Publications

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Messiou, K., & Galbally, L. (Accepted/In press). Developing inclusive practices: the role of student-teacher dialogues. In K. Black-Hawkins, & A. Grinham-Smith (Eds.), Unlocking Research: Expanding Possibilities for Inclusive Learning Routledge.
Messiou, K. (Accepted/In press). The role of students’ voices in promoting inclusive education. In R. Slee, R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education. 4th Edition: Special and Inclusive Education Volume Elsevier.
Grace, M., & Slingsby, D. (2021). Biodiversity. In M. Reiss, & M. Winterbottom (Eds.), Teaching Secondary Biology (Third ed., pp. 228-250). Hodder Education.
Bokhove, C. (2021). Computational research methods and data science. In R. Coe, M. Waring, L. V. Hedges, & L. Day Ashley (Eds.), Research Methods and Methodologies in Education Sage Publishing.
Tomlinson, M., Siivonen, P., & Laalo, H. (2021). Higher Education Marketization in England: employable or entrepreneurial graduates (or both)? In P. Eriksson, U. Hytti, K. Komulainen, T. Montonen, & P. Siivonen (Eds.), New Movements in Academic Entrepreneurship (pp. 1-15). Edward Elgar.
Messiou, K. (Accepted/In press). Inclusive inquiry: a promising approach for student-teacher dialogue. In Encyclopedia of Teacher Education
Nind, M. (Accepted/In press). Inclusive Research. In M. Clarke (Ed.), Elgar Encyclopedia of Development Edward Elgar Publishers.
Byrne, J., & Schollar, J. (2021). Microbiology and biotechnology. In M. J. Reiss, & M. Winterbottom (Eds.), Teaching Secondary Biology (3rd ed., pp. 281-312). Hodder Education.
Hyde, R. (2021). Rethinking employment-led teacher preparation as apprenticeship. In J. Madalinska-Michalak, M. Assuncao-Flores, E. Ling Low, & S. Van Nuland (Eds.), Recruiting and Educating the Best Teachers: Policy, Professionalism and Pedagogy (Vol. 1, pp. 154-169). (Key Issues in Teacher Education: Policy, research and practice; Vol. 1). Brill.
Selway, I., Byrne, J., & Chappell, A. (2020). Academic lives in a period of transition in higher education: Bildung in educational Auto/biography. In JM. Parsons, & A. Chappell (Eds.), The Palgrave Handbook of Auto/Biography (pp. 469-489). Palgrave Macmillan. https://doi.org/10.1007%2F978-3-030-31974-8
Bokhove, C., & Campbell, R. (2020). Adapting teaching. In The College of Teaching (Ed.), The Early Career Framework Handbook Sage Publishing.
Tomlinson, M., & Tran, N. (2020). An overview of the current policy and conceptual landscape of graduate employability. In N. Tran, T. Pham, M. Tomlinson, K. Medica, & C. Thompson (Eds.), Developing and Utilizing Employability Capitals: Graduates’ Strategies across Labour Markets (pp. 1-15). (Routledge Research in Higher Education). Routledge.
Grenfell, M. (2020). Bourdieu and education. In Oxford Research Encyclopaedia Oxford University Press, Oxford.
Hall, J., Sammons, P. M., & Lindorff, A. (2020). Continuing towards international perspectives in Educational Effectiveness Research. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (1 ed., pp. 383-406). Springer, Cham. https://doi.org/10.1007/978-3-030-44810-3_14
Hyde, R., & Jain, P. (2020). Coordination of mathematics in a mastery environment. In P. Jain, & R. (Eds.), Myths and Legends of Mastery in the Mathematics Curriculum (pp. 36-50). SAGE, Learning Matters. https://us.sagepub.com/en-us/nam/myths-and-legends-of-mastery-in-the-mathematics-curriculum/book259659
Lumby, J. (2020). Distributed Leadership: Der Gebrauch und Missbrauch von Macht. In N-C. Strauss, & N. Anderegg (Eds.), Schule gemeinschaftlich führen (pp. 61). Pädagogische Hochschule Zürich .
Gericke, N., Huang, L., Knippels, M-C., Christodoulou, A., van Dam, F., & Gasparovic, S. (2020). Environmental citizenship in secondary formal education: the importance of curriculum and subject teachers. In A. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, & M-C. Knippels (Eds.), Conceptualizing Environmental Citizenship for 21st Century Education (pp. 193-212). (Environmental Discourses in Science Education). Springer. https://doi.org/10.1007/978-3-030-20249-1_13
Reynolds, D., Kelly, A., Harris, A., Jones, M., Adams, D., Miao, Z., & Bokhove, C. (2020). Extending educational effectiveness: A critical review of research approaches in International Effectiveness Research, and proposals to improve them. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (1 ed., pp. 121-145). Springer.
Jones, K. (2020). Fake news, artificial intelligence, mobile divisions? Debates on digital technologies in mathematics education. In G. Ineson, & H. Povey (Eds.), Debates in Mathematics Education (2 ed., pp. 155-168). (Debates in Subject Teaching). Routledge. https://doi.org/10.4324/9780429021015-13
Nind, M., Kaley, A., & Hall, E. (2020). Focus Group Method: Doing Research Inclusively and Supporting Social Inclusion. In P. Liamputting (Ed.), Handbook of Social Inclusion: Research and Practices in Health and Social Sciences (pp. 1-21). Springer. https://doi.org/10.1007/978-3-030-48277-0_57-1
Lindorff, A., Sammons, P. M., & Hall, J. (2020). International perspectives in educational effectiveness research: a historical overview. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (1 ed., pp. 9-31). Springer, Cham. https://doi.org/10.1007/978-3-030-44810-3_2
Park, W., Wu, J-Y., & Erduran, S. (2020). Investigating the epistemic nature of STEM: Analysis of curriculum documents from the USA using the family resemblance approach. In J. Anderson, & Y. Li (Eds.), Integrated approaches to STEM education: An international perspective (pp. 137-155). Springer. https://doi.org/10.1007/978-3-030-52229-2_8
Tomlinson, M. (2020). Labor market outcomes. In M. David, & M. Amey (Eds.), The SAGE Encyclopedia of Higher Education (Vol. 1, pp. 910-913). Thousand Oaks.
Byrne, J. (2020). Professional lives. In J. M. Parsons, & A. Chappell (Eds.), The Palgrave Handbook of Auto/Biography (pp. 457-467). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-31974-8
Yang, S., Park, W., & Song, J. (2020). Representations of nature of science in new Korean science textbooks: the case of ‘scientific inquiry and experimentation’. In T. W. Teo, A-L. Tan, & Y. S. Ong (Eds.), Science education in the 21st century: Re-searching issues that matter from different lenses (pp. 19-35). Springer. https://doi.org/10.1007/978-981-15-5155-0_2
Hyde, R., Hoskyns-Staples, L., & O'Connor, M. (2020). Subject knowledge. In P. Jain, & R. Hyde (Eds.), Myths and Legends of Mastery in the Mathematics Curriculum (pp. 65-80). SAGE, Learning Matters.
Nind, M. (2020). Teaching systematic review. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research: Methodology, Perspectives and Application (pp. 55-68). Springer. https://doi.org/10.1007/978-3-658-27602-7_4
Kelly, A. (2020). The fifth phase of Educational Effectiveness Research: The philosophy and measurement of equity. In J. Hall, A. Lindorff, & P. Greet (Eds.), International Perspectives in Educational Effectiveness Research (pp. 71-100). Springer.
Tomlinson, M. (2020). Value for money. In M. David, & M. Amey (Eds.), The Sage Encyclopedia of Higher Education (Vol. 1, pp. 1650-1652). Thousand Oaks.
Byrne, J. (2020). What does it mean to be a young professional graduate working in the private sector? In JM. Parsons, & A. Chappell (Eds.), The Palgrave Handbook of Auto/Biography (pp. 515-536). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-31974-8
Galbraith, D., & Baaijen, V. (2019). Aligning keystrokes with cognitive processes in writing. In E. Lindgren, & K. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (pp. 306-325). (Studies in Writing; Vol. 38). Brill. https://doi.org/10.1163/9789004392526_015
Christodoulou, A., & Grace, M. (2019). Argumentation within societal contexts in chemistry education. In S. Erduran (Ed.), Argumentation in Chemistry Education: Research, Policy and Practice (pp. 197-227). (Advances in Chemistry Education Series). Royal Society of Chemistry. https://doi.org/10.1039/9781788012645-00197
Park, W., & Song, J. (2019). Between realism and constructivism: A sketch of pluralism for science education. In E. Herring, K. Jones, K. Kiprijanov, & L. Sellers (Eds.), The Past, Present, and Future of Integrated History and Philosophy of Science (pp. 228-247). Routledge. https://doi.org/10.4324/9781351214827-14
Lim, L., Thaver, T., & Strogilos, V. (Accepted/In press). Contextual influences on inclusivity: The Singapore experience. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds.), The SAGE Handbook on Inclusion and Diversity in Education SAGE Publications.
Hyde, R., Golding, J., & Clark-Wilson, A. (2019). Every student counts: learning mathematics across the curriculum. In S. Capel, M. Leask, & S. Younie (Eds.), Learning to Teach in the Secondary School : A Companion to School Experience (8th ed.). (Learning to Teach Subjects in the Secondary School Series). Routledge.

De Lima Guedes, K. K. (2022). Moving an EAP programme online: lessons learnt from the practitioners.. Paper presented at IATEFL International Conference 2022, Belfast, United Kingdom.
Coverdale, A., Lewthwaite, S., & Horton, S. (2022). Teaching accessibility as a shared endeavour: building capacity across academic and workplace contexts. Paper presented at 19th International Web for All Conference.
McIntyre, N. (2021). Adapting to multi-layered marginalisation: Insights from machine learning analysis of big data from one math learning game. Paper presented at 65th Annual Meeting of the Comparative and International Education Society.
Dodd, M., & Peleg, R. (2021). AI is not a Game – student engagement with Academic Integrity through an adventure style game. In Workshop at the European Conference on Academic Integrity and Plagiarism 2021
Hyde, R., Archer, R., & Bamber, S. (2021). Developing Teaching for Mastery in mathematics: The case of the beginning secondary teacher. In BERA conference 2021
De Lima Guedes, K. K. (2021). English for academic purposes education: A case study of a pre-sessional stakeholders’ online experiences. Paper presented at InnoConf 2021, Reading, United Kingdom.
Peleg, R., Shaby, N., Hughes, C., Funk, S., Sodini, C., Staus, N., Bonebrake, V., Astorga, A., Janniello, E., & Gioli, A. (2021). From physical to digital: How institutions of informal science education adapt to an online presence during the COVID-19 crisis (and beyond). In Symposium at the NARST Annual Conference
Woollard, J., & Binti Salleh, R. (Accepted/In press). Inclusive Education in Malaysia's Primary Schools: The Teachers View. In H. H. H. Rasit, & M. A. S. M. Jalil (Eds.), Proceedings of the 4th International Conference on Special Education (ICSE) 2021: SEAMEO Regional Centre for Special Educational Needs SEAMEO SEN. https://publication.seameosen.org/pdf/icse/2021/060.pdf
McIntyre, N. (2021). New solutions for educational eye-tracking research. Paper presented at The Biennial Meeting of the European Association for Research on Learning and Instruction.
Hyde, R., Manchester, U., & Chester, U. (2021). Understandings and perceptions of mastery approaches to mathematics: the case of beginning secondary teachers. In Proceedings of the British Society for Research into Learning Mathematics (3 ed., Vol. 41). [04]
Ding, L., & Jones, K. (2020). A comparative analysis of different models of mathematics teacher collaboration and learning. In H. Borko, & D. Potari (Eds.), ICMI Study 25 Conference Proceedings: Teachers of mathematics working and learning in collaborative groups (pp. 110-117). Universidade de Lisboa.
Hall, J. (2020). Early childhood education & care: Promises and problems reconciling research evidence with public policy. Paper presented at Trends for Education Development Conference 2020
, Moscow, Russian Federation.
Giang, C., Chevalier, M., Negrini, L., Peleg, R., Bonnet, E., Piatti, A., & Mondada , F. (2020). Exploring escape games as a teaching tool in educational robotics. In M. Moro, D. Alimisis, & L. Iocchi (Eds.), EDUROBOTICS 2018 : International Conference Educational Robotics 2018 (pp. 95-106). (Advances in Intelligent Systems and Computing; Vol. 946). Springer. https://doi.org/10.1007/978-3-030-18141-3_8
Downey, C. (2020). Identifying key actors in informal collaborative networks in schools. Paper presented at International Congress for School Effectiveness and Improvement 33rd Annual Conference , Marrakech, Morocco.
Schulz, J. (2020). Keynote: eLearning - When does the learning start?. International Forum Teacher Education, Virtual, Russian Federation.
Jones, K. (2020). Re-imagining geometry education in schools. In H-S. Siller, W. Weigel, & J. F. Wörler (Eds.), Beiträge zum Mathematikunterricht 2020 auf der 54 Jahrestagung der Gesellschaft fur Didaktik der Mathematik (GDM) (pp. 31-38). WTM-Verlag. https://doi.org/10.17877/DE290R-21408
Hewitt, S., Tiropanis, T., & Bokhove, C. (2020). The reception of education reforms through the Blogosphere. In WebSci '20: 12th ACM Conference on Web Science (pp. 194-201). ACM. https://doi.org/10.1145/3394231.3397909
Kaparou, M., Downey, C., & Kelly, A. (2020). The role of MATs in supporting or intervening in less-performing schools to facilitate continuous improvement: Evidence from MAT schools in challenging contexts in England. Paper presented at International Congress for School Effectiveness and Improvement 33rd Annual Conference , Marrakech, Morocco.
Hall, J., Sylva, K., Sammons, P. M., Smees, R., Evangelou, M., Smith, T., Smith, G., & Goff, J. (2020). The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in early childhood education and care. Paper presented at International Congress for School Effectiveness and Improvement, Marrakech, Morocco.
Hall, J., Malmberg, L. E., Lindorff, A., Baumann, N., & Sammons, P. (2019). Airbag moderation: a new theoretical framework for use in the evaluation of interventions and policies that target. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI): 32nd Annual Conference, Stavanger, Norway.
Voutsina, C., George, L., & Jones, K. (Accepted/In press). Children’s shifts of attention in phases of stable performance in arithmetic tasks. In Biennial Conference of the European Association for Research in Learning and Instruction - EARLI19
Binti A. Rahman, A., Harun, F. A., & Woollard, J. (Accepted/In press). Collecting data via instant messaging interview and face-to-face interview: the two authors reflections. Paper presented at INTED 2019, Valencia, Spain.
Downey, C., Kaparou, M., Burg, D., & Kelly, A. (2019). Diagnosing school improvement priorities during the first year of a new Principal. Paper presented at AERA Annual Meeting, Toronto, Ontario, Canada.
Jones, K., & Ding, L. (2019). Distinguishing forms of teacher knowledge: the case of geometry. Paper presented at 2nd ACME International Symposium on Mathematics Education , Shanghai, China.
Yayon, M., Peleg, R., & Sear, J. (2019). Escape room demonstration. ECSITE Annual Conference, Copenhagen, Denmark.
McIntyre, N. (2019). Experts love a challenge: teacher physiology when facing threat versus challenge in seat-work versus whole-class instruction. In EARLI Emerging Field Group: The potential of biophysiology for understanding learning and teaching experiences (BioL&T)
Komatsu, K., & Jones, K. (2019). Generation of mathematical knowledge through heuristic refutation. Paper presented at Interdisciplinary Symposium on Mathematics and Practice, Rostock, Mecklenburg-Vorpommern, Germany.
Miyazaki, M., Fujita, T., & Jones, K. (2019). Geometrical properties as assumptions in proofs in Japanese junior high mathematics textbooks. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings of the 3rd International Conference on Mathematics Textbook Research and Development (ICMT3) (pp. 379-380). Universitätsbibliothek Paderborn.

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