Items where Division is "University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research"

Up a level

Export as ASCII CitationBibTeXDublin CoreEP3 XMLEndNoteHTML CitationJSONMETSMultiline CSVObject IDsOpenURL ContextObjectRDF+N-TriplesRDF+N3RDF+XMLReferReference Manager	Atom RSS 1.0 RSS 2.0

• University Faculties, Research Institutes and Departments (434)
  • Research Centres (434)
    • Centre for Education and Research (434)
  • University Faculties, Divisions and Research Centres - OLD (434)
    • Research Centre (434)
      • Centre for Education and Research (434)

Group by: Creators | Item Type | Date | No Grouping

Number of items at this level: 434.

• Rose, R., (ed.) (2010) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge. 9780415493611.
• Murray, J., (ed.) (2017) Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish. Abingdon: Routledge. 9781138202597.
• Duvekot, R., Kang, D. J. and Murray, J., (eds.) (2014) Linkages of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Maximising Learning Opportunities for All. Rotterdam, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. 9789081254922.
• Duvekot, R., Kang, D. J. and Murray, J., (eds.) (2014) Linkages of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Maximising Learning Opportunities for All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. 9789081254922.
• Howley, M. and Preece, D., (eds.) (2013) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. 9781907927164.
• Duvekot, R., Halba, B., Aagaard, K., Gabrscek, S. and Murray, J., (eds.) (2014) The Power of VPL: Validation of Prior Learning as a Multi-targeted Approach For Access to Learning Opportunities For All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. 9789081254908.
• Garner, P., Kauffman, J. and Elliott, J., (eds.) (2014) The Sage Handbook of Emotional and Behavioral Difficulties. 2nd. London: Sage Publications. 9781446247228.
• Visser, J., (ed.) (2012) Transforming Troubled Lives: Key Issues in Policy, Practice and Provision. London: Routledge. 9780415634977.
• Andersson, P., Young Lee, H., Sang Ko, Y., Sava, S., Borca, C., Danciu, E., Carlsen, A., Singh, M., Murray, J., Bednarz, F., Bednarz, G., Lepänjuuri, A., Burns, E., Enggaard, E., Aagaard, K., Halba, B., Goggin, D., Sheridan, I., Horgan, T., Alfsen, C. and Duvekot, R. (2014) The Power of VPL: Validation of Prior Learning as a Multi-targeted Approach For Access to Learning Opportunities For All. Inholland University AS and European Centre Valuation Prior Learning. 9789081254908.
• Armstrong, S. C., Barker, J., Davey, R., Diosi, M., Horton, J., Kraftl, P., Lumsden, E., Marandet, E., Matthews, M. H., Murray, J., Pyer, M. and Smith, F. (2005) Evaluation of play provision and play needs in the London Borough of Redbridge. Northampton: Centre for Children and Youth.
• Bajwa-Patel, M. and Devecchi, C. (2014) ‘Nowhere that fits’ – the dilemmas of school choice for parents of children with statements of special educational needs (SEN) in England. Support for Learning. 29(2) 1467-9604.
• Bajwa-Patel, M. and Devecchi, C. (2014) ‘Nowhere that fits’ – the dilemmas of school choice for parents of children with statements of special educational needs (SEN) in England. Support for Learning. 29(2) 1467-9604.
• Bell, S. (2010) Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: ‘Clever is when you come to a brick wall and you have got to get over it without a ladder’. Journal of Research in Special Educational Needs. 10(3), pp. 216-226. 1471-3802.
• Bell, S. (2013) Professional development for specialist teachers and assessors of students with literacy difficulties/dyslexia: ‘to learn how to assess and support children with dyslexia’. Journal of Research in Special Educational Needs. 13(1), pp. 104-113. 1471-3802.
• Bell, S. and Maclean, B. (2012) Good practice in training specialist teachers and assessors for people with dyslexia. In: Peer, L. and Reid, G. (eds.) Special Educational Needs: A Guide for Inclusive Practice. London: SAGE Publications. pp. 127-140.
• Bennett, S., Devecchi, C. and Armellini, A. (2017) Towards a system for accreditation and recognition of teaching competences: the UK framework and the C@N-DO experience. In: Felisatti, E. and Serbati, A. (eds.) Preparare la Professionalità Docente e Innovare la Didattica Universitaria. Milano: Franco Angeli.
• Boxall, K. and Ralph, S. (2009) Research ethics and the use of visual images in research with people with intellectual disability. Journal of Intellectual & Developmental Disability. 34(1), pp. 45-54. 1366-8250.
• Boxall, K. and Ralph, S. (2011) Research ethics committees and the benefits of involving people with profound and multiple learning disabilities in research. British Journal of Learning Disabilities. 39(3), pp. 173-180. 1354-4187.
• Bramble, P. (2015) Business as usual: project management of a European project. In: Devecchi, C. (ed.) Volunteering as Empowerment for Success at School :. UK: SAS Project Team. pp. 31-44.
• Bramble, P. (2015) Business as usual: project management of a European project. In: Devecchi, C. (ed.) Volunteering as Empowerment for Success at School :. UK: SAS Project Team. pp. 31-44.
• Bramble, P., Devecchi, C. and Brown, J. (2014) Shaping the future of educational research: collaboration between academics and project managers. Paper presented to: European Conference on Educational Research (ECER) 2014: The Past, the Present and Future of Educational Research in Europe, Porto, Portugal, 2014-09-01.
• Bramble, P., Devecchi, C. and Brown, J. (2014) Shaping the future of educational research: collaboration between academics and project managers. Paper presented to: European Conference on Educational Research (ECER) 2014: The Past, the Present and Future of Educational Research in Europe, Porto, Portugal, 2014-09-01.
• Bramble, P. and Murray, J. (2014) Strengthening the impact of case studies through the use of a digital medium. Workshop presented to: 1st Validation of Prior Learning (VPL) Biennale, Rotterdam, 09-11 April 2014. (Unpublished)
• Bridges, D., Conroy, J., Davis, R., Elliott, J., Enslin, P., Griffiths, M., MacLeod, G., Foreman-Peck, L., Lukes, D., Murray, J., Oancea, A., Pring, R., Saunders, L., Smeyers, P., Smith, R. and Watts, M. (2007) Ethics and educational research: epistemological perspectives. Online: Teaching and Learning Research Programme.
• Brooks, E. and Murray, J. (2016) Ready, steady, learn: school readiness and children’s voices in English early childhood settings. Education 3-13. 46(2), pp. 143-156. 0300-4279.
• Brooks, E. and Murray, J. (2016) Ready, steady, learn: school readiness and children’s voices in English early childhood settings. Education 3-13. 46(2), pp. 143-156. 0300-4279.
• Brown, J. and Bell, S. (2014) Supporting young people with dyslexia in international schools: a case study example of current provision in Southeast Asia. Support for Learning. 29(2), pp. 154-166. 0268-2141.
• Brown, J. and Bell, S. (2014) Supporting young people with dyslexia in international schools: a case study example of current provision in Southeast Asia. Support for Learning. 29(2), pp. 154-166. 0268-2141.
• Brown, J. and Bell, S. (2014) Supporting young people with dyslexia in international schools: a case study example of current provision in Southeast Asia. Support for Learning. 29(2), pp. 154-166. 0268-2141.
• Brown, J. and Devecchi, C. (2013) The impact of training on teaching assistants' professional development: opportunities and future strategy. Professional Development in Education. 39(3), pp. 369-386. 1941-5265.
• Brown, J. and Doveston, M. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development. 18(4), pp. 495-510. 1366-4530.
• Burns, E. and Bell, S. (2011) Narrative construction of professional teacher identity of teachers with dyslexia. Teaching and Teacher Education. 27(5), pp. 952-960. 0742-051x (print), 1879-2480 (online).
• Burns, E. and Bell, S. (2010) Voices of teachers with dyslexia in Finnish and English further and higher educational settings. Teachers and Teaching: Theory and Practice. 16(5), pp. 529-543. 1354-0602.
• Capewell, C. (2014) Chair. Midlands Health Psychology Network (MHPN).
• Capewell, C. (2013) Book review: Advances in Health Psychology: Critical Approaches, Christine Horrocks and Sally Johnson (eds). Feminism & Psychology. 23(4), pp. 572-573. 0959-3535.
• Capewell, C. (2014) From ears to experience: insights into living with long-term Glue Ear. CORERJ: Cambridge Open-Review Educational Research e-Journal. 1(1), pp. 40-58. 2056-7804.
• Capewell, C. (2014) From ears to experience: insights into living with long-term Glue Ear. CORERJ: Cambridge Open-Review Educational Research e-Journal. 1(1), pp. 40-58. 2056-7804.
• Capewell, C. (2016) Glue ear - a common but complicated childhood condition. Journal of Research in Special Education Needs. 16(2), pp. 122-131. 1471-3802.
• Capewell, C. (2014) Hear today but maybe not tomorrow - the implications of Glue Ear - research findings. DECP Debate. 150, pp. 27-31. 1471-5775.
• Capewell, C. (2014) Hear today but maybe not tomorrow - the implications of Glue Ear - research findings. DECP Debate. 150, pp. 27-31. 1471-5775.
• Capewell, C. (2013) Listening to what the children have to say: an investigation into the effects of Glue Ear on learning and life. Invited Presentation presented to: European Conference on Educational Research (ECER) 2013: Creativity and Innovation in Educational Research, Bahçeşehir University, Istanbul, 10-13 September 2013. (Unpublished)
• Capewell, C. (2014) Never mind, I can't hear you, the stress of living with Glue Ear: a young person's perspective. Paper presented to: Child and Adolescent Mental Health (CAMHS) Conference 2014, The University of Northampton, 02-04 July 2014. (Unpublished)
• Capewell, C. (2014) Temporary but not trivial: Language and reading skills in children with ongoing glue ear. Assessment & Development Matters. 6(2), pp. 24-26. 2040-4069.
• Capewell, C. (2014) The lived experience of Glue Ear - voices of mothers and young people. Paper presented to: 12th International Congress of the European Society of Pediatric Otorhinolaryngology (ESPO 2014), Dublin Convention Centre, 31 May - 03 June 2014. (Unpublished)
• Capewell, C. and McCarthy, P. (2014) The insider perspective of the researcher. Inter University Symposium Journal. 1, pp. 75-84.
• Capewell, C. and Ralph, S. (2015) Living with glue ear: researching educational needs and listening to the voices of a mother and child. The International Journal of Diverse Identities. 15(1), pp. 11-23. 2327-7866.
• Clark, H., Day, K., Royal, P., Wright, P., Purvey, C., Norman, A., Lumsden, E., Peckham, K., Howells, K., Murray, P., Randall, V., Bayou, E., Blackwell, F., Barlow, J., Morton-Brown, J., Smith, K., Briggs, M., Lubrano, M., Jephcott, M., McGlone, F., Godfrey, K., Lord, S., McKaig, S., Smith, S., O'Neill, S., Brewis, T., Beswick, T., Beevers, V. and Veale, V. (2022) The Mental Health of Children and Young People. Children's Alliance.
• Clark, H., Lumsden, E., ROYAL, P., WEST, H., Revel, E., Leech, G., Millington, M., Couchman, K., Gummer, A., Taylor, A., Mackay, E., Brown, F., Wilding, D., Richards, S., Sexton, K., Crtichton, H., Roberts, M., Randall, V., Veasey, P., Brinton, H., Harris, J., Puckett, G., Klemera, E., Stevens, C., Devalia, U. and Wyllie, E. (2017) A Report by the All-Party Parliamentary Group on a Fit and Healthy Childhood : The Impact of Social and Economic Inequalities on Children's Health. London: APPG Fit and Healthy Childhoods.
• Coates, E., Faulkner, D., Aubrey, C., Bertram, T., Broadhead, P., Castle, D., Murray, J., Pascal, C. and Wild, M. (2012) The changing face of early childhood policy and practice in England over the past twenty years: an expert seminar. Invited Keynote presented to: Warwick Institute of Education (WIE) Research Seminars, University of Warwick, 23 November 2012. (Unpublished)
• Corbett, C. and Perepa, P. (2007) Missing out? Autism, education and ethnicity: the reality for families today. London: The National Autistic Society. 9781905722273.
• Cumming, S. and Visser, J. (2009) Using art with vulnerable children. Support for Learning. 24(4), pp. 151-158. 0268-2141.
• D'Souza, M. and Jament, J. (2015) Providing effective support to teachers in addressing social, emotional and behavioural difficulties in mainstream classrooms in a Bangalore pre-primary school. Support for Learning. 30(3), pp. 239-251. 0268-2141.
• Dampson, D. G., Long, S., Murray, G., Odunsi, R. and Qureshi, S. (2014) Approaches to inclusive research in education: opportunities and challenges: round table discussion feedback, Group 1. Inter University Symposium Journal. 1
• Dampson, D. G., Long, S., Murray, G., Odunsi, R. and Qureshi, S. (2014) Approaches to inclusive research in education: opportunities and challenges: round table discussion feedback, Group 1. Inter University Symposium Journal. 1
• Devecchi, C. (2017) Editor-in-Chief. Efficiency Exchange. Northampton: Centre for Citizenship, Enterprise and Governance.
• Devecchi, C. (2008) Applying Bernstein’s sociology of pedagogy to teaching assistants’ supportive practices: an exploration. Panel Presentation presented to: Kaleidoscope, Faculty of Education, University of Cambridge, 06 June 2008. (Unpublished)
• Devecchi, C. (2013) Beyond development: applying the human development paradigm to identifying children with special needs and disabilities. Paper presented to: British Educational Research Association Conference, London, 2014-09-24 - 2014-09-24.
• Devecchi, C. (2013) Beyond development: applying the human development paradigm to identifying children with special needs and disabilities. Paper presented to: British Educational Research Association Conference, London, 2014-09-24.
• Devecchi, C. (2008) Collaboration between teachers and TAs: from co-configuration to re-configuration. Paper presented to: British Educational Research Association (BERA) Annual Conference, Heriot-Watt University, Edinburgh, 03-06 September 2008. (Unpublished)
• Devecchi, C. (2008) Crossing professional borders: TAs and teachers as migrants, immigrants and trespassers. Poster presented to: Camera, Faculty of Education, University of Cambridge, 16 April 2008. (Unpublished)
• Devecchi, C. (2010) Fatal attraction: the use and misuses of psychology in the education of children with special needs and/or disabilities. Seminar Presentation presented to: Faces and Spaces of Educational Research - The Attraction of Psychology, Catholic University of Leuven, Belgium, 17-19 November 2010. (Unpublished)
• Devecchi, C. (2013) Il dibattito internazionale sull'inclusione, la personalizzazione e i BES. Paper presented to: Art. 34* - "La scuola è aperta a tutti" I Bisogni Educativi Speciali e le risposte della scuola, Universita Bocconi, Milan, Italy, 2013-01-01.
• Devecchi, C. (2013) Il dibattito internazionale sull'inclusione, la personalizzazione e i BES. Paper presented to: Art. 34* - "La scuola è aperta a tutti" I Bisogni Educativi Speciali e le risposte della scuola, Universita Bocconi, Milan, Italy, 2013-01-01.
• Devecchi, C. (2013) Includere tutti: il supporto per gli insegnanti in Inghilterra. Paper presented to: Percorso Sperimentale di Accompagnamento degli Insegnanti Nell'Integrazione di Alunni con BES, Trento, Italy, 2013-09-02.
• Devecchi, C. (2013) Includere tutti: il supporto per gli insegnanti in Inghilterra. Paper presented to: Percorso Sperimentale di Accompagnamento degli Insegnanti Nell'Integrazione di Alunni con BES, Trento, Italy, 2013-09-02.
• Devecchi, C. (2010) Inclusive classrooms in Italy and England: supporting children, supporting teachers. Seminar Presentation presented to: European Conference on Educational Research (ECER) 2010: Education and Cultural Change, Helsinki, Finland, 23-27 August 2010. (Unpublished)
• Devecchi, C. (2009) Research quality assessment in education: impossible science, possible art? A response to David Bridges. Paper presented to: Centre for Educational Research and Development, Von Hugel Institute, St. Edmund’s College, Cambridge, 2009-03-27.
• Devecchi, C. (2009) Research quality assessment in education: impossible science, possible art? A response to David Bridges. Paper presented to: Centre for Educational Research and Development, Von Hugel Institute, St. Edmund’s College, Cambridge, 2009-03-27.
• Devecchi, C. (2013) Still talking about inclusion? Carving new spaces between policy and practice. Lecture presented to: PGCE Masters Course - Equality, Inclusion and Citizenship, London South Bank University, 24 October 2013. (Unpublished)
• Devecchi, C. (2010) Which justice for children with Special Educational Needs and disabilities? The application of SEN’s capability approach to the analysis of UK school workforce reform policies. Seminar Presentation presented to: Human Development and Capability Association Annual Conference: Human Rights and Human Development, University of Jordan, Amman, 21-23 September 2010. (Unpublished)
• Devecchi, C., Al-Sherbaz, A., Turner, S. J., Taeed, O. and Petford, N. (2018) Capturing and transacting ‘value for students’ in the Digital University: the Blockchain Educational Passport. Invited Presentation presented to: University of Northampton Research Conference 2018, University of Northampton, 20-21 June 2018.
• Devecchi, C. and Brown, J. (2013) Perspectives on the 'preparedness' of teaching assistants: what gets in the way? Paper presented to: British Educational Research Association Conference, London, 2014-09-24.
• Devecchi, C. and Brown, J. (2013) Perspectives on the 'preparedness' of teaching assistants: what gets in the way? Paper presented to: British Educational Research Association Conference, London, 2014-09-24 - 2014-09-24.
• Devecchi, C., Mintz, J. and March, C. (2009) Supporting user participation in developing mobile technology to help young people with autism: the HANDS smartphone project. Paper presented to: International Conference on Information Communication Technologies in Education (ICICTE 2009), Corfu, Greece, 2009-07-10.
• Devecchi, C., Mintz, J. and March, C. (2009) Supporting user participation in developing mobile technology to help young people with autism: the HANDS smartphone project. Paper presented to: International Conference on Information Communication Technologies in Education (ICICTE 2009), Corfu, Greece, 2009-07-10.
• Devecchi, C., Murray, J. and Preece, D. (2014) Building research capacity: stories from a new university’s School of Education. Research Intelligence (British Educational Research Association (BERA)). 124, pp. 22-23. 0307-9023.
• Devecchi, C., Murray, J. and Preece, D. (2014) Building research capacity: stories from a new university’s School of Education. Research Intelligence (British Educational Research Association (BERA)). 124, pp. 22-23. 0307-9023.
• Devecchi, C., Murray, J. and Trory, H. (2013) Inclusive childcare services for children with disabilities in England: review of conditions, standards and practice. Paper presented to: British Educational Research Association Conference, London, 2014-09-24 - 2014-09-24.
• Devecchi, C., Murray, J. and Trory, H. (2013) Inclusive childcare services for children with disabilities in England: review of conditions, standards and practice. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Sussex, Brighton, 03-05 September 2013. (Unpublished)
• Devecchi, C. and Nevin, A. (2010) Leadership for inclusive schools and inclusive school leadership. In: Normore, A. H. (ed.) Global Perspectives on Educational Leadership Reform. Bingley: Emerald. pp. 211-241.
• Devecchi, C., Rose, R. and Shevlin, M. (2014) Education and the capabilities of children with special needs. In: Sarojini-Hart, C., Biggeri, M. and Babic, B. (eds.) Agency and Participation in Childhood and Youth: International Applications of the Capability Approach in Schools and Beyond. London: Bloomsbury. pp. 145-162.
• Devecchi, C. and Rouse, M. (2010) An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support For Learning. 25(2), pp. 91-99. 0268-2141.
• Devecchi, C., Trory, H., Murray, J. and Evans, R. (2014) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. Symposium presented to: 24th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Humboldt University, Berlin, Germany, 09-12 March 2014. (Unpublished)
• Devecchi, C., Trory, H., Murray, J. and Evans, R. (2013) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice.
• Devecchi, C., Trory, H., Murray, J. and Evans, R. (2013) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. [Report]
• Devecchi, C. and Ward, A. (2022) Exploring Covid-19 Vaccine Confidence in Low Uptake Areas and Populations in Peterborough and Cambridgeshire. University of Northampton.
• Devecchi, C. and Watts, M. (2018) Other people’s adaptations: teaching children with special educational needs to adapt and to aspire. In: Comim, F., Fennell, S. and Anand, P. B. (eds.) New Frontiers of the Capability Approach. Cambridge: Cambridge University Press. (In Press)
• Devecchi, M. C., Murray, J. and Preece, D. (2014) Embedding Changemaker Values within a Postgraduate Part-time Module for Teachers. In: Alden Rivers, B. and Smith, J. (eds.) Changemaker in the Curriculum Case Studies 2013/2014 :. Northampton: University of Northampton.
• Devi, A. (2010) Dual exceptionality. Special. April 2010, pp. 25-27.
• Devi, A. (2008) Language and learning needs. Special. July 2008, pp. 21-23.
• Devi, A. and Jones, L. (2010) 99 days in a local authority. Special. , pp. 27-28.
• Dodzo, N. and Seuwou, P. (2020) An Investigation into BAME Attainment. Poster presented to: ILT Poster Padlet, University of Northampton, 2020-06-29 - 2020-06-29.
• Dodzo, N., Seuwou, P. and Perrott, M. (2020) An investigation into BAME attainment, exploring the factors that impact on low grades of BAME students at the University of Northampton.
• Doveston, M. and Keenaghan, M. (2010) Teachers and educational psychologists working together: what can we learn? Support for Learning. 25(3), pp. 131-137. 0268-2141.
• Ellender, P. and Bajwa-Patel, M. (2014) Working hard to include the ‘hard to include'. Other presented to: 7th Enquire Conference, University of Nottingham, 14 November 2014. (Unpublished)
• Engh, K. R. and Rose, R. (2014) Assessment for Learning in Inclusive Schools. Oslo: Norwegian Ministry of Education and Research. 9789941069543.
• Evans, R., Garner, P. and Honig, A. S. (2014) Prevention of violence, abuse and neglect in early childhood: a review of the literature on research, policy and practice. Early Child Development and Care. 184(9-10), pp. 1295-1335. 0300-4430.
• Farini, F. (2019) As a Conclusion, to the Future: A Discussion on Trust, Agency and the Semantics of Rights in Intergenerational Relationships. In: Farini, F. and Scollan, A. (eds.) Children’s Self-determination in the Context of Early Childhood Education and Services : Discourses, Policies and Practices. Amsterdam: Springer. pp. 267-280.
• Farini, F. The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education. In: Baraldi, C. and Cockburn, T. (eds.) Theorising Childhood : Citizenship, Rights, and Participation. London: Palgrave Macmillan Ltd.. pp. 187-213.
• Farini, F. (2019) From the Child to the Pupil to the Child. Trust Based on Categorical Inequalities and the Quest for Alternatives Towards a More Inclusive Education. Italian Journal of Sociology of Education. 11(3), pp. 246-264. 2035-4983.
• Farini, F. (2018) Inclusion Through Political Participation, Trust from Shared Political Engagement : Children of Migrants and School Activism in Italy. Journal of International Migration and Integration. 20(4), pp. 1121-1136. 1488-3473.
• Farini, F. (2021) Now, where were we? Celebrating ten years of Language Discourse and Society doing what we do best: researching Language in Society. Language, Discourse and Society. 9(2), pp. 13-27. 2239-4192.
• Farini, F. (2021) Now, where were we? Celebrating ten years of Language Discourse and Society doing what we do best: researching Language in Society. Language, Discourse and Society. 9(2), pp. 13-27. 2239-4192.
• Farini, F. (2017) School Activism : the meanings of political participation of young migrants in Italian schools. In: Race, R. (ed.) Advancing Multicultural Dialogues in Education :. London: Palgrave Macmillan Ltd.. pp. 87-105.
• Farini, F. (2019) The paradox of citizenship education in Early Years (and beyond). The case of Education to Fundamental British Values. Journal of Early Childhood Research. 17(4), pp. 361-375. 1476-718X.
• Farini, F., Baraldi, C., Joslyn, E., Scollan, A., Iervese, V., Conti, L. and Ballestri, C. (2021) Promoting Children's Rights in European Schools : Intercultural Dialogue and Facilitative Pedagogy. London: Bloomsbury Academic. 9781350217782.
• Farini, F., Baraldi, C., Joslyn, E., Scollan, A., Iervese, V., Conti, L. and Ballestri, C. (2021) Promoting Children's Rights in European Schools : Intercultural Dialogue and Facilitative Pedagogy. London: Bloomsbury Academic. 9781350217782.
• Farini, F., Baraldi, C. and Scollan, A. (2022) The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy. Journal of Dialogue Studies. 9, pp. 120-148. 2054-3131.
• Farini, F., Baraldi, C. and Scollan, A. (2022) The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy. Journal of Dialogue Studies. 9, pp. 120-148. 2054-3131.
• Farini, F. and Scollan, A. (2021) Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds. Migration Studies Review of Polish Diaspora. 182(4), pp. 79-96. 2081-4488.
• Farini, F. and Scollan, A. (2021) Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds. Migration Studies Review of Polish Diaspora. 182(4), pp. 79-96. 2081-4488.
• Farini, F. and Scollan, A. (2021) From enabling environments to environments that enable : Notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg: The OMEP Ireland Journal of Early Childhood Studies. 14 2009-5910. (In Press)
• Farini, F. and Scollan, A. (2021) From enabling environments to environments that enable : Notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg: The OMEP Ireland Journal of Early Childhood Studies. 14, pp. 20-39. 2009-5910.
• Farini, F. and Scollan, A. (2019) In, out and through digital worlds. Hybrid-transitions as a space for children’s agency. International Journal of Early Years Education. 28, pp. 36-49. 0966-9760.
• Farini, F. and Scollan, A. (2019) In, out and through digital worlds. Hybrid-transitions as a space for children’s agency. International Journal of Early Years Education. 28, pp. 36-49. 0966-9760.
• Farini, F. and Scollan, A. (2021) Meanings and Methods of Pedagogical Innovation. In: Farini, F., Claudio, B. and Joslyn, E. (eds.) Promoting Children's Rights in European Schools. Intercultural Dialogue and Facilitative Pedagogy :. London: Bloomsbury Academic.
• Farini, F. and Scollan, A. (2021) Meanings and Methods of Pedagogical Innovation. In: Farini, F., Claudio, B. and Joslyn, E. (eds.) Promoting Children's Rights in European Schools. Intercultural Dialogue and Facilitative Pedagogy :. London: Bloomsbury Academic.
• Farini, F. and Scollan, A. (2021) A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England. International Journal of Leadership in Education. 24(5), pp. 717-742. 1464-5092.
• Farini, F. and Scollan, A. (2022) The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education. Language, Discourse and Society. 10(1), pp. 13-25. 2239-4192.
• Farini, F. and Scollan, A. (2022) The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education. Language, Discourse and Society. 10(1), pp. 13-25. 2239-4192.
• Farini, F. and Scollan, A. (2021) The role of trust in the positioning of Children with Migrant Backgrounds. Reflections on Teachers’ narratives from London primary schools. Equity in Education & Society. 2752-6461.
• Farini, F. and Scollan, A. (2022) The role of trust in the positioning of Children with Migrant Backgrounds. Reflections on Teachers’ narratives from London primary schools. Equity in Education & Society. 1(1), pp. 50-63. 2752-6461.
• Farini, F., Scollan, A., Baraldi, C., Ballestri, C., Iervese, V. and Conti, L. (2018) Erasmus + SHARMED Final Research Report.
• Farnsworth, V., Davis, P., Kalambouka, A., Ralph, S., Shi, X. and Farrell, P. (2011) Students' production of curricular knowledge: perspectives on empowerment in financial capability education. Education, Citizenship and Social Justice. 6(2), pp. 153-167. 1746-1979.
• Fergusson, A. (2012) Back to the future: moving forward with practitioner research. In: Jones, P., Whitehurst, T. and Egerton, J. (eds.) Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' Stories of Research. London: Routledge. pp. 122-138.
• Fergusson, A. (2013) Moving to a 'giant big school'. Special Children. 212, pp. 8-10. 0951-6875.
• Fergusson, A. (2010) Professional development for our teacher workforce: Are we up to it ... and are we up for it? Online: SSAT Trust.
• Florian, L., Devecchi, C. and Dee, L. (2008) How can the capability approach contribute to understanding provision for people with learning difficulties? Prospero. 14(1) 1358-6785.
• Florian, L., Devecchi, C. and Dee, L. (2008) How can the capability approach contribute to understanding provision for people with learning difficulties? Prospero. 14(1) 1358-6785.
• Foreman-Peck, L. and Murray, J. (2009) Action research and policy. In: Bridges, D., Smeyers, P. and Smith, R. (eds.) Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? Oxford: Wiley-Blackwell. pp. 138-156.
• Forlin, C. and Rose, R. (2010) Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs. 10(1), pp. 13-22. 1471-3802.
• Forlin, C., Slee, R., Rouse, M., Garner, P., Rose, R. and Ashman, A. (2010) Education for inclusion: changing paradigms. Workshop presented to: Inclusive and Supportive Education Congress (ISEC): Promoting Diversity and Inclusive Practice, Queen’s University, Belfast, 02 - 05 August 2010. (Unpublished)
• Garner, P. (2012) Member of Editorial Board. Support for Learning: British Journal of Learning Support. Oxford: Blackwell Publishing. 0268-2141.
• Garner, P. (2013) Addressing the needs of diverse learners in the classroom. Paper presented to: Statssekretæren åpner den 3. nordiske LP-konferansen, Tonsberg, Norway, 2013-05-27.
• Garner, P. (2013) Addressing the needs of diverse learners in the classroom. Paper presented to: Statssekretæren åpner den 3. nordiske LP-konferansen, Tonsberg, Norway, 2013-05-27.
• Garner, P. (2011) Behavioural, emotional and social difficulty (BESD). In: Schools for Special Needs, 2011-2012: the Complete Guide to Special Needs Education in the United Kingdom. 17th ed. London: Kogan Page. pp. 18-23.
• Garner, P. (2014) Curriculum, inclusion and EBD. In: Garner, P., Kauffman, J. and Elliott, J. (eds.) The Sage Handbook of Emotional and Behavioural Difficulties :. London: Sage. pp. 291-302.
• Garner, P. (2014) Curriculum, inclusion and EBD. In: Garner, P., Kauffman, J. and Elliott, J. (eds.) The Sage Handbook of Emotional and Behavioural Difficulties :. London: Sage. pp. 291-302.
• Garner, P. (2014) Dimensions of school-based violence to and by children: an overview of recent literature. International Journal of Adolescence and Youth. 19(4), pp. 484-495. 0267-3843.
• Garner, P. (2014) Editorial. Support For Learning. 29(1), pp. 2-6. 1467-9604.
• Garner, P. (2013) Editorial. Support for Learning. 28(3), pp. 90-91. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(2), pp. 50-51. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(1), pp. 2-3. 0268-2141.
• Garner, P. (2011) Editorial. Support For Learning. 26(2), pp. 46-47. 0268-2141.
• Garner, P. (2010) Editorial. Support for Learning. 25(3), p. 106. 0268-2141.
• Garner, P. (2010) Editorial. Support for Learning. 25(2), p. 54. 0268-2141.
• Garner, P. (2010) Editorial. Support for Learning. 25(1), pp. 2-3. 0268-2141.
• Garner, P. (2009) Editorial. Support for Learning. 24(1), pp. 3-4. 0268-2141.
• Garner, P. (2013) Fathers, sons and schools: historical dilemmas and future possibilities. Paper presented to: Second International Scientific Conference on 'Parenthood in the Face of Difficult Situations. Disability – Neglect – Disintegration’, Kamień Śląski Castle, Opole, Poland, 2013-05-09.
• Garner, P. (2013) Fathers, sons and schools: historical dilemmas and future possibilities. Paper presented to: Second International Scientific Conference on 'Parenthood in the Face of Difficult Situations. Disability – Neglect – Disintegration’, Kamień Śląski Castle, Opole, Poland, 2013-05-09.
• Garner, P. (2011) Forging ahead in special education. Paper presented to: Irish Association of Teachers in Special Education (IATSE) Conference, St Patrick's College, Dublin, 2011-06-01.
• Garner, P. (2011) Forging ahead in special education. Paper presented to: Irish Association of Teachers in Special Education (IATSE) Conference, St Patrick's College, Dublin, 2011-06-01.
• Garner, P. (2013) Including children with special educational needs: how can we better prepare teachers to respond to the challenges and opportunities? Paper presented to: Educational Leadership & Management in Special Education (ELMIS) International Congress on Special Education, Necmettin Erbakan University, Aksehir, Turkey, 2013-06-20.
• Garner, P. (2013) Including children with special educational needs: how can we better prepare teachers to respond to the challenges and opportunities? Paper presented to: Educational Leadership & Management in Special Education (ELMIS) International Congress on Special Education, Necmettin Erbakan University, Aksehir, Turkey, 2013-06-20.
• Garner, P. (2009) Involving special schools and their teachers in initial teacher education. Invited Keynote presented to: Western Australian Education Support Principals' and Administrators Association (WAESPAA) Annual State Conference 2009: Building Capacity Through Future Visions, Fremantle, WA, 07-08 May 2009. (Unpublished)
• Garner, P. (2010) Managing behaviour, managing the standards. In: Hallett, F. and Hallett, G. (eds.) Transforming the Role of the SENCO. Maidenhead: Open University Press. pp. 91-98.
• Garner, P. (2009) Meeting the needs of students with SEBD: some challenges about current practice in England. Lecture presented to: Erasmus Invitation Lecture, Macedonian University, Thessaloniki, 30 November 2009. (Unpublished)
• Garner, P. (2014) National & international perspectives on special educational needs and teacher education. Paper presented to: Ways Forward for Special Educational Needs in Teacher Education, Institute of Education, London University, 2014-06-26.
• Garner, P. (2014) National & international perspectives on special educational needs and teacher education. Paper presented to: Ways Forward for Special Educational Needs in Teacher Education, Institute of Education, London University, 2014-06-26.
• Garner, P. (2010) Promoting conditions for positive behaviour. Paper presented to: Capita’s 5th National Behaviour and Discipline in Schools Conference, Tara Hotel, London, 2010-11-30.
• Garner, P. (2010) Promoting conditions for positive behaviour. Paper presented to: Capita’s 5th National Behaviour and Discipline in Schools Conference, Tara Hotel, London, 2010-11-30.
• Garner, P. (2014) Reflect, shift, transform. Paper presented to: Reflect, Shift, Transform: The First Asia Pacific Conference on Creating Inclusive Schools, Sydney, Australia, 2014-05-01.
• Garner, P. (2014) Reflect, shift, transform. Paper presented to: Reflect, Shift, Transform: The First Asia Pacific Conference on Creating Inclusive Schools, Sydney, Australia, 2014-05-01.
• Garner, P. (2011) School Leadership and professional development: the challenge of challenging behaviour. Paper presented to: Teacher Education Policy in Europe (TEPE) Conference, University of Vienna, 2011-05-13.
• Garner, P. (2011) School Leadership and professional development: the challenge of challenging behaviour. Paper presented to: Teacher Education Policy in Europe (TEPE) Conference, University of Vienna, 2011-05-13.
• Garner, P. (2011) School leader characteristics, pupil behaviour and teacher education. Seminar Presentation presented to: Universities' Council for the Education of Teachers (UCET) Annual Conference: Shifting Sands and Stable Foundations: Insecurity and Stability in Teacher Education, Barceló Hinckley Island Hotel, Leicestershire, 03-04 November 2011. (Unpublished)
• Garner, P. (2009) Special Educational Needs: the Key Concepts. London: Routledge. 9780415207201.
• Garner, P. (2014) The trouble with behaviour: lessons from the past and pointers to the future. Paper presented to: Behaviour for Learning Conference, Institute of Education, Warwick University, 2014-02-12.
• Garner, P. (2014) The trouble with behaviour: lessons from the past and pointers to the future. Paper presented to: Behaviour for Learning Conference, Institute of Education, Warwick University, 2014-02-12.
• Garner, P. and Forbes, F. (2015) An ‘at-risk’ curriculum for ‘at-risk’ students? Special educational needs and disability in the new Australian Curriculum. Journal of Research in Special Educational Needs. 15(4), pp. 225-234. 1471-3802.
• Garner, P. and Forbes, F. (2013) School leadership and special education: challenges, dilemmas and opportunities from an Australian context. Support For Learning. 28(4), pp. 154-161. 1467-9604.
• Garner, P., Kauffman, J. and Elliott, J. (2014) Introduction: Themes and dimensions of EBD: a conceptual overview. In: Garner, P., Kauffman, J. and Elliott, J. (eds.) The Sage Handbook of Emotional and Behavioural Difficulties. London: Sage. pp. 1-5.
• Garner, P., Murray, J. M., Preece, D., Rose, R. C. and Zhao, Y. (2020) Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review. Early Child Development and Care. 190(12), pp. 1887-1903. 0300-4430.
• Garner, P., Murray, J. M., Preece, D., Rose, R. C. and Zhao, Y. (2018) Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review. Early Child Development and Care. 0300-4430.
• Garner, P., Ralph, S., Hallett, F. and Hallett, G. (2014) Editorial. 2014 nasen Virtual Issue on 'Working with parents'.
• Garner, P., Ralph, S., Hallett, F. and Hallett, G. (2014) Editorial. 2014 nasen Virtual Issue on 'Working with parents'.
• Garner, P. and Rose, R. (2010) A national strategy for supporting teacher educators to prepare teachers for inclusion. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.
• Gray, C. and Murray, J. (2017) New theories warrant new research approaches: extending the toolbox of methods for research with young children. International Journal of Early Years Education. 25(3) 0966-9760.
• Gray, C. and Murray, J. (2017) New theories warrant new research approaches: extending the toolbox of methods for research with young children. International Journal of Early Years Education. 25(3) 0966-9760.
• Griffiths, S. and Smith, A. (2011) Extended services in schools: developing resources to prepare student teachers for a rapidly changing working environment. Support for Learning. 26(1), pp. 13-16. 1467-9604.
• Griffiths, S. and Smith, A. (2009) School placement experiences of initial teacher-trainee students with dyslexia. Seminar Presentation presented to: European Conference on Educational Research (ECER): Theory and Evidence in European Educational Research, Unversity of Vienna, Austria, 28-30 September 2009. Also presented at: Irish Association of Teachers in Special Education (IATSE) 21st Annual Conference: Partnership for Learning, 11-13 June 2009 (Unpublished)
• Grion, V., Devecchi, C. and Colinet, S. (2014) Not only academically oriented, but supportive and friendly. A comparative study of students' idea of a good school in three European countries. Paper presented to: British Educational Research Association Conference, London, 2014-09-24 - 2014-09-24.
• Grion, V., Devecchi, C. and Colinet, S. (2014) Not only academically oriented, but supportive and friendly. A comparative study of students' idea of a good school in three European countries. Paper presented to: British Educational Research Association Conference, London, 2014-09-24.
• Haller, B., Ralph, S. and Zaks, Z. (2010) Confronting obstacles to inclusion: how the US news media report disability. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge. pp. 9-30.
• Haridarshan, P. (2015) The impact of differing maternal expectations on the academic achievements of primary school children in Urban Bangalore, South: a comparison between boys and girls. Support for Learning. 30(3), pp. 192-204. 0268-2141.
• Hickman, C. and Jones, K. (2009) Inclusive practice for children with special educational needs (SEN). In: Waller, T. (ed.) An Introduction to Early Childhood: A Multidisciplinary Approach. 2nd ed. London: Sage. pp. 126-151.
• Howley, M. (2013) Selecting and blending strategies to meet individual needs. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 147-166.
• Howley, M. (2013) Understanding the autism spectrum. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 5-27.
• Howley, M. and Preece, D. (2013) Introduction. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 1-3.
• Irwin, W. Social Innovation in Higher Education: The Application of Carspecken’s Critical Qualitative Research Methodology to Understand Social Innovation as Systems Change in a University Context. PhD thesis.
• Jones, K. and Howley, M. (2010) An investigation into an interaction programme for children on the autistic spectrum: outcomes for children, perceptions of schools and a model for training. Journal of Research in Special Educational Needs. 10(2), pp. 115-123. 1471-3802.
• Kakabadse, N. K., Marzec, N. and Rose, R. (2014) What next for children's services? Can policy at a local or national level have any significant impact on the outcomes for children and their families? International Journal of Adolescence and Youth. 19(1) 0267-3843.
• Kakabadse, N. K., Marzec, N. and Rose, R. (2014) What next for children's services? Can policy at a local or national level have any significant impact on the outcomes for children and their families? International Journal of Adolescence and Youth. 19(1) 0267-3843.
• Lewis, A., Parsons, S., Robertson, C., Feiler, A., Tarleton, B., Watson, D., Byers, R., Davies, J., Fergusson, A. and Marvin, C. (2008) Reference, or advisory, groups involving disabled people: reflections from three contrasting research projects. British Journal of Special Education. 35(2), pp. 78-84. 0952-3383.
• Lumsden, E., Meechan, D., Richardson, T., Smith, S., Bugby, M., Dugan-Clements, C., Goy, P. and Rossetti, D. (2020) Student Experience of Learning, Assessment and Support during the Covid-19 Pandemic. : Creating a New Reality Phase One Report.
• Mahmood, S. and Visser, J. (2015) Adopted children: a question of identity. Support for Learning. 30(3), pp. 268-285. 0268-2141.
• McCormick, W. D. and Preece, D. (2016) The importance of pets to FE/HE students in Northamptonshire. Invited Presentation presented to: Workshop, Cambridge Veterinary School, 25 January 2016. (Unpublished)
• McPhillips, T., Bell, S. and Doveston, M. (2010) Overcoming barriers to the acquisition of literacy in 21st century inclusive classrooms. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. Abingdon: Routledge. pp. 213-226.
• Mintz, J., Devecchi, C. and March, C. (2009) A mobile phone solution for young people with autism: introducing the “HANDS” project. Paper presented to: British Educational Research Association Conference, London, 2014-09-24 - 2014-09-24.
• Mintz, J., Devecchi, C. and March, C. (2009) A mobile phone solution for young people with autism: introducing the “HANDS” project. Paper presented to: British Educational Research Association Conference, London, 2014-09-24.
• Murray, J. (2016) Editor of International Journal of Early Years Education. International Journal of Early Years Education. Abingdon, UK: Taylor and Francis. 0966-9760.
• Murray, J. (2015) Member of Editorial Board. Early Child Development and Care. Abingdon: Taylor and Francis. 0300-4430.
• Murray, J. (2015) Guest Editor. Early Child Development and Care: Special Issue. Taylor & Francis. 0300-4430.
• Murray, J. (2004) 21st century school buildings for 21st century communities. Prospero. 10(2), pp. 11-19. 1358-6785.
• Murray, J. (2014) A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. In: Duvekot, R., Halba, B., Aagaard, K., Gabrscek, S. and Murray, J. (eds.) The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. pp. 129-158.
• Murray, J. (2022) All Things Being Equal. International Journal of Early Years Education. 30(2) 0966-9760.
• Murray, J. (2022) Any Questions? Young children questioning in their early childhood education settings. European Early Childhood Education Research Journal. 30(1), pp. 108-130. 1350-293X.
• Murray, J. (2017) Building Knowledge in Early Childhood Education: Young Children Are Researchers. Abingdon, UK: Routledge. 9781138937949.
• Murray, J. (2015) Can young children be researchers? In: McLaughlin, H. (ed.) Involving Children and Young People in Policy, Practice and Research. London, UK: National Children's Bureau. pp. 48-63.
• Murray, J. (2005) Collaborating for effective early childhood education and care: can policy translate to practice? OMEP UK Updates. Winter(118), pp. 4-8.
• Murray, J. (2013) Decisions based on evidence: young children’s research behaviour? Paper presented to: European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, Tallinn University, Estonia, 2013-08-30.
• Murray, J. (2013) Decisions based on evidence: young children’s research behaviour? Paper presented to: European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, Tallinn University, Estonia, 2013-08-30.
• Murray, J. (2018) Discovering play. Primary Geogrpahy. 95, pp. 6-7. 2046-0082.
• Murray, J. (2015) Early childhood pedagogies: spaces for young children to flourish. Early Child Development and Care. 185(11-12) 0300-4430.
• Murray, J. (2015) Early childhood pedagogies: spaces for young children to flourish. Paper presented to: Early Years Research Festival, The University of Northampton, UK, 2015-06-17.
• Murray, J. (2015) Early childhood pedagogies: spaces for young children to flourish. Early Child Development and Care. 185(11-12) 0300-4430.
• Murray, J. (2015) Early childhood pedagogies: spaces for young children to flourish. Paper presented to: Early Years Research Festival, The University of Northampton, UK, 2015-06-17.
• Murray, J. (2017) Early years education as a global village. International Journal of Early Years Education. 25(1), pp. 1-2. 0966-9760.
• Murray, J. (2017) Early years education as a global village. International Journal of Early Years Education. 25(1) 0966-9760.
• Murray, J. (2021) Editorial: Good Teachers are always Learning. International Journal of Early Years Education. 29(3), pp. 229-235. 0966-9760.
• Murray, J. (2012) An Exploration of young children’s engagements in research behaviour. Doctoral thesis. The University of Northampton.
• Murray, J. (2014) Good Practice in the Early Years, by Janet Kay, London, Continuum, 2012, 336 pp., £19.99 (paperback), ISBN 978-0826490049. Early Years: An International Research Journal. 34(2), pp. 199-200. 0957-5146.
• Murray, J. Good practice in the early years. Early Years: An International Research Journal. 34(2), pp. 199-200. 0957-5146.
• Murray, J. (2019) Hearing young children’s voices. International Journal of Early Years Education. 27(1), pp. 1-5. 0966-9760.
• Murray, J. (2021) How do children build knowledge in early childhood education? Susan Isaacs, ‘Young Children Are Researchers’ and what happens next. Early Child Development and Care. 191(7-8), pp. 1230-1246. 0300-4430.
• Murray, J. (2018) In praise of early childhood educators. International Journal of Early Years Education. 26(1), pp. 1-3. 0966-9760.
• Murray, J. (2018) In praise of early childhood educators. International Journal of Early Years Education. 26(1), pp. 1-3. 0966-9760.
• Murray, J. (2021) Informal early childhood education : The influences of parents and home on young children's learning. International Journal of Early Years Education. 29(2), 117–123. 0966-9760.
• Murray, J. (2019) Introduction: Young Children’s Protection Rights. In: Murray, J., Swadener, B. B. and Smith, K. (eds.) The Routledge International Handbook of Young Children's Rights :. Abingdon: Routledge. pp. 79-84.
• Murray, J. (2021) Literacy is Inadequate: Young Children need Literacies. International Journal of Early Years Education. 29(1), pp. 1-5. 0966-9760.
• Murray, J. (2013) Problem-solving and thinking in the early years. In: Beckley, P. (ed.) The New Early Years Foundation Stage: Changes, Challenges and Reflections. Maidenhead: Open University Press / McGraw Hill Education. pp. 141-152.
• Murray, J. (2014) Researching young children’s worlds. In: Waller, T. and Davis, G. (eds.) An Introduction to Early Childhood. 3rd ed. London: Sage. pp. 325-345.
• Murray, J. (2010) Review of 'Using Talk Effectively in the Primary Classroom' by Richard Eke and John Lee. Educational Review. 62(1), pp. 115-116. 0013-1911.
• Murray, J. (2023) Shifting Landscapes in Early Childhood Education. International Journal of Early Years Education. 31(1), pp. 1-9. 0966-9760.
• Murray, J. (2017) Small is beautiful. International Journal of Early Years Education. 25(2), pp. 95-97. 0966-9760.
• Murray, J. (2017) Small is beautiful. International Journal of Early Years Education. 25(2), pp. 95-97. 0966-9760.
• Murray, J. (2005) Studying children. In: Waller, T. (ed.) An Introduction to Early Childhood: a Multidisciplinary Approach. London: Sage. pp. 106-122.
• Murray, J. (2009) Studying the worlds of young children: knowing and understanding. In: Waller, T. (ed.) An Introduction to Early Childhood: a Multidisciplinary Approach. 2nd ed. London: Sage. pp. 138-151.
• Murray, J. (2016) Sustaining development in international early years education. International Journal of Early Years Education. 24(4), pp. 393-394. 0966-9760.
• Murray, J. (2016) Sustaining development in international early years education. International Journal of Early Years Education. 24(4) 0966-9760.
• Murray, J. (2014) The Young Children As Researchers (YCAR) project. Paper presented to: University of Debrecen, Hungary, 2014. (Unpublished)
• Murray, J. (2015) Troubling the ‘Dispositif’: moving beyond the macro-level to co-construct meaningful early childhood pedagogies. Paper presented to: International Conference on Diversity, Equality and Social Justice in Early Childhood (DECET) 2015: No Quality without Equality in ECEC, Newman University, Birmingham, UK, 04-05 June 2015.
• Murray, J. (2014) A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. In: Duvekot, R., Halba, B., Aagaard, K., Gabrscek, S. and Murray, J. (eds.) The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All :. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. pp. 129-158.
• Murray, J. (2014) Understanding the HighScope Approach: Early Years Education in Practice, by Monica Wiltshire, London, Routledge, 2012, 158 pp., (paperback), ISBN 978-0-415-58358-9. Early Years: An International Research Journal. 34(1), pp. 111-112. 0957-5146.
• Murray, J. (2018) Value/s in early childhood education. International Journal of Early Years Education. 26(3) 0966-9760.
• Murray, J. (2018) Value/s in early childhood education. International Journal of Early Years Education. 26(3), pp. 215-219. 0966-9760.
• Murray, J. (2017) Welcome in! How the academy can warrant recognition of young children as researchers. European Early Childhood Education Research Journal. 25(2), pp. 224-242. 1350-293X.
• Murray, J. (2022) Young Children’s Curriculum Experiences. International Journal of Early Years Education. 30(4), pp. 627-633. 0966-9760.
• Murray, J. (2011) Young children aged 0-8 years can be researchers. Seminar Presentation presented to: Human Development and Capability Association (HDCA) Thematic Groups on Children and Education Conference: Children’s Capabilities and Human Development: Researching Inside and Outside of Schools, Faculty of Education, University of Cambridge, Cambridge, UK, 11-12 April 2011. (Unpublished)
• Murray, J. (2017) Young children are human beings. International Journal of Early Years Education. 25(4) 0966-9760.
• Murray, J. (2017) Young children are human beings. International Journal of Early Years Education. 25(4), 339–342. 0966-9760.
• Murray, J. (2016) Young children are researchers: Children aged four to eight years engage in important research behaviour when they base decisions on evidence. European Early Childhood Education Research Journal. 24(5), pp. 705-720. 1350-293X.
• Murray, J. (2016) Young children are researchers: children aged 4-8 years engage in important research behaviour when they base decisions on evidence. European Early Childhood Education Research Journal. 24(5), pp. 705-720. 1350-293X.
• Murray, J. (2015) Young children as researchers in play. In: Moyles, J. (ed.) The Excellence of Play. 4th ed. Maidenhead, UK: McGraw Hill Education. pp. 106-124.
• Murray, J. (2014) Young children explore: critical thinking for the Early Years. Inspire. 21/03, pp. 24-27.
• Murray, J. (2011) Young children's explorations: young children's research? Paper presented to: British Early Childhood Education Research Association (BECERA) Inaugural Conference, Birmingham, UK, 2011-02-01.
• Murray, J. (2011) Young children's explorations: young children's research? Paper presented to: British Early Childhood Education Research Association (BECERA) Inaugural Conference, Birmingham, UK, 2011-02-01.
• Murray, J. (2013) Young children's research behaviour? Children aged four to eight years finding solutions at home and at school. Early Child Development and Care. 183(8), pp. 1147-1165. 0300-4430.
• Murray, J. (2015) Young children’s capability as researchers. Invited Presentation presented to: Young Children’s Capabilities As Researchers, Anglia Ruskin University, 06 May 2015.
• Murray, J. (2016) Young children’s research behaviours: teachers and parents as help or hindrance? Invited Presentation presented to: British Educational Research Association (BERA) Annual Conference, University of Leeds, 13-15 September 2016.
• Murray, J. (2013) A ‘jigsaw’ methodology for early childhood research: a flexible and reflexive approach. Paper presented to: British Early Childhood Education Research Association (BECERA) Conference 2013: Researching Children's Lives: Questions of Practice & Methods, Birmingham, UK, 2013-02-26.
• Murray, J. (2013) A ‘jigsaw’ methodology for early childhood research: a flexible and reflexive approach. Paper presented to: British Early Childhood Education Research Association (BECERA) Conference 2013: Researching Children's Lives: Questions of Practice & Methods, Birmingham, UK, 2013-02-26.
• Murray, J. (2018) The play’s the thing. International Journal of Early Years Education. 26(4) 0966-9760.
• Murray, J. (2018) The play’s the thing. International Journal of Early Years Education. 26(4) 0966-9760.
• Murray, J. and Bramble, P. (2014) Support and barriers in validated prior learning. Workshop presented to: 1st Validation of Prior Learning (VPL) Biennale, Rotterdam, 09-11 April 2014. (Unpublished)
• Murray, J., Butt, G., Lloyd, J., Stephenson, J., Martin, D., Smith, H., Weeden, P., Menter, I., Guldberg, K. and Szwed, C. Using Talk Effectively in the Primary Classroom by Richard Eke and John Lee, London, Routledge, 2008, 144 pp., £17.99 (paperback), ISBN 978-0-415-34281-0. Educational Review. 62(1), pp. 115-130. 0013-1911.
• Murray, J. and Devecchi, C. (2015) The Hantown Street Play Project. International Journal of Play. 5(2), pp. 196-211. 2159-4953.
• Murray, J. and Devecchi, C. (2016) The Hantown Street Play Project. International Journal of Play. 5(2) 2159-4953.
• Murray, J. and Devecchi, C. (2013) The utility of critical ethnography as a tool for empowerment in early childhood research. Paper presented to: 34th Annual Ethnography in Education Research Forum "Ethnography as Counter Narrative: Reclaiming the Local in Educational Policy and Practice", Penn GSE, University of Pennsylvania, US, 2013-02-01.
• Murray, J. and Devecchi, C. (2013) The utility of critical ethnography as a tool for empowerment in early childhood research. Paper presented to: 34th Annual Ethnography in Education Research Forum "Ethnography as Counter Narrative: Reclaiming the Local in Educational Policy and Practice", Penn GSE, University of Pennsylvania, US, 2013-02-01.
• Murray, J. and Gray, C. (2017) Guest editor. European Early Childhood Education Research Journal. 25(2) Abingdon, UK: Taylor & Francis. 1350-293X.
• Murray, J. and Gray, C. (2017) Perspectives from young children on the margins. European Early Childhood Education Research Journal. 25(2), pp. 173-176. 1350-293X.
• Murray, J., Harper, S.-A., McClean-Trotman, L. and Stewart, H. (2019) Safeguarding the Protection Rights of Children in the Eastern Caribbean. In: Murray, J., Swadener, B. B. and Smith, K. (eds.) The Routledge International Handbook of Young Children's Rights :. Abingdon: Routledge. pp. 192-205.
• Murray, J. and Lumsden, E. (2015) Evaluating a gift for family literacy: challenges and opportunities. Paper presented to: European Early Childhood Education Research Association (EECERA ) 25th Annual Conference, Universitat Autónoma de Barcelona, Barcelona, Spain, 2015-09-01.
• Murray, J. and Lumsden, E. (2015) Evaluating a gift for family literacy: challenges and opportunities. Paper presented to: European Early Childhood Education Research Association (EECERA ) 25th Annual Conference, Universitat Autónoma de Barcelona, Barcelona, Spain, 2015-09-01.
• Murray, J. and McDowell Clark, R. (2017) School readiness, child development and early learning. Children & Young People Now. Aug 2017 1755-8093.
• Murray, J. and McDowell Clark, R. (2017) School readiness, child development and early learning. Children & Young People Now. Aug 2017 1755-8093.
• Murray, J. and Palaiologou, I. (2019) Young Children's Emotional Experiences. Abingdon: Routledge. 9780367257255.
• Murray, J. and Palaiologou, I. (2018) Young children's emotional experiences. In: Early Child Development and Care :. Routledge. pp. 875-878.
• Murray, J. and Palaiologou, I. (2018) Young children's emotional experiences. In: Early Child Development and Care :. Routledge. pp. 875-878.
• Murray, J. and Palaiologou, I. (2018) Young children's emotional experiences. In: Early Child Development and Care :. Routledge. pp. 875-878.
• Murray, J. and Preece, D. (2016) Evaluating the Changemaker Student Awards. Panel Presentation presented to: Ashoka U Exchange 2016, Tulane University, New Orleans, USA, 25-27 February 2016.
• Murray, J., Swadener, B. B. and Smith, K. (2019) Epilogue: Imagining Child Rights Futures. In: Murray, J., Swadener, B. B. and Smith, K. (eds.) The Routledge International Handbook of Young Children's Rights :. Abingdon: Routledge. pp. 552-556.
• Murray, J., Teszenyi, E., Nagy Varga, A., Pálfi, S., Tajiyeva, M. and Iskakova, A. (2018) Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses. Early Child Development and Care. 188(5), pp. 594-612. 0300-4430.
• Murray, J., Teszenyi, E., Tajiyeva, M., Iskakova, A., Vargáné Nagy, A. and Pálfi, S. (2015) Similarities and differences in discourses on practitioner-parent partnerships in early childhood provision in England, Hungary and Kazakhstan. Paper presented to: European Conference on Educational Research (ECER) Conference 2015, Budapest, Hungary, 07-11 September 2015.
• Murray, J., Teszenyi, E., Varga, A. N., Pálfi, S., Tajiyeva, M. and Iskakova, A. (2018) Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses. Early Child Development and Care. 188(5), pp. 594-612. 0300-4430.
• Murray, J., Teszenyi, E., Varga, A. N., Pálfi, S., Tajiyeva, M. and Iskakova, A. (2018) Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses. Early Child Development and Care. 188(5), pp. 594-612. 0300-4430.
• Odunsi, R., Garner, P. and Preece, D. (2017) Nigerian teachers’ understanding of autism spectrum disorder: a comparative study of teachers from urban and rural Lagos State. Disability, CBR and Inclusive Development. 28(3) 2211-5242.
• Perepa, P. (2007) Are ASD services for minority ethnic communities accessible? Good Autism Practice. 8(2), pp. 3-8. 1466-2973.
• Perepa, P. (2015) Autism: A Practical Guide for Teachers and Parents. 2nd ed. Hyderabad, India: Prachee Publications. 9788174430380.
• Perepa, P. (2007) Autism: a Practical Guide for Parents and Teachers. Hyderabad, India: Prachee Publications. 9788174430212.
• Perepa, P. (2014) Cultural basis of social ‘deficits’ in autism spectrum disorders. European Journal of Special Needs Education. 29(3) 0885-6257.
• Perepa, P. (2014) Cultural basis of social ‘deficits’ in autism spectrum disorders. European Journal of Special Needs Education. 29(3) 0885-6257.
• Perepa, P. (2013) Implications of special needs and multiculturalism on the early years curriculum. In: Ang, L. (ed.) The Early Years Curriculum: The UK Context and Beyond. Oxford: Routledge. pp. 69-83.
• Perepa, P. (2013) Understanding Autism in the Early Years. Maidenhead: Open University Press. 9780335246649.
• Philip, N. (2015) Culture and poverty: a case study of a girl with special educational needs from a poor community in South India. Support for Learning. 30(3), pp. 205-222. 0268-2141.
• Preece, D. (2014) A matter of perspective: the experience of daily life and support of mothers, fathers and siblings living with children on the autism spectrum with high support needs. Good Autism Practice. 15(1), pp. 81-90. 1466-2973.
• Preece, D. (2010) Ascertaining the views of individuals with ASD using structure and visual supports. Paper presented to: British Institute of Learning Disabilities (BILD) Good Autism Practice Conference, Birmingham, UK, 2010-11-05.
• Preece, D. (2010) Ascertaining the views of individuals with ASD using structure and visual supports. Paper presented to: British Institute of Learning Disabilities (BILD) Good Autism Practice Conference, Birmingham, UK, 2010-11-05.
• Preece, D. (2015) Developing effective partnerships with parents to improve outcomes for children with autism and their families. Invited Presentation presented to: Becoming Visible: Comparing Inclusive and Special Education Policies, Practices and Research in Brazil and the UK, Sao Carlos, Brazil, 12-14 March 2015. (Unpublished)
• Preece, D. (2008) Effective respite care for families with children with autism spectrum disorders. Paper presented to: 'Rain Man Is Among Us': Contemporary Forms of Support for Autistic Persons. A Systems Approach, Kraków, Poland, 2008-11-27.
• Preece, D. (2008) Effective respite care for families with children with autism spectrum disorders. Paper presented to: 'Rain Man Is Among Us': Contemporary Forms of Support for Autistic Persons. A Systems Approach, Kraków, Poland, 2008-11-27.
• Preece, D. (2014) Interventions in Autism Spectrum Disorders: Translating Science into Practice. Journal of Research in Special Educational Needs. 14(4), p. 276. 1471-3802.
• Preece, D. (2017) Parent education in ASD in South East Europe: the ESIPP Project. Invited Presentation presented to: Invited Lecture, European University Cyprus, Nicosia, Cyprus, 29 November 2017.
• Preece, D. (2018) Parent education in autism in South East Europe: the ESIPP Project. Invited Keynote presented to: ReAttach Conference, Eindhoven, Netherlands, 14-15 April 2018.
• Preece, D. (2014) Providing training in positive behavioural support and physical interventions for parents of children with autism and related behavioural difficulties. Support for Learning. 29(2), pp. 136-153. 1467-9604.
• Preece, D. (2014) Providing training in positive behavioural support and physical interventions for parents of children with autism and related behavioural difficulties. Support for Learning. 29(2), pp. 136-153. 1467-9604.
• Preece, D. (2014) Providing training in positive behavioural support and physical interventions for parents of children with autism and related behavioural difficulties. Support for Learning. 29(2), pp. 136-153. 1467-9604.
• Preece, D. (2010) Respite care (‘short breaks’) for families that include young people on the autism spectrum. Paper presented to: Inclusion: Switch from Minus to Plus, Ljubljana, Slovenia, 2010-05-14.
• Preece, D. (2010) Respite care (‘short breaks’) for families that include young people on the autism spectrum. Paper presented to: Inclusion: Switch from Minus to Plus, Ljubljana, Slovenia, 2010-05-14.
• Preece, D. (2014) Teaching teachers to understand and undertake research: trying to make ‘Research Methods’ work. Paper presented to: Learning and Teaching Conference, The University of Northampton, 2012-12-03.
• Preece, D. (2014) Teaching teachers to understand and undertake research: trying to make ‘Research Methods’ work. Paper presented to: Learning and Teaching Conference, The University of Northampton, 2012-12-03.
• Preece, D. (2010) When puberty strikes – developing training for parents and professionals. Paper presented to: Samrådet International Conference on Autism, Skive, Denmark, 2010-11-12.
• Preece, D. (2010) When puberty strikes – developing training for parents and professionals. Paper presented to: Samrådet International Conference on Autism, Skive, Denmark, 2010-11-12.
• Preece, D. (2014) Whose research is it anyway? Tensions and difficulties in research that tries to include the ‘hard to research’. Paper presented to: 2nd Annual Inter-University Symposium: Inclusive Research and Education – Opportunities and Challenges. The University of Northampton & Trinity College Dublin, The University of Northampton, 2014-06-25.
• Preece, D. (2014) Whose research is it anyway? Tensions and difficulties in research that tries to include the ‘hard to research’. Paper presented to: 2nd Annual Inter-University Symposium: Inclusive Research and Education – Opportunities and Challenges. The University of Northampton & Trinity College Dublin, The University of Northampton, 2014-06-25.
• Preece, D. (2013) A matter of perspective - whole families' experiences of living with autism. Paper presented to: 10th Autism-Europe International Congress, Budapest, Hungary, 2013-09-27.
• Preece, D. (2013) A matter of perspective - whole families' experiences of living with autism. Paper presented to: 10th Autism-Europe International Congress, Budapest, Hungary, 2013-09-27.
• Preece, D. (2013) A matter of perspective – whole families’ experiences of living with autism. Poster presented to: 10th Autism-Europe International Congress, Budapest, Hungary, 2013-09-27.
• Preece, D. (2013) A matter of perspective – whole families’ experiences of living with autism. Poster presented to: 10th Autism-Europe International Congress, Budapest, Hungary, 2013-09-27.
• Preece, D. (2014) A matter of perspective: the experience of daily life and support of mothers, fathers and siblings living with children on the autism spectrum with high support needs. Good Autism Practice. 15(1), pp. 81-90. 1466-2973.
• Preece, D. and Bramble, P. (2015) ESIPP - Impact Report. (In Press)
• Preece, D., Bramble, P. and Fernandez, C. (2015) ESIPP - Dissemmination Report. (In Press)
• Preece, D., Bramble, P., Frey Škrinjar, J., Stošić, J., Symeou, L., Mavrou, K., Theodorou, E., Trajkovski, V., Troshanska, J., Fortuna, R., Capper, A., Winstanley, A., Charalambous Darden, N., Blazevic, S., Ruzic, A., Hardcastle, J. and Baranger, A. (2016) Developing parent education in autism in south east Europe. Poster presented to: XI Autism-Europe International Congress, Edinburgh, 2016-09-16.
• Preece, D., Bramble, P., Frey Škrinjar, J., Stošić, J., Symeou, L., Mavrou, K., Theodorou, E., Trajkovski, V., Troshanska, J., Fortuna, R., Capper, A., Winstanley, A., Charalambous Darden, N., Blazevic, S., Ruzic, A., Hardcastle, J. and Baranger, A. (2016) Developing parent education in autism in south east Europe. Poster presented to: XI Autism-Europe International Congress, Edinburgh, 2016-09-16.
• Preece, D. and Howley, M. (2016) Evaluation of ‘The Bridge’ project: helping young people with autism and severe anxiety re-engage with learning. University of Northampton.
• Preece, D. and Howley, M. (2016) Evaluation of ‘The Bridge’ project: helping young people with autism and severe anxiety re-engage with learning. The University of Northampton.
• Preece, D. and Howley, M. (2018) An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education - the impact on young people and their families. International Journal of Adolescence and Youth. 23(4), 468–481. 2164-4527.
• Preece, D. and Howley, M. (2018) An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education - the impact on young people and their families. International Journal of Adolescence and Youth. , 468–481. 2164-4527.
• Preece, D. and Lessner Listiakova, I. (2020) Living with Autism in Rural Coastal England. (In Press)
• Preece, D., Lessner Listiakova, I., Bramble, P., Lisak Šegota, N., Stošić, J., Begić, M., Aguila Muñoz, S., Kossewska, J., Cierpiałowska, T., Lubińska-Kościółek, E., Bombińska-Domżał, A., Niemiec, S., Płoszaj, M., Troshanska, J., Petkovska Nikolovska, A., Baranger, A., Fernández, C. and Canil, C. (2020) ASD-EAST Programme Evaluation Report. (In Press)
• Preece, D., Lisak, N., Lessner Listiakova, I., Stošić, J., Kossewska, J. and Troshanska, J. (2020) ASD-EAST Mapping Report. (In Press)
• Preece, D., Murray, J., Rose, R., Zhao, Y. and Garner, P. (2022) Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey. Early Child Development and Care. 192, pp. 36-50. 0300-4430.
• Preece, D. and Slade, M. (2014) Guest Editorial : The University of Northampton's School of Education. Support for Learning. 29(2), pp. 98-101. 1467-9604.
• Preece, D. and Slade, M. (2014) Guest editorial. Support For Learning. 29(2), pp. 99-101. 1467-9604.
• Preece, D., Stošić, J., Frey Škrinjar, J., Troshanska, J., Trajkovski, V., Symeou, L., Mavrou, K. and Theodorou, E. (2017) Education for families of children with ASD. Paper presented to: 9th International Conference of the Faculty of Education and Rehabilitation Sciences University of Zagreb (ERFCON 2017), Zagreb, Croatia, 17-19 May 2017.
• Preece, D., Stošić, J., Symeou, L., Troshanska, J., Mavrou, K., Theodorou, E., Frey Škrinjar , J., Fortuna, R., Capper, A., Bramble, P., Charalambous Darden, N., Gerolemeou, S., Winstanley, A., Hardcastle, J., Blazevic, S., Ruzic, A., Baranger, A. and Fernandez, C. (2016) Helping parents to understand and support their children with autism through parent training in south east Europe: the ‘ESIPP’ project. In: Goncalves-Mendes, E. (ed.) Proceedings of VII Brazilian Congress on Special Education. Sao Carlos, Brazil: Federal University of Sao Carlos.
• Preece, D., Stošić, J., Troshanska, J., Theodorou, E., Symeou, L., Mavrou, K., Frey Škrinjar , J. and Trajkovski, V. (2018) The impact of parent education on families in South-East Europe: the ESIPP Project. Poster presented to: International Society for Autism Research (INSAR) Annual Meeting 2018, Rotterdam, Netherlands, 09-12 May 2018.
• Preece, D., Symeou, L., Mavrou, K., Stošić, J. and Troshanska, J. (2016) Being part of it: a partnership for developing evidence-based parent education in autism in south-eastern Europe. Paper presented to: European Conference on Educational Research (ECER) 2016, Dublin, 2016-08-24 - 2016-08-25.
• Preece, D., Symeou, L., Mavrou, K., Stošić, J. and Troshanska, J. (2016) Being part of it: a partnership for developing evidence-based parent education in autism in south-eastern Europe. Paper presented to: European Conference on Educational Research (ECER) 2016, Dublin, 2016-08-24 - 2016-08-25.
• Preece, D., Symeou, L., Stošić, J., Theodorou, E., Mavrou, K., Troshanska, J., Frey Škrinjar, J. and Trajkovski, V. (2017) Listening to (empower) parents: family education for children on the autism spectrum in south-east Europe. Paper presented to: European Research Network About Parents in Education: 11th Biennial Conference, University of Roehampton, 05-07 July 2017.
• Preece, D., Symeou, L., Stošić, J., Troshanska, J., Mavrou, K., Theodorou, E. and Frey Škrinjar, J. (2017) Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe. European Journal of Special Needs Education. 32(2), pp. 252-269. 0885-6257.
• Preece, D., Symeou, L., Stošić, J., Troshanska, J., Mavrou, K., Theodorou, E. and Frey Škrinjar, J. (2017) Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe. European Journal of Special Needs Education. 32(2), pp. 252-269. 0885-6257.
• Preece, D., Symeou, L., Stošić, J., Troshanska, J., Mavrou, K., Theodorou, E. and Frey Škrinjar, J. (2016) Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe. European Journal of Special Needs Education. 32(2), pp. 252-269. 0885-6257.
• Preece, D. and Theodorou, E. (2016) ESIPP- parent education in autism. Seminar Presentation presented to: School of Education Research Seminar, The University of Northampton, 16 March 2016. (Unpublished)
• Preece, D. and Theodorou, E. (2016) Training across cultures: learning from a project developing and delivering parent training in autism in south-east Europe. Workshop presented to: Social Care Research Group Workshop, Kings College London, 13 July 2016. (Unpublished)
• Preece, D. and Trajkovski, V. (2017) Parent education in autism spectrum disorder – a review of the literature. Croatian Review of Rehabilitation Research. 53(1), pp. 128-138. 1848-7734.
• Preece, D. and Trajkovski, V. (2017) Parent education in autism spectrum disorder – a review of the literature. Croatian Review of Rehabilitation Research. 53(1) 1848-7734.
• Preece, D. and Zhao, Y. (2016) Multi-sensory storytelling (MSST): a tool for teaching or an intervention technique? Paper presented to: European Conference on Educational Research (ECER) 2016, Dublin, 2016-08-24 - 2016-08-25.
• Preece, D. and Zhao, Y. (2016) Multi-sensory storytelling (MSST): a tool for teaching or an intervention technique? Paper presented to: European Conference on Educational Research (ECER) 2016, Dublin, 2016-08-24 - 2016-08-25.
• Preece, D. and Zhao, Y. (2015) Multi-sensory storytelling: a tool for teaching or an intervention technique. British Journal Of Special Education. 42(4), pp. 429-443. 1467-8578.
• Preece, D. and Zhao, Y. (2015) Multi-sensory storytelling: a tool for teaching or an intervention technique. British Journal Of Special Education. 42(4), pp. 429-443. 1467-8578.
• Preece, D. and Zhao, Y. (2014) An evaluation of Bag Books multi-sensory stories. University of Northampton.
• Preece, D. and Zhao, Y. (2014) An evaluation of Bag Books multi-sensory stories. The University of Northampton.
• Qureshi, S. (2012) An investigation into the impact of Special Educational Needs Coordinators (SENCOs) on teachers’ abilities to address Special Educational Needs (SEN) in English mainstream primary schools. Paper presented to: Irish Association of Teachers in Special Education (IATSE) 24th Annual International Conference: Exploring Behaviours that Challenge, St. Patrick's College, Drumcondra, Dublin, 07-09 June 2012. (Unpublished)
• Qureshi, S. (2013) An umbrella that covers far too much! - the ground realities of being a SENCO. Workshop presented to: European Educational Research Association (EERA) Seasonal School 2013 on Advanced Methods in Educational Research: Educational Research as Craft and Representation - Challenges and Possibilities, Trondheim, Norway, 17-21 June 2013. (Unpublished)
• Qureshi, S. (2014) Herding cats or getting heard: the SENCo–teacher dynamic and its impact on teachers’ classroom practice. Support for Learning. 29(3) 1467-9604.
• Qureshi, S. (2014) Herding cats or getting heard: the SENCo–teacher dynamic and its impact on teachers’ classroom practice. Support for Learning. 29(3) 1467-9604.
• Qureshi, S. (2013) How do Special Educational Needs Coordinators’ (SENCOs) in England enhance teachers’ classroom practice? Invited Presentation presented to: Irish Association of Teachers in Special Education (IATSE) 25th Annual International Conference 2013: Back to Basics - Portfolio for Practice, Dublin, Ireland, 06-08 June 2013. (Unpublished)
• Qureshi, S. (2012) "Juggling elephants": a study about SENCO impact. Poster presented to: European Educational Research Association (EERA) Summer School 2012: Academic Writing for Dissemination, Birmingham, UK, 2012-05-01.
• Qureshi, S. (2012) "Juggling elephants": a study about SENCO impact. Poster presented to: European Educational Research Association (EERA) Summer School 2012: Academic Writing for Dissemination, Birmingham, UK, 2012-05-01.
• Qureshi, S. (2013) "Like a cog in a wheel..." a study about SENCO impact. Poster presented to: 4th Annual Research Student Conference, School of Education, The University of Northampton, Northampton, UK, 2013-05-01.
• Qureshi, S. (2013) "Like a cog in a wheel..." a study about SENCO impact. Poster presented to: 4th Annual Research Student Conference, School of Education, The University of Northampton, Northampton, UK, 2013-05-01.
• Qureshi, S. (2011) A SENCO for all seasons. Poster presented to: Kaleidoscope, Faculty of Education, University of Cambridge, 2008-01-01.
• Qureshi, S. (2011) A SENCO for all seasons. Poster presented to: Kaleidoscope, Faculty of Education, University of Cambridge, 2008-01-01.
• Qureshi, S. (2015) SENCOs: changemakers in their settings. Poster presented to: 6th Annual School of Education Research Student Conference, The University of Northampton, School of Education, 2015-06-26.
• Qureshi, S. (2015) SENCOs: changemakers in their settings. Poster presented to: 6th Annual School of Education Research Student Conference, The University of Northampton, School of Education, 2015-06-26.
• Qureshi, S. (2017) Special Educational Needs Coordinators in England: changemakers in mainstream school settings. Paper presented to: 19th International Conference on Education (ICE 2017), Singapore, 08-09 January 2017.
• Qureshi, S. (2014) Special Educational Needs Coordinators or teachers – who's in the driving seat for special educational needs provision in English primary schools? Paper presented to: European Conference on Educational Research (ECER) 2014: The Past, the Present and Future of Educational Research in Europe, Porto, Portugal, 01-05 September 2014. (Unpublished)
• Qureshi, S. (2012) The impact of Special Educational Needs Coordinators (SENCOs) on teachers’ abilities to address special educational needs in English primary schools. Paper presented to: European Conference on Educational Research (ECER 2012): The Need for Educational Research to Champion Freedom, Education and Development for All, University of Cadiz, Spain, 17-21 September 2012. (Unpublished)
• Ralph, S. and Capewell, C. (2014) A real voice in research for disabled people and their families. In: Bragiel, J. and Gornicka, B. (eds.) Rodzicielstwo w Obliczu Niepełnosprawności i Zaniedbania (Parenting in the Context of Disability and Neglect). Poland: Uniwersytet Opolski. pp. 47-62.
• Richardson, T. and Murray, J. (2017) Are young children’s utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care. 187(3-4), pp. 457-468. 0300-4430.
• Richardson, T. and Murray, J. (2017) Are young children’s utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care. 187(3-4) 0300-4430.
• Rose, R. (2008) Visiting Fellow. Hong Kong Institute of Education.
• Rose, R. (2008) Adult mentors suggested for special needs pupils. South China Morning Post.
• Rose, R. (2017) Allocating resources to support learners with special educational needs: can we ever get it right? Learning from international research. Reach: Journal of Special Needs Education in Ireland. 30(2), pp. 85-87.
• Rose, R. (2012) Beyond the school gates: promoting inclusion through community partnership. In: Boyle, C. and Topping, K. (eds.) What Works in Inclusion? Maidenhead: Open University Press. pp. 139-149.
• Rose, R. (2013) Book review: Special and Inclusive Education, a Research Perspective. European Journal of Special Needs Education. 28(2), pp. 234-237. 0885-6257.
• Rose, R. (2014) Inclusion and the standards agenda: a reflective commentary. Support for Learning. 29(1), pp. 54-56. 0268-2141.
• Rose, R. (2014) Inclusion: a concept gathering momentum internationally. Invited Keynote presented to: International Conference on Multi-Cultural Education, Xinjiang Normal University, Ürümqi, China, 20-21 June 2014. (Unpublished)
• Rose, R. (2016) Inclusion: a process of building upon existing structures rather than demolishing and starting again. Invited Keynote presented to: 2nd International Conference on Education for Sustainable Development: Empowering Individuals with Multiple Disability, Indira Gandhi National Open University, New Delhi, 27-28 February 2016. (Unpublished)
• Rose, R. (2011) Inclusive education: the transferability of a western concept to an India context. Invited Keynote presented to: Inclusive Education: Pedagogies and Issues, Bangalore, India, 22-23 Janaury 2011. (Unpublished)
• Rose, R. (2012) Ownership of the inclusion agenda: supporting communities towards a more equitable education system. Paper presented to: North South Dialogue IV: Implementing Tools of Change for Inclusion, Goa, India, 2012-02-20.
• Rose, R. (2012) Ownership of the inclusion agenda: supporting communities towards a more equitable education system. Paper presented to: North South Dialogue IV: Implementing Tools of Change for Inclusion, Goa, India, 2012-02-20.
• Rose, R. (2008) Promoting inclusion in the primary classroom. In: Forlin, C. and Lian, M.-G. J. (eds.) Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region. Abingdon: Routledge. pp. 129-141.
• Rose, R. (2014) Richard Rose on international collaboration and inclusive education. [Podcast]. Edmonton, Alberta, Canada: Concordia University College of Alberta in Edmonton, Canada.
• Rose, R. (2017) Seeking practice informed policy for inclusive education in India. Asian Journal of Inclusive Education. 5(1), pp. 5-22. 2304-1188.
• Rose, R. (2017) Shaping sustainable inclusion policy through practice. In: Sharma, U. (ed.) Oxford Research Encyclopedia of Education. Oxford: Oxford University Press. pp. 1-21.
• Rose, R. (2012) Volunteer engagement with young people at risk of exclusion: developing new perceptions of pupil and adult relationships. In: Cole, T., Daniels, H. and Visser, J. (eds.) The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge. pp. 288-295.
• Rose, R. and Doveston, M. (2015) Collaboration across cultures: planning and delivering professional development for inclusive education in India. Support For Learning. 30(3), pp. 177-191. 0268-2141.
• Rose, R. and Doveston, M. (2013) Inclusion through learning: what do we mean by inclusive pedagogies? Paper presented to: Learn 2013: Inclusion through Education and Vocation, Taj Connemara Hotel, Chennai, India, 2013-09-13.
• Rose, R. and Doveston, M. (2013) Inclusion through learning: what do we mean by inclusive pedagogies? Paper presented to: Learn 2013: Inclusion through Education and Vocation, Taj Connemara Hotel, Chennai, India, 2013-09-13.
• Rose, R., Doveston, M., Rajanahally, J., Jament, J. and Visser, J. (2013) Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context? Paper presented to: 21st Conference of The Asian Federation on Intellectual Disabilities (AFID): Towards Dignity & Quality of Life - Evolving Individual Capacity with Family & Community Participation, New Delhi, India, 2013-10-10.
• Rose, R., Doveston, M., Rajanahally, J., Jament, J. and Visser, J. (2013) Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context? Paper presented to: 21st Conference of The Asian Federation on Intellectual Disabilities (AFID): Towards Dignity & Quality of Life - Evolving Individual Capacity with Family & Community Participation, New Delhi, India, 2013-10-10.
• Rose, R. and Garner, P. (2010) The professional learning of teachers through experience in an international and intercultural context. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.
• Rose, R., Garner, P., Thomas, E. and Somby, H. (2016) Evaluation of the Progress of the Inclusive Vocational Education System in Georgia 2013 - 2016. Georgia Ministry of Education and Science. 9789941094811.
• Rose, R., Garner, P., Thomas, E. and Somby, H. (2016) Evaluation of the Progress of the Inclusive Vocational Education System in Georgia 2013 - 2016. Georgia Ministry of Education and Science. 9789941094811.
• Rose, R. and O'Neill, A. (2008) The changing roles of teaching assistants in England and special needs assistants in Ireland: a comparison. REACH: Journal of Special Needs Education in Ireland. 22(1), pp. 48-58. 0790-8695.
• Rose, R. and Shevlin, M. (2017) A sense of belonging: childrens’ views of acceptance in “inclusive” mainstream schools. International Journal of Whole Schooling. 13(1), pp. 65-80. 1710-2146.
• Rose, R. and Shevlin, M. (2008) Enabling communication through increased participation: teachers as listeners in inclusive classrooms. Invited Presentation presented to: Irish Association of Teachers in Special Education (IATSE) International Conference, Dublin, 12 - 14 June 2008. (Unpublished)
• Rose, R. and Shevlin, M. (2017) A sense of belonging: childrens’ views of acceptance in “inclusive” mainstream schools. International Journal of Whole Schooling. 13(1), pp. 65-80. 1710-2146.
• Rose, R., Shevlin, M., Winter, E. and O'Raw, P. (2015) Project IRIS - Inclusive Research in Irish Schools : A Longitudinal Study of the Experiences of and Outcomes for Children with Special Educational Needs (SEN) in Irish Schools. National Council for Special Education.
• Rose, R., Shevlin, M., Winter, E. and O'Raw, P. (2015) Project IRIS - Inclusive Research in Irish Schools. A Longitudinal Study of the Experiences of and Outcomes for Children with Special Educational Needs (SEN) in Irish Schools. National Council for Special Education.
• Rose, R., Shevlin, M., Winter, E., O'Raw, P. and Zhao, Y. (2012) Individual education plans in the Republic of Ireland: an emerging system. British Journal of Special Education. 39(3), pp. 1-12. 0952-3383.
• Rose, R., Shevlin, M., Winter, E., O'Raw, P. and Zhao, Y. (2012) Individual education plans in the Republic of Ireland: an emerging system. British Journal of Special Education. 39(3), pp. 110-116. 0952-3383.
• Samsel, M. and Perepa, P. (2013) The impact of media representation of disabilities on teachers' perceptions. Support for Learning. 28(4), pp. 138-145. 1467-9604.
• Sankardas, S. A. and Rajanahally, J. (2015) Skills training for young adults with special educational needs for transition into employment. Support for Learning. 30(3), pp. 252-267. 0268-2141.
• Seuwou, P. (2021) BAME Attainment in Higher Education: Exploring the Experiences of Black Students of African Descent and the factors that Impact on their Low Grades at Northampton University.
• Seuwou, P., Dodzo, N. and Opoku Agyeman, M. (2021) Workshop: BAME Award Gap: Exploring the Factors that Impact on Low Grades of Black Students at the University of Northampton. Other presented to: Learning and Teaching Conference 2021, Online, 2021-06-15 - 2021-06-15.
• Seuwou, P., Sarwar, D., Pilkington, A. and Daye, M. (2021) Experiences of Black Students at the University of Northampton. Poster presented to: The University of Northampton Annual Research Conference 2021, 2021-06-22 - 2021-06-25.
• Seuwou, P., Sarwar, D., Pilkington, A. and Daye, M. (2021) Experiences of Students of African Descent at a Post-1992 University in England. Poster presented to: The University of Northampton Annual Research Conference 2021, 2021-06-22 - 2021-06-25.
• Shevlin, M. and Rose, R. (2017) Leadership approaches to inclusive education: learning from an Irish longitudinal study. In: Milton, M. (ed.) Inclusive Principles and Practices in Literacy Education. Bingley: Emerald Publishing. pp. 53-67.
• Shevlin, M., Winter, E., Rose, R. and O'Raw, P. (2013) Investigating perceptions of the assessment process for pupils with special educational needs within an Irish context. Irish Educational Studies. 32(2), pp. 121-137. 0332-3315.
• Slade, M. (2008) A study of the interrelationship between the behaviour and social status of a class of Year 2 pupils. Support for Learning. 23(2), pp. 63-70. 0268-2141.
• Slade, M., Lowery, C. and Bland, K. (2013) Evaluating the impact of Forest Schools: a collaboration between a university and a primary school. Support for Learning. 28(2), pp. 66-72. 0268-2141.
• Smith, A. (2008) Why SEN role isn't new. Education Guardian.
• Stošić, J., Frey Škrinjar, J. and Preece, D. (2020) Families of children on the autism spectrum: experience of daily life and impact of parent education. Support for Learning. 35(2), pp. 205-221. 0268-2141.
• Symeou, L., Preece, D., Mavrou, K., Theodorou, E., Stošić, J. and Troshanska, J. (2016) Η διαμόρφωση ενός προγράμματος εκπαίδευσης οικογενειών με μέλη με αυτισμό: Ανάγκες και προτεραιότητες των γονέων στην Κύπρο. Paper presented to: 14th Pan-Cyprian Conference of the Pedagogical Association of Cyprus, Nicosia, Cyprus, 2016-10-21.
• Symeou, L., Preece, D., Mavrou, K., Theodorou, E., Stošić, J. and Troshanska, J. (2016) Η διαμόρφωση ενός προγράμματος εκπαίδευσης οικογενειών με μέλη με αυτισμό: Ανάγκες και προτεραιότητες των γονέων στην Κύπρο. Paper presented to: 14th Pan-Cyprian Conference of the Pedagogical Association of Cyprus, Nicosia, Cyprus, 2016-10-21.
• Theodorou, E., Symeou, L., Preece, D., Stošić, J., Troshanska, J. and Mavrou, K. (2017) Parents reflecting on training of families with children on the autism spectrum: lessons from ESIPP. Paper presented to: European Conference on Educational Research (ECER 2017): Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research, Copenhagen, Denmark, 22-25 August 2017.
• Trajkovski, V., Preece, D., Troshanska, J., Mavrou, K., Theodorou, E., Stošić, J., Frey Škrinjar, J. and Bramble, P. (2017) Pomoć roditeljima u razumevanju i podršci njihovoj deci sa autizmom u jugoistočnoj Evropi. Invited Presentation presented to: Zbornik rezimea "Dani defektologa Srbije” , Novi Sad, Serbia, 09-12 February 2017.
• Troshanska, J., Petkovska Nikolovska, A., Lessner Listiakova, I., Stošić, J., Lisak, N., Kossewska, J., Cierpiałowska, T., Bombińska-Domżał, A., Lubińska-Kościółek, E., Niemiec, S., Płoszaj, M. and Preece, D. (2019) Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans. Paper presented to: „70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“, 2019-05-16 - 2019-05-18.
• Troshanska, J., Preece, D., Symeou, L., Mavrou, K., Theodorou, E., Stošić, J., Frey Škrinjar, J., Fortuna, R., Charalambous Darden, N., Baranger, A., Blazevic, S., Hardcastle, J. and Trajkovski, V. (2016) ESIPP – едукација на родители на деца со аутизам. Paper presented to: First International Congress of Persons with Special Needs "Why not be Different?", Skopje, Former Yugoslav Republic of Macedonia, 2016-10-14.
• Troshanska, J., Preece, D., Symeou, L., Mavrou, K., Theodorou, E., Stošić, J., Frey Škrinjar, J., Fortuna, R., Charalambous Darden, N., Baranger, A., Blazevic, S., Hardcastle, J. and Trajkovski, V. (2016) ESIPP – едукација на родители на деца со аутизам. Paper presented to: First International Congress of Persons with Special Needs "Why not be Different?", Skopje, Former Yugoslav Republic of Macedonia, 2016-10-14.
• Troshanska, J., Trajkovski, V., Jurtoski, F. and Preece, D. (2019) The impact of ASD on Macedonian families and their experience of parent education. Journal of Special Education and Rehabilitation. 19(3-4), pp. 127-138. 1857-663X.
• Troshanska, J., Trajkovski, V., Jurtoski, F. and Preece, D. (2018) The impact of ASD on Macedonian families and their experience of parent education. Journal of Special Education and Rehabilitation. 1857-663X. (In Press)
• Tucker, F., Waite, C. and Horton, J. (2022) Not just muddy and not always gleeful? Thinking about the physicality of fieldwork, mental health, and marginality. Area. 54(4), pp. 563-568. 1475-4762.
• Underwood, J. and Truong, T. (2019) Conceptualising Teachers’ Knowledge when Crossing National Boundaries. Polish Journal of Educational Studies. 72(1), pp. 145-161.
• Velu, R. (2015) Designing a qualitative and flexible case study to investigate the opportunities and challenges for primary education offered to first-generation learners in a rural community in the state of Maharashtra, India. Support for Learning. 30(3), pp. 223-238. 0268-2141.
• Visser, J. and Dubsky, R. (2009) Peer attitudes to SEBD in a secondary mainstream school. Emotional and Behavioural Difficulties. 14(4), pp. 315-324. 1363-2752.
• Visser, J. and Jehan, Z. (2009) ADHD: a scientific fact or a factual opinion? A critique of the veracity of Attention Deficit Hyperactivity Disorder. Emotional and Behavioural Difficulties. 14(2), pp. 127-140. 1363-2752.
• Whewell, E., Caldwell, H., Crawford, H., Bracey, P., Shelley, C. and Heaton, R. (2021) Student perceptions of learning to teach the foundation subjects : How do pre-service teachers in England perceive the curriculum subjects in primary schools – and are foundations secure? Researching Education. 2752-3101.
• Whewell, E., Cox, A. and Theinert, K. (2021) Sharing Practice in an International Context – a Critique of the Benefits of International Exchanges for Trainee Teachers. The eastern european journal of transnational relations. 4(1), pp. 33-48.
• Whitaker, P. and Preece, D. (2013) Understanding the perspectives of children and parents: a foundation for developing partnerships. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 29-42.

This list was generated from NECTAR on Wed Apr 24 04:04:49 2024 BST.