013, Catholic University of Eichstaett - Ingolstadt, Eichstaett. Catholic University of Eichstaett - Ingolstadt, Eichstaett .

Jenkins, EW (2000) Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency? Science & Education, 9 (6). pp. 599-610. ISSN 0926-7220

Jenkins, EW (1998) Editorship: International Journal of Technology and Design Education. International Journal of Technology and Design Education, 8. ISSN 0957-7572

Jenkins, EW (1973) The Polymorphism of Elements and Compounds. Study in Science . Taylor & Francis . ISBN 9780423875003

Jenkins, EW (2015) Relevance. In: Gunstone, R, (ed.) Encyclopaedia of Science Education. Springer , 829 - 831 (3). ISBN 978-94-007-6165-0

Jenkins, EW (2001) Research in science education in Europe: Retrospect and Prospect. In: Behrendt, H, Dahncke, H, Duit, R, Garber, W, Komorek, M, Kross, A and Reiska, P, (eds.) Research in Science Education: Past, Present and Future. Kluwer Academic Publishers , Dordrecht, Netherlands , pp. 17-26. ISBN 978-0-7923-6755-0

Jenkins, EW (2000) Research in science education: time for a health check. Studies in Science Education, 35. 1 - 26. ISSN 0305-7267

Jenkins, EW (2006) School science and citizenship: whose science and whose citizenship? The Curriculum Journal, 17 (3). pp. 197-211. ISSN 0958-5176

Jenkins, EW (2015) Schooling of Science. In: Gunstone, R, (ed.) Encyclopaedia of Science Education. Springer , 854 - 857 (3). ISBN 978-94-007-2149-4

Jenkins, EW (2011) Should we be concerned about public engagement with science? In: Proceedings of the Presidential Address to the Education Section of the BAAS, Science Festival in Liverpool. Annual Meeting of the British Association for the Advancement of Science, 06-09 Sep 2011, Science Festival, Liverpool. British Science Association .

Jenkins, EW (2006) Student opinion in England about science and technology. Research in Science and Technological Education, 24 (1). pp. 59-68. ISSN 0263-5143

Jenkins, EW (2013) The 'nature of science' in the school curriculum: the great survivor. Journal of Curriculum Studies, 45 (2). 132 - 151. ISSN 0022-0272

Jenkins, EW and Brock, WH (2014) Frederick W. Westaway and science education: an endless quest. In: Matthews, MR, (ed.) International Handbook of Research in History, Philosophy and Science Teaching. Springer Netherlands , 2359 - 2382. ISBN 978-94-007-7653-1

Jenkins, EW and Nelson, NW (2005) Important but not for me: students' attitudes towards secondary school science in England. Research in Science & Technological Education, 23 (1). 41 - 57. ISSN 0263-5143

Jenkins, EW and Swinnerton, BJ (1996) The school nature study union 1903-94. History of Education, 25 (2). 181 - 198. ISSN 0046-760X


Kalali, F and Jenkins, EW (2012) L'enjeux des evaluations internationales. Recherches en Education, 14. 1. 4 - 9. ISSN 1954-3077

Kim, S and Main, G (2017) Comparing Child Subjective Well-Being in South Korea and the UK: Testing an Ecological Systems Approach. Child Indicators Research, 10 (1). pp. 19-32. ISSN 1874-897X

Kraftl, P, Christensen, P, Horton, J et al. (1 more author) (2013) Living on a building site: Young people's experiences of emerging 'Sustainable Communities' in England. Geoforum, 50. pp. 191-199. ISSN 0016-7185

Kusters, A, Spotti, M, Swanwick, R et al. (1 more author) (2017) Beyond languages, beyond modalities: transforming the study of semiotic repertoires. International Journal of Multilingualism, 14 (3). pp. 219-232. ISSN 1479-0718


Lamb, M (2011) Future selves, motivation and autonomy in long-term EFL learning trajectories. In: Murray, G, Lamb, T and Gao, X, (eds.) Identity, Motivation and Autonomy: Exploring their Links. Multilingual Matters , Bristol , 177 - 194 . ISBN 9781847693723

Lamb, M (2011) A Matthew Effect in English language education in a developing country context. In: Dreams and Realities: Developing Countries and the English Language. The British Council , London , 186 - 206 (20). ISBN 9780863556593

Lamb, M (2017) The Motivational Dimension of Language Teaching. Language Teaching, 50 (3). pp. 301-346. ISSN 0261-4448

Lamb, M (2009) Situating the L2 Self: Two Indonesian school learners of English. In: Dornyei, Z and Ushioda, E, (eds.) Motivation, Language Identity and the L2 Self. Multilingual Matters , Bristol , 229 - 247 . ISBN 9781847691279

Lamb, M (2016) When Motivation Research Motivates: Issues in Long-Term Empirical Investigations. Innovation in Language Learning and Teaching. ISSN 1750-1229

Lamb, M (2013) 'Your mum and dad can't teach you!': Constraints on agency among rural learners of English in Indonesia. Journal of Multilingual and Multicultural Development, 34 (1). 14 - 29 (15). ISSN 0143-4632

Lamb, M (2012) A self-system perspective on young adolescents' motivation to learn English in urban and rural settings. Language Learning, 62 (4). 997 - 1023 (26). ISSN 0023-8333

Lamb, M and Coleman, H (2008) Literacy in English and the transformation of self and society in post-Suharto Indonesia. International Journal of Bilingual Education and Bilingualism, 11 (2). 189 - 205 . ISSN 1367-0050

Lamb, M and Wedell, M (2013) Inspiring English teachers: a comparative study of learner perceptions of inspirational teaching. Report. British council , London. ISSN 978-0-86355-709-5

Lamb, M. (2004) Integrative motivation in a globalizing world. System, 32 (1). pp. 3-19. ISSN 0346-251X

Lamb, M. (2004) 'It Depends on the Students Themselves': Independent Language Learning at an Indonesian State School. Language, Culture and Curriculum, 17 (3). pp. 229-245. ISSN 0790-8318

Lamb, MV (2013) Inspiring English Teachers in China and Indonesia: Implications for Indian Teacher Educators? In: Powell-Davies, P and Gunashekar, P, (eds.) English Language Teacher Education in a Diverse Environment. Selected papers from the Third International Teacher Educators Conference Hyderabad, India. The British Council , 72 - 77 (6). ISBN 9780863557125

Lamb, MV (2016) Motivation. In: Hall, G, (ed.) The Routledge Handbook of English Language Teaching. Routledge Handbooks in Applied Linguistics . Routledge , Abingdon, Oxon , pp. 324-338. ISBN 9780415747394

Lamb, MV, Astuti, SP and Hadisantosa, N (2016) What successful Indonesian school teachers do to motivate their pupils? In: Apple, MT, Da Silva, D and Fellner, T, (eds.) L2 Selves and Motivations in Asian Contexts. Second Language Acquisition . Multilingual Matters , Bristol , pp. 195-216. ISBN 978-1-78309-673-2

Lamb, MV and Budiyanto, (2013) Cultural Challenges, Identity and Motivation in State School EFL. In: Ushioda, E, (ed.) International Perspectives on Motivation. International Perspectives on English Language Teaching . Palgrave Macmillan , Basingstoke , 18 - 34 (16). ISBN 1137000899

Lamb, MV and Wedell, M (2015) Cultural contrasts and commonalities in inspiring language teaching. Language Teaching Research, 19 (2). 207 - 224 (17). ISSN 1362-1688

Lumb, AB, Homer, M and Miller, A (2010) Equity in interviews: do personal characteristics impact on admission interview scores? Medical Education, 44 (11). 1077 - 1083. ISSN 1365-2923

Lykke, K, Christensen, P and Reventlow, S (2013) GPs’ strategies in exploring the preschool child’s wellbeing in the paediatric consultation. BMC Family Practice, 14. 177. ISSN 1471-2296

Lynch, K and Ivancheva, M (2016) Academic freedom and the commercialisation of universities: a critical ethical analysis. Ethics in Science and Environmental Politics, 15 (1). pp. 71-85. ISSN 1863-5415


Main, G (2014) Child poverty and children's subjective well-being. Child Indicators Research, 7 (3). 451 - 472. ISSN 1874-897X

Main, G (2017) Child poverty and subjective well-being: The impact of children’s perceptions of fairness and involvement in intra-household sharing. Children and Youth Services Review. ISSN 0190-7409

Main, G and Bradshaw, J (2016) Child poverty in the UK: Measures, prevalence and intra-household sharing. Critical Social Policy, 36 (1). pp. 38-61. ISSN 0261-0183

Main, G and Bradshaw, J (2014) Children's necessities: Trends over time in perceptions and ownership. Journal of Poverty and Social Justice, 22 (3). 193 - 208 (16). ISSN 1759-8273

Main, G, Montserrat, C, Andresen, S et al. (2 more authors) (2017) Inequality, material well-being, and subjective well-being: Exploring associations for children across 15 diverse countries. Children and Youth Services Review. ISSN 0190-7409

Martínez, F, Ivancheva, M, Simoni, V et al. (12 more authors) (2016) Rethinking Euro-anthropology: part three. Early career scholars forum. Social Anthropology, 24 (3). pp. 353-379. ISSN 0964-0282

Miller, IK, Salvi, AI, Ewald, CX et al. (9 more authors) (2016) Why Exploratory Practice? A collaborative report. ELT Research.

Morris, NP (2010) Blended learning approaches enhance student academic performance. In: Proceedings of Enhancing Learning Experiences in Higher Education: International Conference. Enhancing Learning Experiences in Higher Education: International Conference, 2-3 Dec 2010, Hong Kong University. Hong Kong University .

Morris, NP (2014) How digital technologies, blended learning and MOOCs will impact the future of Higher Education. In: Proceedings of eLearning 2014. eLearning 2014, 15-18 July 2014, Lisbon, Portugal. . (Unpublished)

Morris, NP and Lambe, J (2017) Multimedia interactive eBooks in laboratory science education. Higher Education Pedagogies, 2 (1). pp. 28-42. ISSN 2375-2696

Morris, NP, Lambe, J, Ciccone, J et al. (1 more author) (2016) Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32 (5). pp. 430-442. ISSN 0266-4909

Morris, NP, Livesey, S and Elston, C (2014) First time MOOC provider: reflections from a research-intensive university in the UK. In: Cress, U and Delgado Kloos, C, (eds.) Proceedings of the European MOOC Stakeholder Summit 2014. European MOOC summit, 16-20 Feb 2014, Lausanne, Switzerland. , 259 - 263 (4). ISBN 978-84-8294-689-4


Nesfield, VL (2015) The Sacrosanctity of the Holocaust and its Influence on Judaism and the State of Israel. International Journal of Public Theology, 9 (2). 228 - 247. ISSN 1872-5171


O'Hagan, S and Hebron, J (2017) Perceptions of Friendship among Adolescents with Autism Spectrum Conditions in a Mainstream High School Resource Provision. European Journal of Special Needs Education, 32 (3). pp. 314-328. ISSN 0885-6257

Oldfield, J, Hebron, J and Humphrey, N (2016) The role of school level protective factors in overcoming cumulative risk for behaviour difficulties in children with special educational needs and disabilities. Psychology in the Schools, 53 (8). pp. 831-847. ISSN 0033-3085

Oldfield, J, Humphrey, N and Hebron, J (2017) Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: A multilevel analysis. British Journal of Educational Psychology, 87 (2). pp. 146-169. ISSN 0007-0998

Osler, AH (2013) Bringing human rights back home: learning from “Superman” and addressing political issues at school. The Social Studies, 104 (2). 67 - 76. ISSN 0037-7996

Osler, AH and Lybaek, L (2014) Educating ‘the new Norwegian we’: an examination of national and cosmopolitan education policy discourses in the context of extremism and Islamophobia. Oxford Review of Education, 40 (5). 543 - 566. ISSN 0305-4985

Osler, AH and Yahya, C (2013) Challenges and complexity in human rights education: teachers’ understandings of democratic participation and gender equity in post-conflict Kurdistan-Iraq. Education Inquiry, 4 (1). 189 - 210. ISSN 2000-4508


Pampaka, M, Williams, J and Homer, M (2016) Is the educational ‘what works’ agenda working? Critical methodological developments. International Journal of Research and Method in Education, 39 (3). pp. 231-236. ISSN 1743-727X

Pampaka, M, Williams, J and Homer, MS (2016) Is the Educational ‘What Works’ Agenda Working? Critical Methodological Developments (pt 2). International Journal of Research and Method in Education, 39 (4). pp. 345-348. ISSN 1743-727X

Parry, RL (2014) Popular culture, participation and progression in the literacy classroom. Literacy, 48 (1). 14 - 22. ISSN 1741-4350

Parvaresh, V and Ahmadian, MJ (2016) The impact of task structure on the use of vague expressions by EFL learners. Language Learning Journal, 44 (4). pp. 436-450. ISSN 0957-1736

Paul, S-AS and Clarke, PJ (2016) A Systematic Review of Reading Interventions for Secondary School students. International Journal of Educational Research, 79. pp. 116-127. ISSN 0883-0355

Pearson, S, Mitchell, R and Rapti, M (2014) ‘I will be “fighting” even more for pupils with SEN’: SENCOs' role predictions in the changing English policy context. Journal of Research in Special Educational Needs, 15 (1). 48 - 56.

Pell, G, Fuller, R, Homer, M et al. (1 more author) (2013) Advancing the OSCE: Sequential testing in theory and practice. Medical Education, 47 (6). 569 - 577 . ISSN 0308-0110

Pell, G, Fuller, R, Homer, M et al. (1 more author) (2010) How to measure the quality of the OSCE: A review of metrics. Medical Teacher, 32 (10). 802 - 811 . ISSN 0142-159X

Pell, G, Homer, MS and Fuller, R (2015) Investigating disparity between global grades and checklist scores in OSCEs. Medical Teacher. ISSN 0142-159X

Perrotta, C (2013) Assessment, technology and democratic education in the age of data. Learning Media and Technology, 38 (1). 116 - 122. ISSN 1743-9884

Perrotta, C (2017) Beyond rational choice: How teacher engagement with technology is mediated by culture and emotions. Education and Information Technologies, 22 (3). pp. 789-804. ISSN 1360-2357

Perrotta, C (2013) Do school-level factors influence the educational benefits of digital technology? a critical analysis of teachers’ perceptions. British Journal of Educational Technology, 44 (2). 314 - 327. ISSN 0007-1013

Perrotta, C (2014) Innovation in technology-enhanced assessment in the UK and the USA: future scenarios and critical considerations. Technology, Pedagogy and Education, 23 (1). ISSN 1475-939X

Perrotta, C, Czerniewicz, L and Beetham, H (2016) The rise of the video-recorder teacher: the sociomaterial construction of an educational actor. British Journal of Sociology of Education, 37 (8). pp. 1251-1267. ISSN 0142-5692

Perrotta, C and Evans, MA (2013) Instructional design or school politics? A discussion of ‘orchestration'in TEL research. Journal of Computer-Assisted Learning, 29 (3). 260 - 269. ISSN 0266-4909

Perrotta, C and Williamson, B (2016) The social life of Learning Analytics: cluster analysis and the ‘performance’ of algorithmic education. Learning, Media & Technology. ISSN 1743-9884

Pickering, JD and Swinnerton, BJ (2017) An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals. Medical Science Educator, 27 (2). pp. 243-252. ISSN 2156-8650

Pike, MA (2017) British values and virtues: schooling in Christianity and character? British Journal of Religious Education.

Pike, MA (2017) Education in The Abolition of Man. In: Mosteller, TM and Anacker, GJ, (eds.) Contemporary Perspectives on C. S. Lewis' Abolition of Man: History, Philosophy, Education, and Science. Bloomsbury , London . ISBN 9781474296472 (In Press)

Pike, MA, Lickona, T and Nesfield, V (2015) Narnian Virtues: C.S. Lewis as Character Educator. Journal of Character Education, 11 (1). ISSN 1543-1223


Rapti, M (2014) Book Review - Leadership for Inclusion: A Practical Guide: Edmunds & Macmillan. International Journal of Special Education, 29 (3). pp. 38-39. ISSN 0827-3383

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Ryder, J (2017) Navigating Tensions: Education Policy and the Science Teacher. Revista Brasileira de Pesquisa em Educação em Ciências, 17 (1). pp. 1-12.

Ryder, J (2017) The role of education policy in the experience of teaching: A sociocultural perspective. In: Nihlfors, E, (ed.) Honorary Doctors at the Faculty of Educational Sciences 2011-2017. Acta Universitatis Upsaliensis . Uppsala University , pp. 167-179. ISBN 978-91-554-9935-8

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Salter, JM, Swanwick, RA and Pearson, SE (2017) Collaborative Working Practices in Inclusive Mainstream Deaf Education Settings: Teaching Assistant Perspectives. Deafness and Education International, 19 (1). pp. 40-49. ISSN 1464-3154

Simpson, J (2014) Adult language education and migration: Challenging agendas in policy and practice. In: LESLLA 2014 Proceedings. LESLLA 2014, 28-30 Aug 2014, Nijmegen, The Netherland. .

Simpson, J (2013) Contemporary applied linguistics. Journal of Multilingual and Multicultural Development, 34 (3). 308 - 310. ISSN 0143-4632

Simpson, J (2016) English for Speakers of Other Languages (ESOL): Language education and migration. In: Hall, G, (ed.) The Routledge Handbook of English Language Teaching. Routledge Handbooks in Applied Linguistics . Routledge . ISBN 9780415747394

Simpson, J (2013) Identity alignment on an ESOL class blog. International Journal of Applied Linguistics, 23 (2). 183 - 201. ISSN 0802-6106

Simpson, J (2016) Translanguaging in the contact zone: Language use in superdiverse urban areas. Working Paper. Working Papers in Translanguaging and Translation, 14 .

Simpson, J (2017) Translanguaging in the contact zone: Language use in superdiverse urban areas. In: Colman, H, (ed.) Multilingualisms and Development: Selected Proceedings of the 11th Language and Development Conference, New Delhi, India 2015. 11th Language and Development Conference: Multilingualism and Development, 18-20 Nov 2015, New Delhi, India. British Council India , pp. 207-223. ISBN 9780863558405

Simpson, J and Bradley, J (2017) Communication in the contact zone: The TLANG project and ESOL. Language Issues: The ESOL Journal, 27 (2). pp. 4-18. ISSN 0268-5833

Simpson, J and Bradley, JM (2017) Negative translanguaging space: Mobility and immobility in inner-city Leeds. In: Horner, K and Dailey-O’Cain, J, (eds.) Multilingualism and (Im)mobilities: Language, Power, Agency. Multilingual Matters , Bristol, UK . (In Press)

Simpson, J and Cooke, M Teaching culture in adult ESOL in the UK. In: TESOL Encyclopedia of English Language Teaching. Wiley Blackwell . (In Press)

Simpson, J and Walker, A (2014) New technologies for English language learning and teaching. In: Leung, C and Street, BV, (eds.) The Routledge Companion to English Studies. Routledge , Abingdon, Oxon , pp. 477-489. ISBN 9780415676182

Simpson, J and Whiteside, A (2015) Introduction. In: Simpson, J and Whiteside, A, (eds.) Adult language education and migration: Challenging agendas in policy and practice. Routledge . ISBN 1317512766

Smith, K and Morris, NP (2014) Evaluation of biomedical science students use and perceptions of podcasting. Bioscience Education Electronic Journal. ISSN 1479-7860

Swanwick, R (2015) Re-Envisioning Learning and Teaching in Deaf Education: Toward New Transactions Between Research and Practice. In: Knoors, H and Marschark, M, (eds.) Educating Deaf Learners: Creating a Global Evidence Base. Perspectives on deafness . Oxford University Press , New York, USA , pp. 595-613. ISBN 9780190215194

Swanwick, R (2017) Translanguaging, learning and teaching in deaf education. International Journal of Multilingualism, 14 (3). pp. 233-249. ISSN 1479-0718

Swanwick, R, Kitchen, R, Jarvis, J et al. (3 more authors) (2014) Following Alice: theories of critical thinking and reflective practice in action at postgraduate level. Teaching in Higher Education, 19 (2). pp. 156-169. ISSN 1356-2517

Swanwick, RA (2016) Deaf children’s bimodal bilingualism and education. Language Teaching, 49 (1). pp. 1-34. ISSN 0261-4448

Swanwick, RA (2017) Languages and languaging in deaf education: A framework for pedagogy. Professional Perspectives on Deafness: Evidence and Applications . Oxford University Press , New York . ISBN 9780190455712

Swanwick, RA, Wright, S and Salter, J (2016) Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context. Applied Linguistics Review, 7 (2). pp. 2-32. ISSN 1868-6303

Swinnerton, BJ, Hotchkiss, S and Morris, NP (2017) Comments in MOOCs: who is doing the talking and does it help? Journal of Computer Assisted Learning, 33 (1). pp. 51-64. ISSN 0266-4909

Swinnerton, BJ, Morris, NP, Hotchkiss, S et al. (1 more author) (2017) The Integration of an Anatomy Massive Open Online Course (MOOC) into a Medical Anatomy Curriculum. Anatomical Sciences Education, 10 (1). pp. 53-67. ISSN 1935-9772


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Tattersall, R (2013) Apparent relations between planetary spin, orbit, and solar differential rotation. Pattern Recognition in Physics, 1 (1). 199 - 202. ISSN 2195-9250

Tattersall, R (2013) The Hum: log-normal distribution and planetary–solar resonance. Pattern Recognition in Physics, 1 (1). 185 - 198. ISSN 2195-9250

Toor, N, Hanley, T and Hebron, J (2016) The facilitators, obstacles and needs of individuals with Autism Spectrum Conditions accessing further and higher education: a systematic review. Journal of Psychologists and Counsellors in Schools, 26 (2). pp. 166-190. ISSN 2055-6365


Wedell, M and Al Shumaimeri, Y (2014) Putting out the fires: Supervisors' experiences of introducing primary English in Saudi Arabia. System, 46. 120 - 130. ISSN 0346-251X

Wedell, M and Lamb, M (2013) Portraits of inspiring English teachers in China and Indonesia. Report. British council , London. ISSN 978-0-86355-718-7

Wedell, M. (2005) Cascading training down into the classroom: The need for parallel planning. International Journal of Educational Development, 25 (6). pp. 637-651. ISSN 0738-0593

Wedell, M. (2008) Developing a capacity to make "English for Everyone" worthwhile: Reconsidering outcomes and how to start achieving them. International Journal of Educational Development, 28 (6). pp. 628-639. ISSN 0738-0593

Wedell, M. (2003) Giving TESOL change a chance: supporting key players in the curriculum change process. System, 31 (4). pp. 439-456. ISSN 0346-251X

Wedell, M. (2004) TESOL initial teacher training and TESOL curriculum goals: making the connection. In: Initial Education for Teachers of English: What can be learned from the International Experience?, 26 April 2004, Pontificia Universidad Catolica de Chile, Santiago.

Williams, D, Reid, A and Homer, MS (2017) Boosting clinical performance: the impact of enhanced final year placements. Medical Teacher, 39 (4). pp. 383-388. ISSN 0142-159X

Wilson, MD, Zhang, W, Tu, L et al. (1 more author) (2016) The changing nature of the work of Chinese school principals in the wake of national curriculum reform. International Studies in Educational Administration, 44 (2). ISSN 1324-1702 (In Press)

Wright, SR and Homer, MS (2017) Addressing the Theory-Practice Gap in Assessment. Perspectives on Medical Education, 6 (1). pp. 7-9. ISSN 2212-2761

Wyatt, M, Burns, A and Hanks, J (2016) Teacher/Practitioner Research: Reflections on an Online Discussion. TESL-EJ: The Electronic Journal for English as a Second Language, 20 (1). ISSN 1072-4303


Zhu, J and Morris, NP (2016) How to Develop MOOCs and Mixed Learning in British Universities. Journal of World Education, 23. pp. 7-13. ISSN 1672-3937

Zlatopolskis, A and Higgins, JB (2012) Exploratory Study of the Approach to School Leadership Development Programmes in Latvia. In: UNSPECIFIED Theory for Practice in the Education of Contemporary Society: 6th International Scientific Conference, 29 - 31 March 2012, Riga Teacher Training and Educational Management Academy, Latvia. RPIVA , Riga, Latvia , 390 - 395 (6). ISBN 978-9934-8215-9-2

This list was generated on Fri Sep 22 03:49:22 2017 BST.