Items where Division is "University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities"

A

• Alden Rivers, B., Nie, M. and Armellini, A. (2015) University teachers’ conceptions of ‘Changemaker’: a starting point for embedding social innovation in learning and teaching. Education + Training. 57(5), pp. 588-600. 0040-0912.
• Allman, P., McLaren, P. and Rikowski, G. (2005) After the box people: the labor-capital relation as class constitution and its consequences for Marxist educational theory and human resistance. In: Capitalists and Conquerors: A Critical Pedagogy Against Empire. Lanham, Maryland: Rowman & Littlefield. pp. 135-165.
• Andrews, P. R. and Sayers, J. (2005) How do teachers of mathematics teach? A four-way international comparison. In: Barwell, R. and Noyes, A. (eds.) Research in Mathematics Education: Papers of The British Society for Research into Learning Mathematics. London: British Society for Research into Learning Mathematics. pp. 139-157.
• Andrews, P. R. and Sayers, J. (2012) Teaching linear equations: case studies from Finland, Flanders and Hungary. The Journal of Mathematical Behavior. 31(4), pp. 476-488. 0732-3123.
• Armellini, A. and Aiyegbayo, O. (2010) Learning design and assessment with e-tivities. British Journal of Educational Technology. 41(6), pp. 922-935. 0007-1013.
• Armellini, A. and Hawkridge, D. (2012) Utopian universities: a technicist’s dream. Journal of Computing in Higher Education. 24(2), pp. 132-142. 1042-1726.
• Armellini, A., Salmon, G. and Hawkridge, D. (2009) The Carpe Diem journey: designing for learning transformation. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M. (eds.) Transforming Higher Education Through Technology-Enhanced Learning. York, UK: Higher Education Academy. pp. 135-148.
• 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.
• Ashcroft, K. (2007) Formula funding in Ethiopian higher education. In: Robinson, M. (ed.) Performance Budgeting: Linking Funding and Results. Basingstoke: Palgrave Macmillan.
• Ashcroft, K. (2007) Public private partnership in Ethiopian higher education: an analysis of the support the private sector needs to fulfil its potential contribution to the expansion of higher education. Paper presented to: 5th International Conference on Private Higher Education in Ethiopia, Addis Ababa, Ethiopia, 25 August 2007. (Unpublished)

B

• Bacsich, P., Phillips, B., Bristow, S. F., Pepler, G. and Watley, G. (2012) Virtual schooling for all ages – the news from VISCED. Paper presented to: European Distance and E-Learning Network (EDEN) 2012 Annual Conference, Porto, Portugal, 07-09 June 2012. (Unpublished)
• Barrow, R. and Foreman-Peck, L. (2005) What Use is Educational Research? A Debate. London: Philosophy of Education Society of Great Britain. 0902227130.
• Bell, S. (2009) Exploring support for dyslexic adults in the English workforce: lessons learnt from the story of an adult dyslexia group. Support for Learning. 24(2), pp. 73-80. 1467-9604.
• 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.
• Bell, S., McPhillips, T. and Doveston, M. (2011) How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading. 34(2), pp. 171-192. 0141-0423.
• Bland, K. and Sleightholme, S. (2012) Researching the pupil voice: what makes a good teaching assistant? Support for Learning. 27(4), pp. 172-176. 0268-2141.
• 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.
• Bracey, M., Bracey, P. and Kirkland, S. (2014) Chapter 7: History. In: Smith, P. and Dawes, L. (eds.) Subject Teaching in Primary History. London: Sage. pp. 129-148.
• Bracey, P. (2010) Perceptions of the contribution of an Irish dimension in the English history curriculum. Educational Review. 62(2), pp. 203-213. 0013-1911.
• Bracey, P. (2012) Shaping the Future: enhancing black history and diversity? Paper presented to: European Conference on Educational Research (ECER) 2012, University of Cadiz, 18-21 September 2012. (Unpublished)
• Bracey, P. (2006) Teaching for diversity? Exploring an Irish dimension in the school history curriculum since c.1970. History of Education. 35(6), pp. 619-635. 1464-5130.
• Bracey, P. and Gove-Humphries, A. (2003) An evaluation of pupil perceptions of Ireland, Irish history and its contribution to history teaching in our multicultural society. Curriculum Journal. 14(2), pp. 201-215. 1469-3704.
• Bracey, P., Gove-Humphries, A. and Jackson, D. (2006) Refugees and evacuees: enhancing historical understanding through Irish historical fiction with Key Stage 2 and early Key Stage 3 pupils. Education 3-13. 34(2), pp. 103-112. 1475-7575.
• Bracey, P., McDonald, C., Billins, K., Kaup, K. and Knight, M. (2014) Eweka's story: Benin, big picture history and the National Curriculum for History 2014. Primary History. (67), pp. 24-28. 0966-6559.
• 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.
• 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.
• Brown, M., Ralph, S. and Brember, I. (2002) Change-linked work-related stress in British teachers. Research in Education. 67, pp. 1-12. 0034-5237.
• Burgess, H. and Shelton Mayes, A. (2009) An exploration of higher level teaching assistants’ perceptions of their training and development in the context of school workforce reform. Support for Learning. 24(1), pp. 19-25. 1467-9604.
• Burgess, H. and Shelton Mayes, A. (2007) Supporting the professional development of teaching assistants: classroom teachers’ perspectives on their mentoring role. Curriculum Journal. 18(3), pp. 389-407. 1469-3704.
• Burnapp, D. and Feng, Y. (2007) Digital third space: the use of internet resources for study and living by students from China in UK universities. Paper presented to: 5th International Conference on ELT (English Language Teaching) in China & the 1st Congress of Chinese Applied Linguistics, Beijing, People's Republic of China, 16-21 May 2007. (Unpublished)
• 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, J. and Bracey, P. (2001) Boys' underachievement: issues, challenges and possible ways forward. Westminster Studies in Education. 24(2), pp. 155-166. 1470-1359.
• Butcher, J., Sedgwick, P., Lazard, L. and Hey, J. (2010) How might inclusive approaches to assessment enhance student learning in HE? Enhancing the Learner Experience in Higher Education. 2(1), pp. 25-40. 2041-3122.

C

• 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. (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. (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. (2013) Mothers and professionals: A phenomenological study of living with a child intermittent hearing loss. Invited Presentation presented to: British Psychological Society Psychology of Women Section (POWS) Annual Conference 2013, Windsor, 10-12 July 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 hearing environment. Support for Learning. 29(2), pp. 102-116. 1467-9604.
• 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.
• 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.
• Cox, A., Jament, J. and Tarry, E. (2011) An investigation into parental expectations of Primary schooling and the support provided by schools to a single Keralite community in an English county. Procedia - Social and Behavioral Sciences. 15, pp. 66-71. 1877-0428.
• Cumming, S. and Visser, J. (2009) Using art with vulnerable children. Support for Learning. 24(4), pp. 151-158. 0268-2141.

D

• 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.
• Derrington, C. (2007) Fight, flight and playing white: an examination of coping strategies adopted by gypsy traveller adolescents in English secondary schools. International Journal of Educational Research. 46(6), pp. 357-367. 0883-0355.
• Derrington, C. (2005) Perceptions of behaviour and patterns of exclusion: gypsy traveller students in English secondary schools. Journal of Research in Special Educational Needs. 5(2), pp. 55-61. 1471-3802.
• Derrington, C. (2005) The needs of traveller pupils - current practice in initial teacher education. Race Equality Teaching. 24(1), pp. 47-50. 1743-7717.
• Derrington, C. and Kendall, S. (2004) Gypsy Traveller Students in Secondary Schools: Culture, Identity and Achievement. Stoke-on-Trent: Trentham Books. 1858563208.
• 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. (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. (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., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27(2), pp. 171-184. 0885-6257.
• 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., 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., 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)
• Doveston, M. and Keenaghan, M. (2006) Improving classroom dynamics to support students' learning and social inclusion: a collaborative approach. Support for Learning. 21(1), pp. 5-11. 1467-9604.
• 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.
• Doyle, C. and Handley, G. (2007) Young children’s voices in legal settings. Paper presented to: 17th European Early Childhood Education Research Association Annual Conference (EECERA), Prague, Czech Republic, 29 August-1 September 2007. (Unpublished)

E

• Edwards, J. (2013) Teaching Primary Art. Harlow: Pearson. 9781405899413.
• 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)
• 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.

F

• 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.
• Feng, Y. (2007) Are the voices of students heard: a case study of the impact of parental and school expectations on the emotional well-being of students in China. Paper presented to: British Educational Research Association New Researchers/Student Conference (BERA), Institute of Education, University of London, 5-8 September 2007. (Unpublished)
• Feng, Y. (2007) Insider perspectives on universities in China conducting international educational programmes: issues and suggestions. Paper presented to: International Seminar on Education and International Programmes, Shaoxing University, People's Republic of China, 8-10 May 2007. (Unpublished)
• Feng, Y. (2006) Listening to the voices of pupils: an alternative route to a balanced curriculum for junior middle schools in China. Paper presented to: Asia Pacific Educational Research Association (APERA) Conference, Hong Kong Institute of Education, Hong Kong, 28-30 November 2006. (Unpublished)
• Feng, Y. (2007) The challenges of developing an understanding of inclusion as a concept for Chinese teachers. Paper presented to: Irish Association of Teachers in Special Education (I.A.T.S.E.) Conference, St Patrick's College, Dublin, Ireland, 7-9 June 2007. (Unpublished)
• Feng, Y. (2006) The enhanced role of teaching assistants in school remodelling in primary schools in England: some reflections on teacher education in China. Paper presented to: British Educational Research Association (BERA) New Researchers/Student Conference, University of Warwick, Coventry, 6-9 September 2006. (Unpublished)
• Feng, Y. (2010) [Chapter]. In: Schröttner, B. and Hofer, C. (eds.) Kompetenzen - Interdisziplinäre Rahmen = Competences - Interdisciplinary Frameworks. Graz: Leykam. pp. 209-227.
• Feng, Y. and Jament, J. (2007) International students studying in the UK: what are we experiencing? Invited Presentation presented to: Universities Council for the Education of Teachers Annual Conference (UCET) , Staverton Park Conference Centre, Daventry, 9-10 November 2007. (Unpublished)
• Feng, Y. and Johnson, J. (2007) Researching on special and inclusive education in developing countries: challenges and opportunities. In: Corcoran, C., Lucas-Gardiner, E., Macnab, N. and Milner, W. (eds.) Understanding Education Research: Principles and Practice. Birmingham: University of Birmingham, School of Education. 0704426404. pp. 173-180. (Papers from the Student Conference)
• 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.
• Fergusson, A., Howley, M. and Rose, R. (2008) Responding to the mental health needs of young people with profound and multiple learning difficulties and autistic spectrum disorders: issues and challenges. Mental Health and Learning Disabilities Research and Practice. 5(2), pp. 240-251. 1743-6885.
• Fisher, G., Britto, J. and Thomas, E. (2015) British Overseas Territories: Gibraltar, the Caribbean Territories, The Overseas Territory of St. Helena, Ascension and Tristan Da Cuhna. In: Brock, C. (ed.) Education in the United Kingdom. London: Bloomsbury. pp. 341-369.
• Foreman-Peck, L. (2007) Member of Editorial Board. Prospero. London: Ingleside-Ashby. 1358-6785.
• Foreman-Peck, L. (2005) A review of existing models of practitioner research. Commissioned by: National Academy for Gifted and Talented Youth
• Foreman-Peck, L., Griffith, M. and Biesta, G. (2007) The epistemological bases of educational research. Paper presented to: Teaching and Learning Research Programme Annual Conference (TLRP), Cardiff, Wales, 26-27 November 2007. (Unpublished)
• Foreman-Peck, L. and Murray, J. (2008) Action research and policy. Journal of Philosophy of Education. 42(Supple), pp. 145-163. 0309-8249.
• 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.
• Foreman-Peck, L. and Murray, J. (2007) Action research and policy: epistemological considerations. Paper presented to: British Educational Research Association (BERA), London, 5-8 September 2007. (Unpublished)
• 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.

G

• Garner, P. (2007) Member of Editorial Board. Emotional and Behavioural Difficulties. Oxford: Routledge. 1363-2752.
• Garner, P. (2005) 'Nice to see you!' Primary schools and educational inclusion. In: Gonzalez, R., Herrero, M. and Ruiz, B. (eds.) Family School Community Partnerships Merging into Social Development. Oviedo: Grup SM. pp. 307-328.
• Garner, P. (2007) Behaviour and the curriculum. Paper presented to: Training and Development Agency Subject Network Conference, London, 15 March 2007. (Unpublished)
• 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. (2007) Careers Wales. Keynote presented to: NEET (Not in Employment, Education or Training) Launch, Cardiff, Wales, 19 July 2007. Keynote respondent (Unpublished)
• Garner, P. (2007) Children who challenge: a ‘behaviour for learning’ response. Paper presented to: University of Greenwich, London, 4 October 2007. (Unpublished)
• 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. (2007) EBD and inclusion: have policy and practice changed? Invited Presentation presented to: Institute for Learning, University of Hull, 15 October 2007. (Unpublished)
• Garner, P. (2011) Editorial. Support For Learning. 26(2), pp. 46-47. 0268-2141.
• Garner, P. (2012) Editorial. Support for Learning. 27(1), pp. 2-3. 0268-2141.
• Garner, P. (2012) Editorial. Support for Learning. 27(3), p. 96. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(2), pp. 50-51. 0268-2141.
• Garner, P. (2013) Editorial. Support For Learning. 28(4), pp. 136-137. 1467-9604.
• Garner, P. (2012) Editorial. Support for Learning. 27(4), pp. 138-139. 0268-2141.
• 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(1), pp. 2-3. 0268-2141.
• Garner, P. (2007) From general to inclusive education: current global perspectives. Other presented to: Seminar, University of Shaoxing, China, 3 December 2007. (Unpublished)
• Garner, P. (2007) Has the needle stuck? The worrying implications of policy re-invention. The David Wills/Robert Laslett Lecture. Paper presented to: Social, Emotional and Behavioural Difficulties Association National Conference (SEBDA), University of Warwick, Coventry, 23 March 2007. (Unpublished)
• Garner, P. (2007) Indiscipline and exclusion and better schools for all. Invited Presentation presented to: Inside Government Forum, 9 October 2007. (Unpublished)
• Garner, P. (2007) Pupil behaviour. Paper presented to: The Assembly for Wales, Cardiff, Wales, 22 June 2007. (Unpublished)
• 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. (2007) Some ‘new’ approaches in educational research: helping to redefine teachers’ professional development. Paper presented to: University of Shaoxing, China, 3 December 2007. (Unpublished)
• Garner, P. (2012) Teacher education: dilemmas and tensions for school staff working with pupils with EBD. In: Cole, T., Daniels, H. and Visser, J. (eds.) The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge. pp. 330-339.
• Garner, P. (2007) The roles and responsibilities of teachers and others in identifying and assessing learning disabilities. Paper presented to: British Council, Zagreb, Croatia, 6 November 2007. (Unpublished)
• Garner, P. (2007) Using pupil voice. Paper presented to: National Association for Special Educational Needs, London, 19 October 2007. (Unpublished)
• Garner, P. (2007) What is real research? Exploring issues at the heart of research. Keynote presented to: Challenges and opportunities within practitioner research, St Angela's College. Sligo, Ireland, 11-12 May 2007. (Unpublished)
• Garner, P. and Clough, P. (2008) Fathers and Sons: In and About Education. Stoke-on-Trent: Trentham Books Ltd. 9781858563701.
• 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. (2012) Disposable assets. Are special education teachers still needed in 21st century Australian schools. NISE Bulletin. 11, pp. 62-66. 0389-9012.
• 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. and Gittins, C. (2012) Reducing violence against children in schools: dimensions and trends in school-based violence. New York: UNICEF.
• Garner, P., Gittins, C. and Burnett, N. (2012) Reducing violence against children in schools: Technical Note for UNICEF Country Offices. New York: UNICEF. (Unpublished)
• Garner, P., Gittins, C. and Burnett, N. (2012) Reducing violence against children in schools: report and commentary on the analysis of a sample of UNICEF Country Programmes. New York: UNICEF.
• Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: Technical Note of advice. New York: UNICEF. (Unpublished)
• Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: a literature review. New York: UNICEF. (Unpublished)
• Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: a review of UNICEF Country Programmes. New York: UNICEF. (Unpublished)
• 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., Poursanidou, K., Stephenson, R. and Watson, A. (2003) Educational difficulties and support needs of children following renal transplantations: student, parent and teacher perspectives. International Journal of Adolescence and Youth. 11(2), pp. 157-180. 0267-3843.
• Garner, P., Poursanidou, K. and Watson, A. (2008) Hospital—school liaison: perspectives of health and education professionals supporting children with renal transplants. Journal of Child Health Care. 12(4), pp. 253-267. 1367-4935.
• Gingell, J. (2001) Against creativity. Irish Educational Studies. 20, pp. 34-44. 0332-3315.
• Gingell, J. (2006) The Visual Arts and Education. London: Philosophy of Education Society of Great Britain. 0902227124.
• Gingell, J. and Winch, C. (2006) Is educational research any use? Studies in Philosophy and Education. 25(1-2), pp. 77-91. 1573-191X.
• Gingell, J. and Winch, C. (2004) Philosophy and Educational Policy: A Critical Introduction. London: RoutledgeFalmer. 0415369584.
• Gove-Humphries, A., Bracey, P. and Jackson, D. (2013) Why are you so angry Grace? Teaching and learning about Grace O’Malley as a significant woman at Key Stage 1. Primary History. 65, pp. 22-23. 0966-6559.
• 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.
• Groom, B. (2006) Building relationships for learning: the developing role of the teaching assistant. Support for Learning. 21(4), pp. 199-203. 1467-9604.
• Groom, B. (2006) Supporting the return of pupils with EBD to mainstream school from specialist provision. REACH Journal of Special Needs Education in Ireland. 20(1), pp. 61-69. 0790-8695.
• Groom, B. and Maunonen-Eskelinen, I. (2006) The use of portfolios to develop reflective practice in teacher training: a comparative and collaborative approach between two teacher training providers in the UK and Finland. Teaching in Higher Education. 11(3), pp. 291-300. 1470-1294.
• Groom, B. and Rose, R. (2005) Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs. 5(1), pp. 20-30. 1471-3802.

H

• 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.
• Harris, R. and Foreman-Peck, L. (2001) Learning to teach history writing: discovering what works. Educational Action Research. 9(1), pp. 97-109. 1747-5074.
• Harris, R. and Foreman-Peck, L. (2004) Stepping into other people's shoes: teaching and assessing empathy in the secondary history curriculum. International Journal of Historical Teaching, Learning and Research. 4(2), pp. 1-14. 1472-9466.
• Hawkridge, D., Armellini, A., Nie, M., Padilla Rodriguez, B. C. and Witthaus, G. (2012) Digital audio for asynchronous interactive learning at an English university. In: Jia, J. (ed.) Educational Stages and Interactive Learning: From Kindergarten to Workplace Training. Hershey, PA, USA: IGI Publishing. pp. 468-484.
• Hawkridge, D., Armellini, A., Nikoi, S., Rowlett, T. and Witthaus, G. (2010) Curriculum, intellectual property rights and open educational resources in British universities — and beyond. Journal of Computing in Higher Education. 22(3), pp. 162-176. 1042-1726.
• Hill, D. (2007) Member of Editorial Board. Public Resistance.
• Hill, D. (2007) Member of Editorial Board. Aula Critica: Revista Educativa de la Fundacion McLaren de Pedagogia Critica.
• Hill, D. (2007) Member of Editorial Board. Curriculo sem Fronteiras. 1645-1384.
• Hill, D. (2007) Member of Editorial Board. Policy Futures in Education. Oxford: Symposium Journals. 1478-2103.
• Hill, D. (2004) Books, banks and bullets: controlling our minds – the global project of imperialistic and militaristic neo-liberalism and its effect on education policy. Policy Futures in Education. 2(3 & 4), pp. 504-522. 1478-2103.
• Hill, D. (2005) Globalisation and its educational discontents: neoliberalisation and its impacts on education workers’ rights, pay and conditions. International Studies in Sociology of Education. 15(3), pp. 257-288. 1747-5066.
• Hill, D. (2001) State theory and the neo-liberal reconstruction of schooling and teacher education: a structuralist neo-Marxist critique of postmodernist, quasi-postmodernist, and culturalist neo-Marxist theory. British Journal of Sociology of Education. 22(1), pp. 135-155. 1465-3346.
• Horton, J. (2001) 'Do you get some funny looks when you tell people what you do?’ Muddling through some angsts and ethics of (being a male) researching with children. Ethics, Place and Environment: A Journal of Philosophy & Geography. 4(2), pp. 159-166. 1469-6703.
• Horton, J. (2003) Different genres, different visions? The changing countryside in postwar British children’s literature. In: Cloke, P. (ed.) Country Visions. Harlow: Prentice Hall. pp. 73-92.
• Horton, J. and Kraftl, P. (2005) For more-than-usefulness: six overlapping points about children’s geographies. Children's Geographies. 3(2), pp. 131-143. 1473-3285.
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• 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 Jones, K. (2008) Review of outcomes for pupils with social and communication difficulties on the interaction programme. (Unpublished)
• 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.

J

• Jament, J. and Feng, Y. (2007) Doing educational research in developing countries: challenges and opportunities. Paper presented to: Research Students Conference 2007, University of Birmingham, Birmingham, 30 June 2007. (Unpublished)
• Jones, J. and Edwards, J. (2014) Changemaker values within the Foundation Degree Learning and Teaching and the development of a Teaching Assistant Teachmeet Event. In: Alden Rivers, B. and Smith, J. (eds.) Changemaker in the Curriculum: The University of Northampton: Case Studies 2013-2014. Northampton: The University of Northampton. pp. 49-54.
• Jones, J. and Smith, A. (2008) Facilitating group work: leading or empowering? Paper presented to: Fourth Biennial European Association for Research on Learning and Instruction (EARLI) /Northumbria Assessment Conference, Humboldt University, Berlin, Germany, 27 - 29 August 2008. (Unpublished)

K

• Kelsh, D. and Hill, D. (2006) The culturalization of class and the occluding of class consciousness: the knowledge industry in/of education. Journal for Critical Education Policy Studies. 4(1) 1740-2743.
• Kum, H. (2007) Education in England with particular reference to Congolese in the East Midlands. Paper presented to: University of Strathclyde Migration and Identity Research Group, Glasgow, Scotland, 12 October 2007. (Unpublished)

L

• 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. (2014) A unique child: early childhood development - A world view. Nursery World. 113(4335), pp. 34-35. 0029-6422.
• Lumsden, E. (2014) Changing landscapes in safeguarding babies and young children in England. Early Child Development and Care. 184(9-10), pp. 1347-1363. 0300-4430.
• Lumsden, E. (2014) Joined-up thinking in practice: an exploration of professional collaboration. In: Waller, T. and Davis, G. (eds.) An Introduction to Early Childhood. 3rd ed. London: Sage.
• Lumsden, E. (2013) The Early Years Professional: holding a mirror up to policy makers. In: Chandni, B. and Anderson-Patton, V. (eds.) Children and Childhood: Practices and Perspectives. Oxford: Inter-Disciplinary Press. pp. 113-127.
• Lumsden, E. (2012) The Early Years Professional: the missing piece in the jigsaw for children? Keynote presented to: New Leaders in Early Years Conference, Medway Campus, Canterbury Christ Church University, 10 November 2012. (Unpublished)
• Lumsden, E. (2014) The professionalisation of the Early Years workforce in England. In: Thomas, M. (ed.) A Child's World: Contemporary Issues in Education. Aberystwyth: Centre for Educational Studies, Aberystwyth University. pp. 203-225.
• Lumsden, E. (2012) “I did not expect it to change me as much as it did...”: Personal narratives within a mixed methods study. Keynote presented to: Sector-Endorsed Foundation Degree National Network Meeting, Westwood Campus, University of Warwick, 28 June 2012. (Unpublished)
• Lumsden, E. and Doyle, C. (2014) Working with families. In: Waller, T. and Davis, G. (eds.) An Introduction to Early Childhood. 3rd ed. London: Sage.

M

• Macnab, N., Visser, J. and Daniels, H. (2008) Provision in further education colleges for 14- to 16-year-olds with social, emotional and behavioural difficulties. British Journal of Special Education. 35(4), pp. 241-246. 0952-3383.
• Mahmood, S. and Visser, J. (2015) Adopted children: a question of identity. Support for Learning. 30(3), pp. 268-285. 0268-2141.
• Marshall, J., Ralph, S. and Palmer, S. (2002) 'I wasn't trained to work with them': mainstream teachers' attitudes to children with speech and language difficulties. International Journal of Inclusive Education. 6(3), pp. 199-215. 1464-5173.
• Marshall, J., Stojanovik, V. and Ralph, S. (2002) "I never gave it a second thought": PGCE students' attitudes towards the inclusion of children with speech and language impairments. International Journal of Language & Communication Disorders. 37(4), pp. 475-489. 1460-6984.
• Matthews, M. H. (2003) Children and regeneration: setting an agenda for community participation and integration. Children & Society. 17(4), pp. 264-276. 1099-0860.
• Matthews, M. H. (2001) Citizenship, youth councils and young people’s participation. Journal of Youth Studies. 4(3), pp. 299-318. 1469-9680.
• Matthews, M. H. (2003) The street as a liminal space: the barbed spaces of childhood. In: Christensen, P. and O'Brien, M. (eds.) Children in the City: Home, Neighbourhood and Community. London: RoutledgeFalmer. pp. 101-117.
• Matthews, M. H. and Limb, M. (2003) Another white elephant? Youth councils as democratic structures. Space and Polity. 7(2), pp. 173-192. 1470-1235.
• Matthews, M. H. and Tucker, F. (2007) On both sides of the tracks: British rural teenagers' views on their ruralities. In: Panelli, R., Punch, S. and Robson, E. (eds.) Global Perspectives on Rural Childhood and Youth: Young Rural Lives. London: Routledge. pp. 95-105.
• Matthews, M. H. and Tucker, F. (2006) On the other side of the tracks: the psychogeographies and everyday lives of rural teenagers in the UK. In: Spencer, C. and Blades, M. (eds.) Children and their Environments: Learning, Using and Designing Spaces. Cambridge: Cambridge University Press. pp. 161-175.
• McPhillips, T., Bell, S. and Doveston, M. (2009) Identification and intervention for primary pupils with dyslexia in Ireland and England: finding a path through the maze. REACH Journal of Special Needs Education in Ireland. 22(2) 0790-8695.
• 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.
• 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. (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. (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. (2011) Knock, knock! Who's there? Gaining access to young children as researchers: a critical review. Educate~. 11(1), pp. 91-109. 1477-5557.
• 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. (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. (2014) The Young Children As Researchers (YCAR) project. Paper presented to: University of Debrecen, Hungary, 2014. (Unpublished)
• 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. (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. (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. (2012) Young children's explorations: young children's research? Early Child Development and Care. 182(9), pp. 1209-1225. 0300-4430.
• 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. 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)

N

• Nie, M. and Armellini, A. (2012) Enhancing curriculum design and delivery with OER. In: Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, Conference Proceedings. Milton Keynes: Support Centre for Open Resources in Education, The Open University. 9780749229375. pp. 365-369.
• Nie, M., Armellini, A., Harrington, S., Barklamb, K. and Randall, R. (2010) The role of podcasting in effective curriculum renewal. ALT-J: Research in Learning Technology. 18(2), pp. 105-118. 0968-7769.
• Nie, M., Armellini, A., Witthaus, G. and Barklamb, K. (2011) How do e-book readers enhance learning opportunities for distance work-based learners? Research in Learning Technology. 19(1), pp. 19-38. 2156-7069.
• Nikoi, S. and Armellini, A. (2012) The OER mix in higher education: purpose, process, product, and policy. Distance Education. 33(2), pp. 165-184. 0158-7919.
• Nikoi, S., Rowlett, T., Armellini, A. and Witthaus, G. (2011) CORRE: a framework for evaluating and transforming teaching materials into open educational resources. Open Learning: The Journal of Open, Distance and e-Learning. 26(3), pp. 191-207. 0268-0513.

P

• Padilla Rodriguez, B. C., Armellini, A. and Hawkridge, D. (2013) In-company online training: strategic and operational lessons. Progressio: South African Journal for Open and Distance Learning Practice. 35(2), pp. 193-208. 0256-8853.
• 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. (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.
• 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.
• Pilkington, A. (2004) Addressing institutional racism: comparing the responses of the police and university in Midshire to the MacPherson report. LATISS: Learning and Teaching in the Social Sciences. 1(2), pp. 107-120. 1740-5866.
• Pilkington, A. (2007) In defence of both multiculturalism and progressive nationalism: a response to Mike O'Donnell. Ethnicities. 7(2), pp. 269-277. 1468-7968.
• Pilkington, A. (2003) Racial disadvantage and ethnic diversity in Britain. Basingstoke: Palgrave Macmillan. 0333589327.
• 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. (2009) Effective short breaks services for families with children with autism spectrum disorders: how one local authority in the United Kingdom is working to meet the challenge. Practice. 21(3), pp. 159-174. 0950-3153.
• Preece, D. (2011) Respite care for families with children with autism spectrum disorders. Annales Universitatis Paedagogicae Cracoviensis: Studia Psychologica. 4, pp. 174-188. 1689-9903.
• Preece, D. (2008) Social care support services in England for children and adults with autism spectrum disorders and their families. Journal of Special Education and Rehabilitation. 9(3-4), pp. 63-73. 1409-6099.
• Preece, D. and Almond, J. (2008) Supporting families with children on the autism spectrum: using structured teaching approaches in the home and community. Good Autism Practice. 9(2), pp. 44-53. 1466-2973.
• Preece, D. and Jordan, R. (2010) Obtaining the views of children and young people with autism spectrum disorders about their experience of daily life and social care support. British Journal of Learning Disabilities. 38(1), pp. 10-20. 1354-4187.
• Preece, D. and Jordan, R. (2007) Short breaks services for children with autistic spectrum disorders: factors associated with service use and non-use. Journal of Autism and Developmental Disorders. 37(2), pp. 374-385. 0162-3257.
• Preece, D. and Jordan, R. (2007) Social workers' understanding of autistic spectrum disorders: an exploratory investigation. The British Journal of Social Work. 37(5), pp. 925-936. 0045-3102.
• Preece, D. and Slade, M. (2014) Guest editorial. Support For Learning. 29(2), pp. 99-101. 1467-9604.

Q

• 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. (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. (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)

R

• Ralph, S. (2007) Can we use your photo?' Research ethics and the use of visual images in research with people with intellectual disabilities. Paper presented to: Anglo Irish Research Symposium, Northampton, 18-19 June 2007. (Unpublished)
• Ralph, S. and Boxhall, K. (2005) Visible images of disabled students: an analysis of UK university publicity materials. Teaching in Higher Education. 10(3), pp. 371-387. 1470-1294.
• 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.
• Ralph, S. and Pearson, S. (2007) The identity of SENCos: insights through images. Journal of Research in Special Educational Needs. 7(1), pp. 36-45. 1471-3802.
• Richardson, J. T. E., Alden Rivers, B. and Whitelock, D. (2015) The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education. 40(4), pp. 557-573. 0260-2938.
• Rikowski, G. (2001) Education for industry: a complex technicism. Journal of Education and Work. 14(1), pp. 29-49. 1469-9435.
• Rikowski, G. (2004) Labour's fuel: lifelong learning policy as labour power production. In: Hayes, D. (ed.) RoutledgeFalmer Guide to Key Debates in Education. London: RoutledgeFalmer. pp. 152-156.
• Rikowski, G. (2004) Marx and the education of the future. Policy Futures in Education. 2(3 & 4), pp. 565-577. 1478-2103.
• Rogerson-Revell, P., Nie, M. and Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning applied linguistics and TESOL programme. Open Learning: The Journal of Open, Distance and e-Learning. 27(2), pp. 103-119. 0268-0513.
• Rose, R. (2009) Creating a team around the student: challenging disaffection through collaboration. Invited Presentation presented to: 11th Biennial Conference of the International Association of Special Education, Alicante, Spain, 12-16 July 2009. (Unpublished)
• Rose, R. (2008) How good can we be? Defining roles for specialist provision. Invited Keynote presented to: Scottish National HM Inspectorate of Education (HMIe) Good Practice Conference: Special Schools, Glasgow, 5 November 2008. (Unpublished)
• 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. (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. (2001) Primary school teacher perceptions of the conditions required to include pupils with special educational needs. Educational Review. 53(2), pp. 147-156. 1465-3397.
• 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. and Coles, C. (2002) Special and mainstream school collaboration for the promotion of inclusion. Journal of Research in Special Educational Needs. 2(2), pp. 11-132. 1471-3802.
• 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., Doveston, M., Rajanahally, J. and Jament, J. (2014) What is effective inclusion? Interpreting and evaluating a western concept in an Indian context. In: Forlin, C. and Loreman, T. (eds.) Measuring Inclusive Education. London: Emerald. pp. 37-51.
• Rose, R., Forlin, C., Ashman, A., Garner, P., Rouse, M. and Slee, R. (2008) Reframing teacher education for inclusion. Panel Presentation presented to: Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches Conference, Hong Kong, 29 November 2008. (Unpublished)
• Rose, R. and Shevlin, M. (2004) Encouraging voices: listening to young people who have been marginalised. Support for Learning. 19(4), pp. 155-161. 1467-9604.
• Rothery, M. (2013) Review of Harvey, Karen, 'The Little Republic: Masculinity and Domestic Authority in Eighteenth-Century Britain' (Oxford University Press, 2012). H-Net Reviews. Aug 2013 1538-0661.
• Rothery, M. (2016) Review of Kimberley Schutte, Women, Rank and Marriage in the British Aristocracy, 1485-2000: An Open Elite? (Basingstoke: Palgrave Macmillan, 2014). Gender & History. 28(1), pp. 249-250. 1468-0424.
• Rothery, M. (2017) Review of Linsey Robb, Men at Work: The Working Man in British Culture, 1939-1945 (Palgrave Macmillan, 2015). Journal of Contemporary History. 52(1), pp. 172-174. 0022-0094.

S

• Salmon, G., Jones, S. and Armellini, A. (2008) Building institutional capability in e-learning design. ALT-J: Research in Learning Technology. 16(2), pp. 95-109. 0968-7769.
• 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.
• Sayers, J. (2003) Developing infants' understanding of algebra. Primary Mathematics. 7(1), pp. 22-28. 1465-0495.
• Sayers, J. and Bracey, P. (2014) Mathematics into History go: enhancing Mathematics and History through fieldwork at a castle. Mathematics Teaching. (241), pp. 29-33.
• Seddon, F. A. and Biasutti, M. (2010) Strategies students adopted when learning to play an improvised blues in an e-learning environment. Journal of Research in Music Education. 58(2), pp. 147-167. 0022-4294.
• Shelton Mayes, A. (2007) Teachers’ voices: developing as mentoring and coaching teaching professionals. Paper presented to: Redesigning Pedagogy Conference, Singapore, 29 May 2007. (Unpublished)
• Shelton Mayes, A. and Burgess, H. (2008) Using e-learning to support primary teacher trainees’ development of mathematical subject knowledge: an analysis of learning and the impact on confidence. Teacher Development. 12(1), pp. 37-55.
• Shelton Mayes, A. and Burgess, H. (2010) Open and distance learning for initial teacher education. In: Danaher, P. A. and Umar, A. (eds.) Perspectives on Distance Education: Teacher Education Through Open and Distance Learning. Vancouver, Canada: Commonwealth of Learning. pp. 35-46.
• Shelton Mayes, A. and Stoncel, D. (2008) Students’ views on HE learning environments for professional teacher education. Paper presented to: All Ireland Society for Higher Education (AISHE) International Conference Series, AISHE-C 2008: Encouraging Student Engagement, NUI Maynooth, Republic of Ireland, 28-29 August 2008. (Unpublished)
• 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., Groom, B. and Griffiths, S. (2012) Supporting Pupils with Dyslexia: Whole-School Training Materials and Resources for SENCOs. London: Optimus Education. 9781905538980.
• Smith, A. and Jones, J. (2008) Student reflections on a collaborative project. Paper presented to: European Conference on Education Research (ECER 2008), Gothenburg, Sweden, 10 - 12 September 2008. (Unpublished)
• Stoncel, D. and Butcher, J. (2010) An exploration of early impact of a Postgraduate Certificate in Teaching in Higher Education (PGCTHE) programme on participants. Paper presented to: University of Northampton Learning and Teaching Conference: Learning Dialogues, University of Northampton, UK, 13 May 2010. (Unpublished)

T

• Tarry, E. (2011) British international schools: the deployment and training of teaching assistants. Journal of Research in International Education. 10(3), pp. 293-302. 1741-2943.
• Tarry, E. (2011) Is West really best? Social and cultural tensions international students experience having studied at British universities. Journal of Further and Higher Education. 35(1), pp. 69-87. 0309-877X.
• Tarry, E. (2011) Review of: Creating Democratic Citizenship Through Drama Education: the Writings of Jonothan Neelands, edited by Peter O'Connor. Journal of Education for Teaching. 37(3), pp. 365-366. 1360-0540.
• Tarry, E. (2012) Teaching assistants: providing support for the IPC. In: Hayden, M. and Thompson, J. (eds.) Taking the IPC Forward: Engaging with the International Primary Curriculum. Woodbridge: John Catt Educational. pp. 125-133.
• Tarry, E. and Cox, A. (2013) More than washing up paint pots! IS: International School. 16(1), pp. 30-31. 1461-3956.
• Tarry, E. and Cox, A. (2012) Perspectives on cross-cultural research: reflecting on research in an expatriate Indian community in the UK. Reflective Practice: International and Multidisciplinary Perspectives. 13(5), pp. 735-743. 1462-3943.
• Tarry, E. and Cox, A. (2014) Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants. Journal of Research in Special Educational Needs. 14(4), pp. 248-254. 1471-3802.
• Tarry, E. and Cox, A. (2013) Supporting the professional development of teaching assistants in an international context. International Schools Journal. 33(1) 0264-7281.
• Taylor, K. and Preece, D. (2010) Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment: reflections on practice. British Journal of Visual Impairment. 28(3), pp. 244-259. 0264-6196.
• Thomas, E. (2012) Beyond the culture of exclusion: using Critical Race Theory to examine the perceptions of British ‘minority ethnic' and Eastern European ‘immigrant’ young people in English schools. Intercultural Education. 23(6), pp. 501-511. 1467-5986.
• Tucker, F. (2003) Sameness or difference? Exploring girls' use of recreational spaces. Children's Geographies. 1(1), pp. 111-124. 1473-3285.
• Tucker, F. and Matthews, M. H. (2001) 'They don’t like girls hanging around there': conflicts over recreational space in rural Northamptonshire. Area. 33(2), pp. 161-168. 1475-4762.
• Turner, W. (2014) Enabling undergraduates to put into practice learning to support emotional well-being for children and young people. International Journal of Emotional Education. 6(1), pp. 76-94. 2073-7629.

U

• Underwood, M. J. (2015) Travel, emotion and identity: an exploration into the experiences of students in post 16 education for whom studying in English means working in a foreign language and culture. Paper presented to: 4th Cyprus International Conference on Educational Research (CYICER-2015), Kyrenia, Cyprus, 19-21 March 2015.
• Underwood, M. J., Yuan, Y. and Dia Lima, J. (2015) Rethinking practitioner research in education: not transcribing but reflecting and some reflections on the nature of practitioner research (2nd iteration – Cambridge). Paper presented to: Education Doctorate Research Conference: Generating Impact through Practice-based Doctoral Research Designed for Educational Professionals, Faculty of Education, University of Cambridge, 27 June 2015. (Unpublished)

V

• 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.

W

• Wegerif, R. and Dawes, L. (2004) Thinking and Learning with ICT: Raising Achievement in Primary Classrooms. London: RoutledgeFalmer. 0415304768.
• 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.
• Wolstenholme, C. (2007) Developing a process for researching inclusion in one local authority. Paper presented to: Research student conference, University of Birmingham, 30 June 2007. (Unpublished)

Y

• Yuan, Y. and Underwood, M. J. (2015) Torn between expectations and imagination: alternative forms of communicating educational research (a short discussion paper reflecting on a workshop). Paper presented to: Kaleidoscope Graduate Research Conference 2015: Many Paths, Same Goal - Multimodality in Educational Research, Faculty of Education, University of Cambridge, 28-29 May 2015. (Unpublished)