Publications

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Articles

Brockmann, M., & Smith, R. (2023). ‘Invested’ partnerships as key to high quality apprenticeship programmes as evidenced in on and off the job training. Journal of Education and Work, 36(3), 220-236. https://doi.org/10.1080/13639080.2023.2174958
De La Fosse, L. C., Parsons, S., & Kovshoff, H. (2023). ‘They are always in the top of our mind’: designated teachers’ views on supporting care experienced children in England. Children & Society. https://doi.org/10.1111/chso.12737
Park, W., Erduran, S., Song, J., & Kim, M. (2023). “It’s a lesson with no correct answer”: Design issues in preservice teachers’ use of history of science for lesson planning. International Journal of Science Education, 45(3), 181-203. https://doi.org/10.1080/09500693.2022.2154132
Azaola, M. C. (2023). Challenges of working in undervalued technical schools: a continuum between discourses of deficit and trust. British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2023.2203357
Tomlinson, M. (2023). Conceptualising transitions from higher education to employment: navigating liminal spaces. Journal of Youth Studies. https://doi.org/10.1080/13676261.2023.2199148
Lewis-Dagnell, S. A. C., Parsons, S., & Kovshoff, H. (2023). Creative methods developed to facilitate the voices of children and young people with complex needs about their education: a systematic review and conceptual analysis of ‘voice’. Educational Research Review, 39, [100529]. https://doi.org/10.1016/j.edurev.2023.100529
Fan, L., Li, L., Chen, Q., & Li, N. (2023). How Is educational gamification represented in school curriculum? An investigation of Chinese secondary mathematics Ttextbooks. Sustainability (Switzerland), 15(4), [3830]. https://doi.org/10.3390/su15043830
Bokhove, C., Jerrim, J., & Sims, S. (2023). How useful are Ofsted inspection judgements for informing secondary school choice? Journal of School Choice, 17(1), 35-61. https://doi.org/10.1080/15582159.2023.2169813
Ashton, D., Bennett, D., Hope Bulaitis, Z., & Tomlinson, M. (2023). In the name of employability: Faculties and futures for the arts and humanities in higher education. Arts and Humanities in Higher Education, 22(1), 103-111. https://doi.org/10.1177/14740222231160409
Akkermans, J., Tomlinson, M., & Anderson, V. (2023). Initial employability development: introducing a conceptual model integrating signalling and social exchange mechanisms. European Journal of Work and Organizational Psychology. https://doi.org/10.1080/1359432X.2023.2186783
Park, W., Cullinane, A., Gandolfi, H., Alameh, S., & Mesci , G. (2023). Innovations, challenges and future directions in nature of science research: Reflections from early career academics. Research in Science Education. https://doi.org/10.1007/s11165-023-10102-z
Voutsina, C. (2023). Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-023-10232-1
Miao, Z., Bokhove, C., Reynolds, D., & Charalambous, C. Y. (2023). Rational numbers and proportional reasoning in Chinese primary schools: patterns, latent classes, and reasoning processes. Asian Journal for Mathematics Education. https://doi.org/10.1177/27527263221143802
Nind, M., Coverdale, A., & Meckin, R. (2023). Research practices for a pandemic and an uncertain future: synthesis of the learning among the social research community 2020–2022. International Journal of Social Research Methodology. https://doi.org/10.1080/13645579.2023.2173842
Lewthwaite, S., Coverdale, A., & Horton, S. (2023). Researching pedagogy in digital accessibility education. SIGACCESS Accessibility and Computing, 134. https://doi.org/10.1145/3582298.3582300
Carr, H. R., Hall, J. E., Eisenbarth, H., & Brandt, V. C. (2023). The bidirectional relationship between head injuries and conduct problems: longitudinal modelling of a population-based birth cohort study. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-023-02175-y
Bokhove, C., Xenos, M., & Mavrikis, M. (2023). Using Social Network Analysis to gain insight into social creativity while designing digital mathematics books. Social Sciences & Humanities Open, 8(1), [100497]. https://doi.org/10.1016/j.ssaho.2023.100497
Gupta, A. (2022). A ‘shadow education' timescape: An empirical investigation of the temporal arrangements of private tutoring vis-a-vis formal schooling in India. British Journal of Educational Studies. https://doi.org/10.1080/00071005.2021.2024137
Byrne, J., Marston, A. M., & Grace, M. (2022). ‘I already know about it, I’ve been watching the Daily News and updates’: Teenagers’ questions about the scientific and social aspects of COVID-19. Journal of Biological Education. https://doi.org/10.1080/00219266.2021.2020874
Alderton, J., Ineson, G., Donaldson, G., Rowland, T., Voutsina, C., & Wilson, K. (2022). “You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics. Mathematics Education Research Journal, 1-23. https://doi.org/10.1007/s13394-022-00423-z
Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., Foster, C., Heck, A., Henderson, K., Hunt, T., Iannone, P., Kontorovich, I., Larson, N., Lowe, T., Meyer, J. C., O’Shea, A., Rowlett, P., Sikurajapathi, I., & Wong, T. (2022). A collaboratively-derived research agenda for E-assessment in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00189-6
McIntyre, N. (2022). Accelerating online learning: Machine learning insights into the importance of cumulative experience, independence, and country setting  . Computers and Education: Artificial Intelligence, 3, [100106]. https://doi.org/10.1016/j.caeai.2022.100106
McIntyre, N. (2022). Access to online learning: Machine learning analysis from a social justice perspective. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11280-5
Lopez, L., & de los Reyes, E. J. (2022). Against curriculum: Fall-away youth interrupting masterful education. Journal of Intercultural Studies, 43(3), 361-378. https://doi.org/10.1080/07256868.2021.2010678
McCafferty, H. E. (2022). An unjust balance: A systematic review of the employability perceptions of UK undergraduates from disadvantaged socio-economic backgrounds. Research in Post-Compulsory Education, 27(4), 570 - 593. https://doi.org/10.1080/13596748.2022.2110774
Bokhove, C. (2022). Are instructional practices different between East and West? An analysis of grade 8 TIMSS 2019 data. Asian Journal for Mathematics Education, 1(2). https://doi.org/10.1177/27527263221109752
Grenfell, M. (2022). Artistic biography as field theory: the case of Ithell Colquhoun - magician, surrealist, feminist. The International Journal of Arts Theory and History, 17(1), 3-19. https://doi.org/10.18848/2326-9952/CGP
Penrice-Randal, R., Dong, X., Shapanis, A. G., Gardner, A., Harding, N., Legebeke, J., Lord, J., Vallejo, A. F., Poole, S., Brendish, N. J., Hartley, C., Williams, A. P., Wheway, G., Polak, M. E., Strazzeri, F., Schofield, J. P. R., Skipp, P. J., Hiscox, J. A., Clark, T. W., & Baralle, D. (2022). Blood gene expression predicts intensive care unit admission in hospitalised patients with COVID-19. Frontiers in Immunology, 13, [988685]. https://doi.org/10.3389/fimmu.2022.988685
Horton, S. (2022). Building an accessible digital world. Computer, 55(1), 98-102. https://doi.org/10.1109/MC.2021.3122476
Choi, T-H. (2022). Cambodia for Sale: Everyday Privatization in Education and Beyond. Comparative Education, 58(4), 570-571. https://www.tandfonline.com/doi/full/10.1080/03050068.2022.2102323
The RECOVERY Collaborative Group (2022). Casirivimab and imdevimab in patients admitted to hospital with COVID-19 (RECOVERY): a randomised, controlled, open-label, platform trial. Lancet (London, England), 399(10325), 665-676. https://doi.org/10.1016/S0140-6736(22)00163-5, https://doi.org/10.1016/S0140-6736(22)00163-5
Sammons, P. M., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2125371
Ward, V. C. S., Parsons, S., Kovshoff, H., & Crump, B. (2022). Co-creation of research and design during a coding club with autistic students using multimodal participatory methods and analysis. Frontiers in Education, 7, [864362]. https://doi.org/10.3389/feduc.2022.864362
Hummerstone, H., & Parsons, S. (2022). Co-designing methods with autistic students to facilitate discussions of sensory preferences with school staff: exploring the double empathy problem. International Journal of Research and Method in Education. https://doi.org/10.1080/1743727X.2022.2071864
Watermeyer, R., & Tomlinson, M. (2022). Competitive accountability and the dispossession of academic identity: haunted by an impact phantom. Educational Philosophy and Theory, 54(1), 92-103. https://doi.org/10.1080/00131857.2021.1880388
Hall, S. M., Baaijen, V., & Galbraith, D. (2022). Constructing theoretically informed measures of pause duration in experimentally manipulated writing. Reading and Writing. https://doi.org/10.1007/s11145-022-10284-4, https://doi.org/10.1007/s11145-022-10284-4
Kalita, N., Cooper, K., Baird, J., Woods-Townsend, K., Godfrey, K., Cooper, C., Inskip, H., Barker, M., Lord, J., & EACH-B study group. (2022). Cost-effectiveness of a dietary and physical activity intervention in adolescents: a prototype modelling study based on the Engaging Adolescents in Changing Behaviour (EACH-B) programme. BMJ Open, 12(8), [e052611]. https://doi.org/10.1136/bmjopen-2021-052611
Bokhove, C., & Hampden-Thompson, G. (2022). Country and school family composition’s effects on mathematics achievement. School Effectiveness and School Improvement. http://10.1080/09243453.2021.2012207
Prem, P. POUDEL., Jackson, L., & Choi, T-H. (2022). Decolonisation of curriculum: the case of language education policy in Nepal. London Review of Education, 20(1), [13]. https://doi.org/10.14324/LRE.20.1.13
Tomlinson, M., McCafferty, H. E., Port, A., Maguire, N., Zabelski, S. E., Butnaru, A., Charles, M., & Kirby, S. (2022). Developing Graduate Employability for a Challenging Labour Market: the validation of the Graduate Capital Scale. Journal of Applied Research in Higher Education, 14(3), 1193-1209. https://doi.org/10.1108/JARHE-04-2021-0151
Dambha-Miller, H., Simpson, G., Akyea, R. K., Hounkpatin, H., Morrison, L., Gibson, J., Stokes, J., Islam, N., Chapman, A., Stuart, B., Zaccardi, F., Zlatev, Z., Jones, K., Roderick, P., Boniface, M., Santer, M., & Farmer, A. (2022). Development and validation of population clusters for integrating health and social care: Protocol for a mixed methods study in multiple long-term conditions (cluster-artificial intelligence for multiple long-term conditions). Journal of Medical Internet Research (JMIR) Research Protocols, 11(6), [e34405]. https://doi.org/10.2196/34405
Brock, R., & Park, W. (2022). Distinguishing nature of science beliefs, knowledge and understandings: towards clarity and coherence in educational goals related to the nature of science. Science & Education. https://doi.org/10.1007/s11191-022-00368-6
de Haas, C., Grace, J., Hope, J., & Nind, M. (2022). Doing research inclusively: Understanding what It means to do research with and alongside people with profound intellectual disabilities. Social Sciences, 11(4), 1-13. [159]. https://doi.org/10.3390/socsci11040159
Zhu, X., & Evans, C. (2022). Enhancing the development and understanding of assessment literacy in higher education. European Journal of Higher Education, 1-21. https://doi.org/10.1080/21568235.2022.2118149
Cho, H-J., Jo, J-H., Choi, N., Choi, J., & Park, W. (2022). Environmental themes and ecosystem services in picture books about forests for sustainability education. Journal of Forest Research, 27(6), 419-428. https://doi.org/10.1080/13416979.2022.2087667
Tomlinson, M., Reedy, F., & Burg, D. (2022). Graduating in uncertain times: the impact of Covid-19 on recent graduate career prospects, trajectories and outcomes. Higher Education Quarterly, 1-15. https://doi.org/10.1111/hequ.12415
Corcoran, T., Whitburn, B., & McCandless, T. (2022). Higher education and inherent requirements: beyond inherency to coherency. Journal of Disability Studies in Education. https://doi.org/10.1163/25888803-bja10014
Taheem, R., Woods-Townsend, K., Lawrence, W., Baird, J., Godfrey, K., & Hanson, M. (Accepted/In press). How do local authority plans to tackle obesity reflect systems thinking? Perspectives in Public Health.
Watson, D., Laverty baralle, N., Alagil, J. H., Anil, K., Ciccognani, S., Dewar-Haggart, R., Fearn, S., Groot, J., Knowles, K., Meagher, C., McGrath, C., Muir, S., Musgrove, J., Glyn-Owen, K. A., Woods-Townsend, K., Mortimore, A., Roderick, P., Baird, J., Inskip, H., ... Barker, M. (2022). How do we engage people in testing for COVID-19? A rapid qualitative evaluation of a testing programme in schools, GP surgeries and a university. BMC Public Health, 22(1), 305. [305]. https://doi.org/10.1186/s12889-022-12657-4
De Lima Guedes, K. K., Davis, H., & Schulz, J. (2022). Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework. Research in Learning Technology, 30. https://doi.org/10.25304/rlt.v30.2702
Park, W., & Brock, R. (2022). Is there a limit to resemblances? Teaching about science and pseudoscience from a family resemblance perspective. Science & Education. https://doi.org/10.1007/s11191-022-00394-4
Lumby, J., & Moorosi, P. (2022). Leadership for equality in education: 50 years marching forward or marching on the spot. Educational Management Administration & Leadership, 50(2), 233-251. https://doi.org/10.1177/17411432211064425
Nind, M., & Katramadou, A. (Accepted/In press). Lessons for teaching social science research methods in higher education: synthesis of the literature 2014-2020. British Journal of Educational Studies.
Park, W., & Song, J. (2022). Looking back at "our science" and "our history": an exploration of Korean preservice science teachers' encounters with East Asian history of science. Cultural Studies of Science Education, 17(2), 355-381. https://doi.org/10.1007/s11422-021-10060-w
Gupta, A. (2022). Middle-class mothers’ participation in tutoring for spoken English: a case of unlocking middle-class identity and privilege in contemporary India. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2022.2131738
Tomlinson, M. (2022). Missing values: engaging the value of higher education and implications for future measurements. Oxford Review of Education, 48(1), 46 - 62. https://doi.org/10.1080/03054985.2021.1908247
Shaby, N., Ben Zvi Assaraf, O., & Levy, N. (2022). Parental instructional strategies during family visit to an agricultural exhibition at a science museum. Interdisciplinary Journal of Environmental and Science Education, 18(2), [e2268]. https://doi.org/10.21601/ijese/11663
Choi, T-H. (2022). Path-dependency and path-shaping in translation of borrowed policy: outsourcing of teaching in public schools in Hong Kong and South Korea. International Journal of Comparative Education and Development, 24(3-4), 144-159. https://doi.org/10.1108/IJCED-01-2022-0004
Silver, K., & Parsons, S. (2022). Perspectives of autistic adults on the strategies that help or hinder successful conversations. Autism and Develomental Language Impairment, 7, 1 - 14. https://doi.org/10.1177/23969415221101113
Ha, H., Park, W., & Song, J. (2022). Preservice elementary teachers’ socioscientific reasoning during a decision-making activity in the context of COVID-19. Science & Education, 2022. https://doi.org/10.1007/s11191-022-00359-7
Gupta, A. (2022). Revisiting educational advantage and social class: a Bourdieusian analysis of middle-class parents’ investment in private schooling and shadow education. British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2022.2126824
Erduran, S., Guilfoyle, L., & Park, W. (2022). Science and religious education teachers' views of argumentation and its teaching. Research in Science Education, 52(2), 655-673. https://doi.org/10.1007/s11165-020-09966-2
Park, W., Erduran, S., & Guilfoyle, L. (2022). Secondary teachers’ instructional practices on argumentation in the context of science and religious education. International Journal of Science Education, 44(8), 1251-1276. https://doi.org/10.1080/09500693.2022.2074565
Avramidis, E., Aroni, K., & Strogilos, V. (2022). Social participation and quality of best friendship of students with moderate learning difficulties in early adolescence: A longitudinal study. Australasian Journal of Special and Inclusive Education, 46(1), 74 - 87. https://doi.org/10.1017/jsi.2022.3
Miller, D., Case, J., & Davies, B. (2022). Students' beliefs on empirical arguments and mathematical proof in an introduction to proof class. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2022.2086082
Corcoran, T., Whitburn, B., & Rice, B. (2022). Teaching standards and inclusion: beyond educating the same way. Teaching Education. https://doi.org/10.1080/10476210.2022.2136157
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low-and Middle-Income Countries: A Systematic Review. Computers and Education Open, 3, [100080]. https://doi.org/10.1016/j.caeo.2022.100080
Sue, C., Anna, H., Bob, L., & Choi, T-H. (2022). The ‘everywhere and nowhere’ English language policy in Queensland government schools: A license for commercialisation. Journal of Education Policy. https://doi.org/10.1080/02680939.2022.2037721
Keep, E., Tomlinson, M., & Mann, A. (2022). The death of human capital? Its failed promise and how to renew it in an age of disruption. British Journal of Sociology of Education, 1-9. https://doi.org/10.1080/01425692.2022.2124942
Kelly, A. (2022). The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2120961
Bokhove, C., Muijs, D., & Downey, C. (2022). The influence of school climate and achievement on bullying: Comparative evidence from international large-scale assessment data. Educational Research, 64(1), 18-40. https://doi.org/10.1080/00131881.2021.1992294
Park, W., & Cho, H. (2022). The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education. Asia Pacific Education Review, 23(3), 457-474. https://doi.org/10.1007/s12564-022-09741-0
Bokhove, C. (2022). The role of analytical variability in secondary data replications: a replication of Kim et al. (2014). Educational Research and Evaluation, 27(1-2), 141-163. https://doi.org/10.1080/13803611.2021.2022319
Piotrowska, P., Stride, C., Maughan, B., Ford, T., McIntyre, N., & Rowe, R. (2022). Understanding the relationship between family income and conduct problems: findings from the mental health of children and young people survey. Psychological Medicine, 1-8. https://doi.org/10.1017/S0033291722000654
Yang, J., & Kinchin, G. (2022). University as a site to learn citizenship from the perspectives of students in the UK. Sustainability (Switzerland), 14(3), [1939]. https://doi.org/10.3390/su14031939
Tomlinson, M., & Watermeyer, R. (2022). When masses meet markets: credentialism and commodification in twenty-first century higher education. Discourse: Studies in the Cultural Politics of Education, 43(2), 173-187. https://doi.org/10.1080/01596306.2020.1814996
Stefanidis, A., King-Sears, M., Gilic, L., & Strogilos, V. (2022). Work–family strain of employees with children with disabilities. Equality, Diversity and Inclusion: An International Journal, 42(1), 18-37. https://doi.org/10.1108/EDI-02-2021-0039
Strömmer, S. T., Sivaramakrishnan, D., Shaw, S. C., Morrison, K., Barrett, M., Manner, J., Jenner, S., Hughes, T., Hardy-Johnson, P., Andreas, M., Lovelock, D., Paramananthan, S., Bagust, L., Buelo, A., Woods-Townsend, K., Burgess, R. A., Kanu, N., Gul, M., Matthews, T., ... Jepson, R. (2022). Young people's experiences of COVID-19 messaging at the start of the UK lockdown: lessons for positive engagement and information sharing. BMC Public Health, 22(1), 352. [352]. https://doi.org/10.1186/s12889-022-12755-3
Woods-Townsend, K., Hardy-Johnson, P., Bagust, L., Barker, M., Davey, H., Griffiths, J. B., Grace, M., Lawrence, W., Lovelock, D., Hanson, M., Godfrey, K., & Inskip, H. (2021). A cluster-randomised controlled trial of the LifeLab education intervention to improve health literacy in adolescents. PLoS ONE, 16(5 May), [e0250545]. https://doi.org/10.1371/journal.pone.0250545
Whitburn, B., & Thomas, M. K. E. (2021). A right to be included: the best and worst of times for learners with disabilities. Scandinavian Journal of Disability Research, 23(1), 104-113. https://doi.org/10.16993/sjdr.772
Kelly, A. (2021). A tale of two algorithms: The appeal and repeal of calculated grades systems in England and Ireland in 2020. British Educational Research Journal, 47(3), 725-741. https://doi.org/10.1002/berj.3705
Guilfoyle, L., Erduran, S., & Park, W. (2021). An investigation into secondary teachers’ views of argumentation in science and religious education. Journal of Beliefs & Values, 42(2), 190-204. https://doi.org/10.1080/13617672.2020.1805925
Jayadeva, S., Brooks, R., Gupta, A., Abrahams, J., Lažetič, P., & Lainio, A. (2021). Are Spanish students customers? Paradoxical perceptions of the impact of marketisation on higher education in Spain. Sociological Research Online, 26(1), 185-204. https://doi.org/10.1177/1360780420968577
Fan, L., Cheng, J., Xie, S., Luo, J., Wang, Y., & Sun, Y. (2021). Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China. ZDM - Mathematics Education, 53(6), 1313-1330. https://doi.org/10.1007/s11858-021-01306-6
Davies, B., & Jones, I. (2021). Assessing proof reading comprehension using summaries. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-021-00157-6
Strogilos, V., Lim, L., & Binte Mohammed Buhari, N. (2021). Differentiated instruction for students with Special Educational Needs (SEN) in mainstream classrooms: contextual features and types of curriculum modifications. Asian-Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1984873
Prem, P. P., & Choi, T-H. (2021). Discourses shaping the language-in-education policy and foreign language education in Nepal: An intersectional perspective. Current Issues in Language Planning, 488-506. https://doi.org/10.1080/14664208.2021.2013063
King-Sears, M., Stefanidis, A., Berkeley, S., & Strogilos, V. (2021). Does Co-Teaching Improve Academic Achievement for Students with Disabilities? A Meta-Analysis. Educational Research Review, 34, 1-20. [100405]. https://doi.org/10.1016/j.edurev.2021.100405
Al-Saadi, Z. T., & Galbraith, D. (2021). Does revision process differ across language of writing (L1 vs. FL), FL language proficiency and gender? An empirical study using keystroke logging data. Writing and Pedagogy, 12`(1), 73-109. https://doi.org/10.1558/wap.38067
Shaby, N., & Vedder-Weiss, D. (2021). Embodied Interactions in a Science Museum. Science Education, 105(5), 938-960. https://doi.org/10.1002/sce.21666
Horton, S. (2021). Empathy cannot sustain action in technology accessibility. Frontiers in Computer Science, 3(1), [617044]. https://doi.org/10.3389/fcomp.2021.617044
Tomlinson, M., & Anderson, V. (2021). Employers and graduates: the mediating role of signals and capitals. Journal of Higher Education Policy and Management, 43(4), 384-399. https://doi.org/10.1080/1360080X.2020.1833126
Tomlinson, M. (2021). Employers and Universities: conceptual dimensions, research evidence and implications. Higher Education Policy, 34(1), 132-154. https://doi.org/10.1057/s41307-018-0121-9
Choi, T-H. (2021). English fever: Educational policies in globalised Korea, 1981–2018. History of Education. https://doi.org/10.1080/0046760X.2020.1858192
Warren, A., Buckingham, K., & Parsons, S. (2021). Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers. European Journal of Special Needs Education, 36(5), 803-818. https://doi.org/10.1080/08856257.2020.1823166
Gupta, A. (2021). Exposing the “shadow”: an empirical scrutiny of the “shadowing process“ of private tutoring in India. Educational Review. https://doi.org/10.1080/00131911.2021.1931038
Brooks, R., Gupta, A., & Jayadeva, S. (2021). Higher education students’ aspirations for their post-university lives: evidence from six European nations. Children's Geographies. https://doi.org/10.1080/14733285.2021.1934403
Brooks, R., Abrahams, J., Gupta, A., Jayadeva, S., & Lažetić, P. (2021). Higher education timescapes: temporal understandings of students and learning. Sociology, 55(5), 995-1014. https://doi.org/10.1177/0038038521996979
Tansley, R., Parsons, S., & Kovshoff, H. (2021). How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2021.1911520
Strommer, S., Shaw, S., Jenner, S., Vogel, C., Lawrence, W., Woods-Townsend, K., Farrell, D., Inskip, H., Baird, J., Morrison, L., & Barker, M. (2021). How do we harness adolescent values in designing health behaviour change interventions? A qualitative study. British Journal of Health Psychology, 26(4), 1176-1193. https://doi.org/10.1111/bjhp.12526
Messiou, K., & Ainscow, M. (2021). Inclusive Inquiry: an innovative approach for promoting inclusion in schools. Revista Latinoamericana Educacion Inclusiva. https://doi.org/10.4067/S0718-73782021000200023
Corcoran, T., Whitburn, B., & Knight, E. (2021). Inherent requirements in higher education: locating You in Us. Perspectives: Policy and Practice in Higher Education, 26(2), 69-75. https://doi.org/10.1080/13603108.2021.1986166
Hall, J., Sylva, K., Sammons, P. M., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. Frontiers in Educational Assessment, Testing, and Applied Measurement, 6, [581005]. https://doi.org/10.3389/feduc.2021.581005
McIntyre, N., Draycott, & Wolff (Accepted/In press). Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives. Learning and Instruction.
Thoma, A., & Iannone, P. (2021). Learning about proof with the theorem prover LEAN: the abundant numbers task. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-021-00140-1
Rezat, S., Fan, L., & Pepin, B. (2021). Mathematics textbooks and curriculum resources as instruments for change. ZDM - Mathematics Education, 53(6), 1189-1206. https://doi.org/10.1007/s11858-021-01309-3
Grace, M., Griffiths, J. B., & Hughes, C. (2021). Nature literacy: rethinking how we teach about nature in secondary school science. School Science Review, 102(381), 15-20. https://www.ase.org.uk/system/files/SSR_June_2021_15-20_Grace.pdf
Hall, J., Allan, A., Tomlinson, M., Kelly, A., & Lindorff, A. (2021). Negative capital: a generalised definition and application to educational effectiveness and equity. Oxford Review of Education, 47(3), 316-334. https://doi.org/10.1080/03054985.2020.1835626
Sherwood, G., & Parsons, S. (2021). Negotiating the practicalities of informed consent in the field with children and young people: learning from social science researchers. Research Ethics, 17(4), 448-463. https://doi.org/10.1177/17470161211014941
Shaw, S., Correia Simao, S. D., Jenner, S., Lawrence, W., Woods-Townsend, K., Vogel, C., Farrell, D., Inskip, H., Baird, J., Morrison, L., Barker, M., Strommer, S., & EACH-B study group. (Accepted/In press). Parental perspectives on negotiations over diet and physical activity: how do we involve parents in adolescent health interventions? Public Health Nutrition.
Shaby, N., Staus, N., Dierking, L., & Falk, J. (2021). Pathways of interest and participation: How STEM-interested youth navigate a learning ecosystem. Science Education, 105(4), 628-652. https://doi.org/10.1002/sce.21621
Toulia, A., Strogilos, V., & Avramidis, E. (2021). Peer tutoring as a means to inclusion: a collaborative action research project. Educational Action Research. https://doi.org/10.1080/09650792.2021.1911821
Power, A., Coverdale, A., Croydon, A., Hall, E., Kaley, A., Macpherson, H., & Nind, M. (2021). Personalisation policy in the lives of people with learning disabilities: a call to focus on how people build their lives relationally. Critical Social Policy, 1. https://doi.org/10.1177/02610183211004534
Voutsina, C., Alderton, J., Wilson, K., Ineson, G., Donaldson, G., & Rowland, T. (2021). Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-020-09484-y
Tomlinson, M., & Jackson, D. (2021). Professional identity formation in contemporary higher education students. Studies in Higher Education, 46(4), 885-900. https://doi.org/10.1080/03075079.2019.1659763
Junker, J., Berman, B. D., Hall, J., Wahba, D., Brandt, V., Perlmutter, J. S., Jankovic, J., Malaty, I. A., Shukla, A. W., Reich, S. G., Espay, A. J., Duque, K. R., Patel, N., Roze, E., Vidailhet, M., Jinnah, H. A., & Bruegemann, N. (2021). Quality of life in isolated dystonia: Non-motor manifestations matter. Journal of Neurology, Neurosurgery, and Psychiatry, 92(6), 622-628. [jnnp-2020-325193]. https://doi.org/10.1136/jnnp-2020-325193
Park, W., Kim, D., & Kang, D. Y. (2021). Research trends in science and mathematics education in South Korea 2014–2018: A cross-disciplinary analysis of publications in selected local journals. Asia-Pacific Science Education, 7(2), 280-308. https://doi.org/10.1163/23641177-bja10029
de los Reyes, E. J., Blannin, J., Cohrssen, C., & Mahat, M. (2021). Resilience of higher education academics in the time of 21st century pandemics: A narrative review. Journal of Higher Education Policy and Management, 44(1), 39-56. https://doi.org/10.1080/1360080X.2021.1989736
Campbell, R., & Bokhove, C. (2021). Revitalising rubrics. Impact.
Anderson, V., & Tomlinson, M. (2021). Signaling standout graduate employability: the employer perspective. Human Resource Management Journal, 31(3), 675-693. https://doi.org/10.1111/1748-8583.12334
Azaola, M. C. (2021). Social fragmentation and the public-private school divide: the case of high-achieving high schools in Mexico City. Globalisation, Societies and Education, 19(5), 672-686. https://doi.org/10.1080/14767724.2021.1878011
Gupta, A. (2021). Social legitimacy of private tutoring: an investigation of institutional and affective educational practices in India. Discourse. https://doi.org/10.1080/01596306.2020.1868978
R.Ariza, M., Christodoulou, A., van Harskamp, M., Knippels, M-C., A. Kyza, E., Levinson, R., & Agesilaou, A. (2021). Socio-scientific inquiry-based learning as a means toward environmental citizenship. Sustainability, 13(20), [11509]. https://doi.org/10.3390/su132011509
Razı, Ö., & Grenfell, M. J. (2021). Strategy-Instruction and strategy clustering in the development of young learners’ reading skills. System, 97, [102430]. https://doi.org/10.1016/j.system.2020.102430
Määttä, O., McIntyre, N., Palomäki, J., Hannula, M., Scheinin, P., & Ihantola, P. (2021). Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving. Frontline Learning Research.
Walsh, C., & Bokhove, C. (2021). Targeting data collection in games based assessment. Computers & Education Open, 2, [100054]. https://doi.org/10.1016/j.caeo.2021.100054
Gupta, A. (2021). Teacher-entrepreneurialism: a case of teacher identity formation in neoliberalizing education space in contemporary India. Critical Studies in Education, 62(4), 422-438. https://doi.org/10.1080/17508487.2019.1708765
Brown, C., White, R., & Kelly, A. (2021). Teachers as educational change agents: what do we currently know? Findings from a systematic review. Emerald Open Research, 3(26), 1-15. [10.35241/emeraldopenres.14385.1]. https://doi.org/10.35241/emeraldopenres.14385.1
Pensiero, N. (2021). The effect of computerisation on the wage share in United Kingdom workplaces. The Economic and Labour Relations Review. https://doi.org/10.1177/10353046211048750
Parsons, S. (2021). The importance of collaboration for knowledge co-construction in ‘close-to-practice’ research. British Educational Research Journal, 47(6), 1490-1499. https://doi.org/10.1002/berj.3714
Jackson, D., & Tomlinson, M. (2021). The relative importance of work experience, extra-curricular and university-based activities on student employability. Higher Education Research and Development, 41(4), 1119-1135. https://doi.org/10.1080/07294360.2021.1901663
Davies, B., Miller, D., & Infante, N. (2021). The role of authorial context in mathematicians’ evaluations of proof. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1966531
Christodoulou, A., Levinson, R., Davies, P., Grace, M., Nicholl, J., & Rietdijk, W. (2021). The use of Cartography of Controversy within socioscientific issues-based education: students’ mapping of the badger-cattle controversy in England. International Journal of Science Education, 43(15), 2479-2500. https://doi.org/10.1080/09500693.2021.1970852
Dierking, L., Falk, J., Shaby, N., & Staus, N. (2021). Thriving STEM learning ecosystems—for all? Connected Science Learning, 3(6). https://www.nsta.org/connected-science-learning/connected-science-learning-november-december-2021/thriving-stem-learning
The RECOVERY Collaborative Group (2021). Tocilizumab in patients admitted to hospital with COVID-19 (RECOVERY): a randomised, controlled, open-label, platform trial. Lancet (London, England), 397(10285), 1637-1645. https://doi.org/10.1016/S0140-6736(21)00676-0, https://doi.org/10.1016/S0140-6736(21)00676-0
Choi, T-H., & Chiu, M. (2021). Toward equitable education in the context of a pandemic: Supporting linguistic minority students during remote learning. International Journal of Comparative Education and Development, 23(1), 14-22. https://doi.org/10.1108/IJCED-10-2020-0065
Parsons, S., Kovshoff, H., Karakosta, E., & Ivil, K. (2021). Understanding holistic and unique childhoods: knowledge generation in the early years with autistic children, families and practitioners. Early Years. https://doi.org/10.1080/09575146.2021.1889992
Wood-Downie, H., Ward, V. C. S., Ivil, K., Kovshoff, H., & Parsons, S. (2021). Using Digital Stories for assessments and transition planning for autistic pre-school children. Educational and Child Psychology, 38(3), 62-74.
George, L., & Voutsina, C. (2021). Variations in partitive quotient strategy use by children who have been taught the part-whole fraction sub-construct. Canadian Journal of Science, Mathematics and Technology Education, 21(2), 400-423. https://doi.org/10.1007/s42330-021-00147-5
Hummerstone, H. K. M., & Parsons, S. (2021). What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff. European Journal of Special Needs Education, 36(4), 610-624. https://doi.org/10.1080/08856257.2020.1783800

Books

Grenfell, M. (2023). Bourdieu's metanoia: seeing the social world anew. Routledge.
Wallace, M., Reed, M., O'Reilly, D., Tomlinson, M., Morris, J., & Deem, R. (2023). Developing Public Service Leaders: elite orchestration, change agency, leaderism and neoliberalization. Oxford University Press, Oxford. https://doi.org/10.1093/oso/9780199552108.001.0001
Mahat, M., Blannin, J., Cohrssen, C., & de los Reyes, E. J. (2022). Academic Resilience: Personal Stories and Lessons Learnt from the COVID-19 Experience. Emerald Group Publishing Limited. https://books.emeraldinsight.com/page/detail/academic-resilience/?k=9781802623901
Azaola, M. C. (Ed.) (2022). Aristas de la vulnerabilidad. (Logos). Instituo Nacional de Antropologia e Historia.
Brooks, R., Gupta, A., Jayadeva, S., Lainio, A., & Lažetić, P. (2022). Constructing the higher education student: perspectives from across Europe. Policy Press. https://doi.org/10.47674/9781447359630
Grace, M., & Korfiatis, K. (Eds.) (2022). Current research in biology education: selected papers from the ERIDOB community. Springer. https://doi.org/10.1007/978-3-030-89480-1
Sanjakdar, F., Fletcher, G., Keddie, A., & Whitburn, B. (2022). Re-searching margins: ethics, social justice, and education. Routledge.
Bokhove, C., Thoma, A., Gammack, D., Yu, L. H. S., Roberts, S., & Downey, F. (2022). Thinking about proof. University of Southampton. https://doi.org/10.5258/SOTON/P1082
Kelly, A. (2021). Dynamic Management and Leadership in Education: high reliability techniques for schools, colleges and universities. (1 ed.) Routledge.

Book Chapters

Choi, T-H., & Prem, P. P. (2023). (Re)thinking Initial Teacher Education Curriculum: Towards Equitable, Crisis-ready TESOL. In R. Khan, A. Bashir, B. Lal Basu, & M. Elias Uddin (Eds.), Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times (1st ed.). Springer.
Cai, Y., & Tomlinson, M. (2023). A renewed analytical framework for understanding employers' perceptions of graduate employability: integration of capital and institutionalist perspectives. In T. Broadley, Y. Cai, M. Firth, E. Hunt, & J. Neugebauer (Eds.), The SAGE Handbook of Graduate Employability (pp. 479-495). SAGE Publications. https://doi.org/10.4135/9781529791082
Erduran, S., & Park, W. (2023). Argumentation in physics education research: recent trends and key themes. In The International Handbook of Physics Education Research: Learning physics AIP Publishing. https://doi.org/10.1063/9780735425477_016
Leung, A., Baccaglini-Frank, A., Bokhove, C., Nagari-Haddif, G., & Yerushalmy, M. (Accepted/In press). Digital curriculum resources in digital mathematics curriculum: design features and implementation. In Handbook of Digital Resources in Mathematics Education Springer.
Kim, J., & Choi, T-H. (2023). Enacted Curriculum of Private English Kindergartens in Korea: Cases of Three Play-Based English Kindergartens in Seoul. In R. Khan, A. Bashir, B. Lal Basu, & M. E. Uddin (Eds.), Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times Springer.
Vedder-Weiss, D., Segel, A., & Shaby, N. (2023). Identity construction in informal learning environments: applying socio-cultural situative theory through linguistic ethnographic microanalysis. In P. G. Patrick (Ed.), How People Learn in Informal Science Environments (1st ed., pp. 225-246). Springer, Cham. https://doi.org/10.1007/978-3-031-13291-9_12
Galbraith, D., Peters, A., Hall, S. M., & Baaijen, V. (2023). Measuring discovery through writing. In R. Horowitz (Ed.), The Routledge International Handbook of Research on Writing (2nd ed.). Routledge.
Mahat, M., Blannin, J., Cohrssen, C., & de los Reyes, E. J. (2022). Academic Resilience Model: Thriving in Times of Adversity . In Academic Resilience: Personal Stories and Lessons Learnt from the COVID-19 Experience (pp. 139-152). Emerald Group Publishing Limited. https://doi.org/10.1108/978-1-80262-387-120221009
Cohrssen, C., Blannin, J., Mahat, M., & de los Reyes, E. J. (2022). Academic Resilience: An Uncharted Terrain. In Academic Resilience: Personal Stories and Lessons Learnt from the COVID-19 Experience (pp. 3-22). Emerald Group Publishing Limited. https://www.emerald.com/insight/content/doi/10.1108/978-1-80262-387-120221001/full/html
Prem, P. P., & Choi, T-H. (2022). Achieving whole-child development in Nepal: Navigating through equity within diversity and resource limitation in education. In J. Lee, & K. K. Wong (Eds.), Centering whole-child development in global education reform: International perspectives on agendas for educational equity and quality (pp. 43-61). Routledge Taylor and Francis. https://doi.org/10.4324/9781003202714-5
Poudel, P., & Choi, T-H. (2022). Achieving whole-child development in Nepal: navigating through equity within diversity and resource limitation in education. In J. Lee, & K. K. Wong (Eds.), Centering Whole-Child Development in Global Education Reform: International Perspectives on Agendas for Educational Equity and Quality (pp. 43-61). American Educational Research Association. https://doi.org/10.4324/9781003202714-5
de los Reyes, E. J., Blannin, J., & Mahat, M. (2022). Building Academic Resilience: Lessons for Academics and Institutions. In Academic Resilience: Personal Stories and Lessons Learnt from the COVID-19 Experience (pp. 123-135). Emerald Group Publishing Limited. https://doi.org/10.1108/978-1-80262-387-120221008
Hyde, R., & deWinter, J. (2022). Caring for preservice teachers' professional and personal growth during and after COVID. In M. Shoffner, & A. W. Webb (Eds.), Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change Routledge.
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.
Lumby, J. (2022). Distributed leadership: critical perspectives. In R. Tierney, F. Rizvi, & K. Erckican (Eds.), Elsevier International Encyclopedia of Education (4th ed.). [5026] Elsevier Sciences.
Clark, E., & Nakopoulou, E. (2022). Occupational therapy with adults with intellectual (learning) disabilities. In W. Bryant, J. Fieldhouse, & N. Plastow (Eds.), Creek's Occupational Therapy and Mental Health (6th ed., pp. 451-473). (Occupational Therapy Essentials). Elsevier.
Voutsina, C., & Stott, D. (2022). Preschool children’s notations for denoting ordinal position and quantity. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 310). (Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education ). https://web.ua.es/en/pme45/documents/proceedings-pme45-vol4.pdf
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.
Lumby, J. (2022). Women’s ways of leading: inappropriate essentialism or critical question? In C. Shakeshaft, P. Moorosi, V. Showunmi, & I. Oplatka (Eds.), Handbook for Gender and Educational Leadership and Management (pp. 202-212). Bloomsbury Academic.
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.
Choi, T-H., & Wai, H. V. KAN. (2021). Language policies and linguistic ecology in Hong Kong and Macau. In Multilingual China: National, minority and foreign languages https://doi.org/10.4324/9780429286056
Choi, T-H. (2021). Learning of student-teachers in initial teacher education programs in Korea. In Encyclopedia of teacher education Springer. https://doi.org/10.1007/978-981-13-1179-6_452-1
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.
Choi, T-H., & Bob, A. (2021). Toward an effective transition to adopting English as the medium of instruction: A case from Hong Kong. In Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions https://doi.org/10.4324/9780429352362
Tsatsaroni, A., Koutsiouri, S., Vogopoulou, A., & Choi, T. (2021). Νέες μορφές ιδιωτικοποίησης στην ελληνική δημόσια εκπαίδευση: μια μελέτη περίπτωσης [New forms of privatisations in Greek public education: a case study]. In Society, Politics and Education

Conferences

McIntyre, N., Lau, P., & Tse, D. (2023). Culture, pedagogy, and cognition: think-aloud analysis of cultural differences in teacher cognition. Paper presented at EARLI 2023 Biennial Conference.
Peleg, R., & Grenon, M. (Accepted/In press). Escape room narratives: role of the story in participants’ experience. In 2023 NARST Annual International Conference: Once upon a time… The use of narratives in informal learning environments. [Symposium]
Voutsina, C., & Stott, D. (2023). Exploring changes in young children’s conceptions of written numerals in the world around them. Abstract from Conference of the British Society for Research into Learning Mathematics, London.
Peleg, R., Shaby, N., Voloshina, A., Berghams, S., Funk, S., & Lein, A. (Accepted/In press). Moving beyond COVID-19: successes and failures of our digital presence. In 2023 ECSITE Conference
McIntyre, N. (2023). Pipelines and initial reports from machine learning classification of culture-specific expert teacher gaze during teacher–student instruction. Paper presented at EARLI Biennial Conference.
Bokhove, C., Byrne, J., & Christodoulou, A. (2023). The role of non-cognitive factors in science achievement: an analysis of PISA 2018 data. Paper presented at AERA annual meeting 2023, Chicago, Illinois, United States.
Shaby, N., Peleg, R., Gorr, C., & Massarani, L. (Accepted/In press). Unveiling the visitor experience: creative evaluation tools that capture emotions, attitudes and knowledge. ECSITE Annual Conference, Valletta, Malta.
Prem, P. P., & Choi, T-H. (2022). (Re)thinking teacher education curricula: Towards equitable pedagogical practice in TESOL. In Redesigning Pedagogy International Conference
Gupta, A. (2022). ‘Shadow education’ timescape: An empirical investigation of the temporal arrangement of private tutoring vis-à-vis formal schooling in India. Building Equality and Justice Now. BSA Virtual Annual Conference 2022. https://www.youtube.com/watch?v=Ff0l6rb0LMM
Voutsina, C., & Stott, D. (2022). A phenomenographic study on preschool children’s interpretations of the uses of written numerals in everyday life. Paper presented at Conference of the British Society for Research into Learning Mathematics, Nottingham, United Kingdom.
McKnight, L., & Whitburn, B. (2022). Building, shaping, forming, researching with metaphor. Paper presented at 2022 HDR Spring School.
Messiou, K. (2022). Children becoming researchers through collaborative action research. Paper presented at 2022 AERA Annual Meeting, San Diego, United States.
Choi, T-H. (2022). Collaboration over an international research bid in conditions of performativity and accountability: Issues, challenges and implications. In European Conference of Educational Research
Messiou, K., & Ainscow, M. (2022). Dialogues between students and teachers: an approach for fostering professional learning in schools. Paper presented at 2022 AERA Annual Meeting, San Diego, United States.
McIntyre, N., Gegenfurtner, A. (Ed.), & Seidel, T. (Ed.) (2022). Eye-tracking research on teacher noticing: theoretical and empirical advances (Discussant). A symposium convened at the annual meeting of the American Educational Research Association, San Diego. Paper presented at 2022 AERA Annual Meeting, San Diego, United States.
McIntyre, N. (2022). Interpretable machine learning insights into inequalities in access to online learning. In N. McIntyre (Ed.), Machines with meaning: The potential of machine learning in educational research: A symposium convened at the Biennial Meeting of EARLI SIG27
Thoma, A. (2022). Investigating Science Education students’ mathematical writing – the case of mental brackets. Paper presented at Conference of the British Society for Research into Learning Mathematics. https://bsrlm.org.uk/wp-content/uploads/2022/05/BSRLM-CP-42-1-06.pdf
Choi, T-H. (2022). Invited Talk: CPD for teachers of English in South Korea: Results of the British Council East Asia Feasibility Study. In Korea TESOL International Conference
Choi, T-H., & Poudel, P. (2022). Invited Talk: English language teacher education post-Covid 19. In Pan-Pacific Association of Applied Linguistics International Online Conference
Choi, T-H. (2022). Invited Talk: Toward equitable education in the (Post-)Covid world: Supporting linguistic minority students during remote learning. https://www.baalconference2022.com/baal-ec-invited-colloquium.html
Peters, A. (2022). Measuring learning from writing. Paper presented at JURE 2022, the 26th Conference of the Junior Researchers of EARLI, Porto, Portugal.
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.
Choi, T-H. (2022). Path-dependency and path-shaping in translation of borrowed policy: Outsourcing of teaching in public schools in Hong Kong and South Korea. Paper presented at REFORMED Conference.
Gupta, A. (2022). Private (formal and shadow) education as a source of cultural capital?. Challenging Times, Inclusion and wellbeing in education and training: Sociological views on Equity in Access, Process, and the Cognitive and Non-Cognitive Outcomes of Education and Training. https://www.conftool.pro/sief2022/index.php?page=browseSessions&form_session=198
Thoma, A., Bokhove, C., & Gammack, D. (2022). Proof by induction in calculus - investigating first-year students’ examination scripts. Abstract from Conference of the British Society for Research into Learning Mathematics , Nottingham, United Kingdom.
Ko, J., Soo-Young, LEE., Choi, T-H., Kyungja, AHN., & Carla, M. B. A. (2022). Reflective practice, pedagogical knowledge, and collaborative learning in a virtual learning environment: A comparative quasi-experiment. In American Educational Research Association Annual Conference
Gupta, A. (2022). Students, families and shadow education: schoolteachers’ perspectives on the purpose and the efficacy of the Double Reduction Policy. CIES (Comparative and International Educational Studies) Association conference.
Messiou, K. (2022). Teacher-student dialogue: a strategy for promoting inclusive practices. Paper presented at ICET (1st International Conference on Education and Training) , Lisbon, Portugal.
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.
Hennessy, S., D'Angelo, S., McIntyre, N., Brugha, M., & Zubairi, A. (2022). Technology use for teacher education and professional development: Insights from a systematic review. In T. Adam (Ed.), Emerging trends in the use of technology for teacher professional development in low- and middle-income countries.: Symposium at the annual meeting of the Comparative International Education Society
Peters, A. (2022). The effects of written and mental summaries on text comprehension and subjective knowledge. Paper presented at SIG Writing 2022, Umeå, Sweden.
Azaola, M. C. (2022). Underprivileged tutors teaching underprivileged students: Power, discipline and resistance. In Underprivileged tutors teaching underprivileged students: Power, discipline and resistance
De Lima Guedes, K. K. (2022). What is it like to learn EAP during a pandemic? The views and experiences of pre-sessional students’ during Emergency Remote Teaching. Paper presented at EUROCALL 2022, Reykjavik, Iceland.
Choi, T-H., & Prem, P. P. (2021). (Re)construction of linguistic identity by within-country migrant students in multilingual Nepal and its implications for language policy processes. In British Association of Applied Linguistics Annual Conference
Stefanidis, A., King-Sears, P., Strogilos, V., Berkeley, S., DeLury, M., Ellis, A. J. C., & Voulagka, A. (2021). A meta-analysis of student learning in co-taught compared to solo-taught classrooms. Paper presented at 2021 American Educational Research Association, Virtual. https://doi.org/10.3102/1684308
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
Gupta, A. (2021). All degrees are equal, but some degrees are more equal than others – a cross-country analysis of European students’ views on the value of their degree. Sociological Knowledges for Alternative Futures, 15th Conference of the European Sociological Association. https://youtu.be/7zYpe2BZaTg
Gupta, A. (2021). Behind the ‘shadow’: An empirical scrutiny of formal schooling from the vantage point of private tutoring in India. Education in Crisis: Re-thinking Education in (Post)-Pandemic South Asia, Oxford, United Kingdom.
Gupta, A. (2021). Constructions of student transition into higher education: a comparative analysis of six European countries. EERA network: 28. Sociologies of Education, European Conference on Educational Research 2021, Geneva .
Prem, P. P., Jackson, L., & Choi, T-H. (2021). Decolonisation of school curriculum: Rehumanising education in Nepal. In Comparative Education Society of Hong Kong Annual Conference
Hyde, R., Archer, R., & Bamber, S. (2021). Developing Teaching for Mastery in mathematics: The case of the beginning secondary teacher. In BERA conference 2021
Hall, S. M. (2021). Do UK university students with and without dyslexia have different beliefs about writing?. Abstract from The 19th Biennial EARLI Conference for Research on Learning and Instruction, Gothenburg, Sweden.
Choi, T-H., & Prem, P. POUDEL. (2021). Educational outsourcing: Its introduction in an ‘already outsourced’ education system in Hong Kong and its practice in English teaching. In European Conference of Educational Research Annual Conference
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
Gupta, A. (2021). Higher education students as people in transition? Evidence from a six-nation European comparative study. (Re)Connecting, (Re)Building: Higher Education In Transformative Times. SRHE (Society for Research into Higher Education) Annual Research Conference 2021. http://eurostudents.net/presentations/
Gupta, A., & Brooks, R. (2021). Higher Education Students as Political Actors? Similarities and differences across Six-nation European nations. CES Virtual 27th International Conference of Europeanists (Theme: Europe’s Past, Present, and Future: Utopias and Dystopias .
Bamber, S., & Bokhove, C. (2021). How can we engage mathematics ITE students with research? BSRLM Proceedings, 41(1). https://bsrlm.org.uk/wp-content/uploads/2021/05/BSRLM-CP-41-1-04.pdf
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
Gupta, A. (2021). Institutional arrangements of private tutoring: An investigation of formal schooling from the vantage point of private tutoring in India. Comparing Curriculum and Instruction Inside and Outside Schools: Policies and Practices (Panel: International Comparison of Policies and Regulations for Supplemental Education; Moderator: Wei Zhang). 19th Shanghai International Curriculum Conference. https://www.youtube.com/watch?v=45ht9SOb1RE
Gupta, A. (2021). Making sense of the purpose of higher education from students’ perspectives: a comparative analysis of six European countries. CIES Annual conference (Theme: Social responsibility within changing contexts) .
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.
Gupta, A. (2021). Private tutoring as a critique of formal schooling? institutional and affective analysis of educational practices in India. EERA network: 28. Sociologies of Education, European Conference on Educational Research 2021. https://eera-ecer.de/ecer-programmes/conference/26/contribution/50009/
Gupta, A. (2021). Students’ aspirations for their post-university lives: evidence from six European nations. BSA Annual Conference 2021 (Theme: Remaking the Future) .
Gupta, A. (2021). Teacher-entrepreneurialism: a case of teacher identity formation in neoliberalizing education space in contemporary India. BERA – Comparative and International Education SIG, British Educational Research Association conference 2021. https://youtu.be/zaOSMK1Lxx0
Peters, A. (2021). The effects of summarising source texts on text comprehension and subjective knowledge. Paper presented at The Biennial Meeting of the European Association for Research on Learning and Instruction.
Gupta, A. (2021). The purpose of higher education - students' views from six European countries. BERA – Higher education SIG, British Educational Research Association conference 2021. https://youtu.be/KaFhFSHCrOg
Hall, S. M. (2021). The Writing Beliefs of UK Higher Education Students with and without Dyslexia.. Abstract from International Conference advancing dyslexia and dyscalculia, United Kingdom.
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]
Gupta, A. (2021). Unpacking ‘middle-class advantage’ in contemporary India: an empirical assessment of parental investment in children’s schooling. BSA Annual Conference 2021 (Theme: Remaking the Future).

Creative Media and Artefacts

Gupta, A. (Author). (2022). Dr Achala Gupta - Social Legitimacy of Private Tutoring. Digital or Visual Products https://www.youtube.com/watch?v=_4xL227nSCs&t=12s
Gupta, A. (Author), & Johnson, N. (Curator). (2022). The ‘Shadow Education’ Phenomenon. BERA podcast, with Nick Johnson (Chief Executive Officer at BERA). Digital or Visual Products, British Educational Research Association. https://podcasts.apple.com/gb/podcast/the-shadow-education-phenomenon-achala-gupta/id1516798039?i=1000564841705
Pensiero, N. (Author), & Bokhove, C. (Author). (2022). The policy pod: learning inequalities during the Covid-19 pandemic. Digital or Visual Products, University of Southampton. https://doi.org/10.5258/SOTON/PP0005
Gupta, A. (Author). (2021). Podcast interview about 'Teacher-entrepreneurialism', article published in Critical Studies in Education. Digital or Visual Products, . https://twitter.com/CritStudsEd/status/1405429001762480129

Journal Special Issue

Whitburn, B., & Corcoran, T. (2021). Diversity training, inclusive education and our inevitable lament. Journal of Research in Special Educational Needs, 21(S1), 17-24. https://doi.org/10.1111/1471-3802.12540

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