Article

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. Derrington, C. (2005) The needs of traveller pupils - current practice in initial teacher education. Race Equality Teaching. 24(1), pp. 47-50. 1743-7717.
16. 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.
17. 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.
18. 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.
19. Foreman-Peck, L. and Murray, J. (2008) Action research and policy. Journal of Philosophy of Education. 42(Supplement 1), pp. 145-164. 0309-8249.
20. Garner, P. (2011) Editorial. Support For Learning. 26(2), pp. 46-47. 0268-2141.
21. Garner, P. (2012) Editorial. Support for Learning. 27(1), pp. 2-3. 0268-2141.
22. Garner, P. (2012) Editorial. Support for Learning. 27(3), p. 96. 0268-2141.
23. Garner, P. (2012) Editorial. Support for Learning. 27(4), pp. 138-139. 0268-2141.
24. 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.
25. 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.
26. 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.
27. Gingell, J. (2001) Against creativity. Irish Educational Studies. 20, pp. 34-44. 0332-3315.
28. Gingell, J. and Winch, C. (2006) Is educational research any use? Studies in Philosophy and Education. 25(1-2), pp. 77-91. 1573-191X.
29. 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.
30. Groom, B. (2006) Building relationships for learning: the developing role of the teaching assistant. Support for Learning. 21(4), pp. 199-203. 1467-9604.
31. 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.
32. 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.
33. 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.
34. 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.
35. 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.
36. 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.
37. 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.
38. 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.
39. 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.
40. 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.
41. Horton, J. and Kraftl, P. (2006) What else? Some more ways of thinking and doing ‘children’s geographies'. Children's Geographies. 4(1), pp. 69-95. 1473-3285.
42. 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.
43. 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.
44. 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.
45. Matthews, M. H. (2003) Children and regeneration: setting an agenda for community participation and integration. Children & Society. 17(4), pp. 264-276. 1099-0860.
46. Matthews, M. H. (2001) Citizenship, youth councils and young people’s participation. Journal of Youth Studies. 4(3), pp. 299-318. 1469-9680.
47. 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.
48. 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.
49. 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.
50. Murray, J. (2012) Young children's explorations: young children's research? Early Child Development and Care. 182(9), pp. 1209-1225. 0300-4430.
51. 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.
52. 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.
53. 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.
54. 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.
55. 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.
56. 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.
57. 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.
58. 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.
59. 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.
60. 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.
61. 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.
62. Rikowski, G. (2001) Education for industry: a complex technicism. Journal of Education and Work. 14(1), pp. 29-49. 1469-9435.
63. Rikowski, G. (2004) Marx and the education of the future. Policy Futures in Education. 2(3 & 4), pp. 565-577. 1478-2103.
64. 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.
65. 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.
66. 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.
67. Sayers, J. (2003) Developing infants' understanding of algebra. Primary Mathematics. 7(1), pp. 22-28. 1465-0495.
68. 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.
69. 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.
70. 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.
71. Tucker, F. (2003) Sameness or difference? Exploring girls' use of recreational spaces. Children's Geographies. 1(1), pp. 111-124. 1473-3285.
72. 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.

Book Section

1. 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.
2. 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.
3. Ashcroft, K. (2007) Formula funding in Ethiopian higher education. In: Robinson, M. (ed.) Performance Budgeting: Linking Funding and Results. Basingstoke: Palgrave Macmillan.
4. Feng, Y. (2010) [Chapter]. In: Schröttner, B. and Hofer, C. (eds.) Kompetenzen - Interdisziplinäre Rahmen = Competences - Interdisciplinary Frameworks. Graz: Leykam. pp. 209-227.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. 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.
16. 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.
17. 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.

Book

1. Clough, P., Garner, P., Patrick, J. T. and Yuen, F., (eds.) (2005) Handbook of Emotional and Behavioural Difficulties. London: Sage. 0761940669.
2. Garner, P. and Davies, J. D., (eds.) (2007) Key Questions in Behaviour. Exeter: Learning Matters. 9781844451272.
3. 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.
4. O'Brien, T. and Garner, P., (eds.) (2001) Untold stories: learning support assistants and their work. Stoke on Trent: Trentham Books. 1858562503.
5. Barrow, R. and Foreman-Peck, L. (2005) What Use is Educational Research? A Debate. London: Philosophy of Education Society of Great Britain. 0902227130.
6. Derrington, C. and Kendall, S. (2004) Gypsy Traveller Students in Secondary Schools: Culture, Identity and Achievement. Stoke-on-Trent: Trentham Books. 1858563208.
7. Garner, P. and Clough, P. (2008) Fathers And Sons: In and About Education. Stoke-on-Trent: Trentham Books Ltd. 9781858563701.
8. Gingell, J. (2006) The Visual Arts and Education. London: Philosophy of Education Society of Great Britain. 0902227124.
9. Gingell, J. and Winch, C. (2004) Philosophy and Educational Policy: A Critical Introduction. London: RoutledgeFalmer. 0415369584.
10. Pilkington, A. (2003) Racial disadvantage and ethnic diversity in Britain. Basingstoke: Palgrave Macmillan. 0333589327.
11. Smith, A., Groom, B. and Griffiths, S. (2012) Supporting Pupils with Dyslexia: Whole-School Training Materials and Resources for SENCOs. London: Optimus Education. 9781905538980.
12. Wegerif, R. and Dawes, L. (2004) Thinking and Learning with ICT: Raising Achievement in Primary Classrooms. London: RoutledgeFalmer. 0415304768.

Monograph

1. Foreman-Peck, L. (2005) A review of existing models of practitioner research. Commissioned by: National Academy for Gifted and Talented Youth
2. Garner, P., Forbes, F., Fergusson, A., Aspland, T. and Datta, P. (2012) Curriculum, assessment and reporting in special educational needs and disability: A thematic overview of recent literature. Sydney, NSW: Australian Curriculum, Assessment and Reporting Authority.
3. Garner, P. and Gittins, C. (2012) Reducing violence against children in schools: dimensions and trends in school-based violence. New York: UNICEF.
4. Garner, P., Gittins, C. and Burnett, N. (2012) Reducing violence against children in schools: Technical Note for UNICEF Country Offices. New York: UNICEF. (Unpublished)
5. 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.
6. 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)
7. Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: a literature review. New York: UNICEF. (Unpublished)
8. 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)
9. Howley, M. and Jones, K. (2008) Review of outcomes for pupils with social and communication difficulties on the interaction programme. (Unpublished)

Conference or Workshop Item

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.
13. Garner, P. (2007) Behaviour and the curriculum. Paper presented to: Training and Development Agency Subject Network Conference, London, 15 March 2007.
14. Garner, P. (2007) Careers Wales. Keynote presented to: NEET (Not in Employment, Education or Training) Launch, Cardiff, Wales, 19 July 2007. Keynote respondent
15. Garner, P. (2007) Children who challenge: a ‘behaviour for learning’ response. Paper presented to: University of Greenwich, London, 4 October 2007.
16. Garner, P. (2007) EBD and inclusion: have policy and practice changed? Invited Presentation presented to: Institute for Learning, University of Hull, 15 October 2007.
17. Garner, P. (2011) Forging ahead in special education. Invited Keynote presented to: Irish Association of Teachers in Special Education (IATSE) Conference, St Patrick's College, Dublin, 09-11 June 2011.
18. Garner, P. (2007) From general to inclusive education: current global perspectives. Other presented to: Seminar, University of Shaoxing, China, 3 December 2007.
19. 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.
20. Garner, P. (2007) Indiscipline and exclusion and better schools for all. Invited Presentation presented to: Inside Government Forum, 9 October 2007.
21. Garner, P. (2007) Pupil behaviour. Paper presented to: The Assembly for Wales, Cardiff, Wales, 22 June 2007.
22. Garner, P. (2011) School Leadership and professional development: the challenge of challenging behaviour. Invited Presentation presented to: Teacher Education Policy in Europe (TEPE) Conference, University of Vienna, 13-15 May 2011.
23. 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.
24. 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.
25. 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.
26. Garner, P. (2007) Using pupil voice. Paper presented to: National Association for Special Educational Needs, London, 19 October 2007.
27. 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.
28. 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.
29. 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.
30. 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.
31. 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.
32. 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.
33. Murray, J. (2012) Young children’s research: children aged 4-8 years finding solutions at home and at school. Paper presented to: 2nd Global Conference: The Child: A Person's Project, Mansfield College, Oxford, 07-09 July 2012.
34. Murray, J. and Badger, J. (2012) Learning to teach in the early years: what matters? Poster presented to: Training, Advancement and Co-operation in Teaching Young Children (TACTYC) Conference/AGM: Developing Early Years Practice: Reflecting on Developments in Practice and Research, International Conference Centre, Birmingham, 10 November 2012.
35. 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.
36. 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.
37. 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.
38. 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.
39. 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.
40. Shelton Mayes, A. (2007) Teachers’ voices: developing as mentoring and coaching teaching professionals. Paper presented to: Redesigning Pedagogy Conference, Singapore, 29 May 2007.
41. 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.
42. 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.
43. 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.
44. Watley, G. (2012) Cost effectiveness of virtual schooling: a UK perspective. Paper presented to: European Virtual Schools Colloquium, Sheffield, 22 May 2012.
45. 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.

Conference Proceedings

1. Feng, Y. and Johnson, J. (2007) Researching on special and inclusive education in developing countries: challenges and opportunities. Understanding Education Research: Principles and Practice, University of Birmingham, 30 June 2007. Birmingham: University of Birmingham, School of Education. 0704426404. (Papers from the Student Conference)

Honorary role

1. Foreman-Peck, L. (2007) Member of Editorial Board. Prospero. London: Ingleside-Ashby. 1358-6785.
2. Garner, P. (2007) Member of Editorial Board. Emotional and Behavioural Difficulties. Oxford: Routledge. 1363-2752.
3. Hill, D. (2007) Member of Editorial Board. Public Resistance.
4. Hill, D. (2007) Member of Editorial Board. Aula Critica: Revista Educativa de la Fundacion McLaren de Pedagogia Critica.
5. Hill, D. (2007) Member of Editorial Board. Curriculo sem Fronteiras. 1645-1384.
6. Hill, D. (2007) Member of Editorial Board. Policy Futures in Education. Oxford: Symposium Journals. 1478-2103.