Publications

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Articles

Lumby, J. (2019). Distributed Leadership and bureaucracy. Educational Management Administration & Leadership, 47(1), 5-19. DOI: 10.1177/1741143217711190
Herrero Romero, R., Hall, J., & Cluver, L. (2019). Exposure to violence, teacher support, and school delay amongst adolescents in South Africa. British Journal of Educational Psychology, 89(1), 1-21. DOI: 10.1111/bjep.12212
Sinclair, J., Vaccari, E., Saville, F., Tiwari, A., Ainsworth, B., & Woods-Townsend, K. (2019). Impact of personal alcohol consumption on aspects of medical student alcohol-related competencies. Alcohol and Alcoholism. DOI: 10.1093/alcalc/agz033
Ding, L., Jones, K., & Sikko, S. A. (2019). Interconnectedness and differences between action research and a lesson design study in Shanghai, China. Educational Action Research. DOI: 10.1080/09650792.2019.1579745
Voutsina, C., George, L., & Jones, K. (2019). Microgenetic analysis of young children’s shifts of attention in arithmetic tasks: underlying dynamics of change in phases of seemingly stable task performance. Educational Studies in Mathematics. DOI: 10.1007/s10649-019-09883-w
Komatsu, K., & Jones, K. (2019). Task design principles for heuristic refutation in dynamic geometry environments. International Journal of Science and Mathematics Education, 17(4), 801–824. DOI: 10.1007/s10763-018-9892-0
Mindetbay, Y. A., Bokhove, C., & Woollard, J. (Accepted/In press). What is the relationship between students’ computational thinking performance and school achievement? International Journal of Computer Science Education in Schools.
Macfarlane, B., & Burg, D. (2019). Women professors and the academic housework trap. Journal of Higher Education Policy and Management. DOI: 10.1080/1360080X.2019.1589682
Tomlinson, M., & Kelly, P. (2018). A prize for a price? Higher education marketisation and the question of value. Theory and Research in Education, 16(3), 351-367. DOI: 10.1177/1477878518810915
Abboud, M., Clark-Wilson, A., Jones, K., & Rogalski, J. (2018). Analysing teachers’ classroom experiences of teaching with dynamic geometry environments: comparing and contrasting two approaches. Annales de Didactique et de Sciences Cognitives, 93-118.
Grenfell, M. (2018). Bourdieu, Bakhtin and the Aesthetics of the Carnivalesque. Axon.
Herrero Romero, R., Hall, J., Cluver, L., & Meinck, F. (2018). Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa? Child Abuse & Neglect, 78, 31-45. DOI: 10.1016/j.chiabu.2017.09.025
Simons, H. (2018). Evaluation as adventure: taking that risk. New Directions for Evaluation, 2018(157), 47-52. DOI: 10.1002/ev.20302
Komatsu, K., Fujita, T., Jones, K., & Sue, N. (2018). Explanatory unification by proofs in school mathematics. For the Learning of Mathematics, 38(1), 31-37.
Herrero Romero, R., Hall, J., Cluver, L., Meinck, F., & Hinde, E. (2018). How does exposure to violence affect school delay and academic motivation for adolescents living in socioeconomically disadvantaged communities in South Africa? Journal of Interpersonal Violence. DOI: 10.1177/0886260518779597
Nutbeam, D., McGill, B., & Premkumar, P. (2018). Improving health literacy in community populations: a review of progress. Health promotion international, 33(5), 901-911. DOI: 10.1093/heapro/dax015
Lumby, J. (2018). Leadership and power in higher education. Studies in Higher Education, 1-11. DOI: 10.1080/03075079.2018.1458221
Fujita, T., Jones, K., & Miyazaki, M. (2018). Learners' use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry. ZDM: Mathematics Education, 50(4), 699-713. DOI: 10.1007/s11858-018-0950-4
Avramidis, E., Avgeri, G., & Strogilos, V. (2018). Social participation and friendship quality of students with special educational needs in regular Greek primary schools. European Journal of Special Needs Education. DOI: 10.1080/08856257.2018.1424779
Herrero Romero, R., Cluver, L., Hall, J., & Steinert, J. (2018). Socioeconomically disadvantaged adolescents and educational delay in two provinces in South Africa: impacts of personal, family and school characteristics. Education as Change, 22(1), 1-33. DOI: 10.25159/1947-9417/2308
Cebriána, G. (2018). The I3E model for embedding education for sustainability within higher education institutions. Environmental Education Research, 24(2), 153-171. DOI: 10.1080/13504622.2016.1217395
Grenfell, M. (2018). Uma reflexão sobre a teoria do campo (e dentro dela) na prática. Tempo Social, 30(2), 195-217. DOI: 10.11606/0103-2070.TS.2018.132281
Winsper, C., Hall, J., Strauss, V. Y., & Wolke, D. (2017). Aetiological pathways to Borderline Personality Disorder symptoms in early adolescence: childhood dysregulated behaviour, maladaptive parenting and bully victimisation. Borderline Personality Disorder and Emotion Dysregulation, 4(1), 1-10. DOI: 10.1186/s40479-017-0060-x
Hall, J., & Lindorff, A. (2017). Children's transition to school: relationships between preschool attendance, cortisol patterns, and effortful control. The Educational and Developmental Psychologist, 34(1), 1-18. DOI: 10.1017/edp.2017.3
Macfarlane, B., & Tomlinson, M. (2017). Critiques of student engagement. Higher Education Policy, 30(1), 6-21. DOI: 10.1057/s4130701600273
Miyazaki, M., Fujita, T., Jones, K., & Iwanaga, Y. (2017). Designing a web-based learning support system for flow-chart proving in school geometry. Digital Experiences in Mathematics Education, 3(3), 233-256. DOI: 10.1007/s40751-017-0034-z
Fan, L., Qi, C., Liu, X., Wang, Y., & Lin, M. (2017). Does a transformation approach improve students' ability in constructing auxiliary lines for solving geometric problems? An intervention-based study with two Chinese classrooms. Educational Studies in Mathematics, 1-20. DOI: 10.1007/s10649-017-9772-5
Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education and Training, 59(04), 338-352. DOI: 10.1108/ET-05-2016-0090
Azorin Abellan, C. M., & Muijs, D. (2017). Networks and collaboration in Spanish education policy. Educational Research, 59(3), 273-296. DOI: 10.1080/00131881.2017.1341817
Komatsu, K., Jones, K., Ikeda, T., & Narazaki, A. (2017). Proof validation and modification in secondary school geometry. Journal of Mathematical Behavior, 47, 1-15. DOI: 10.1016/j.jmathb.2017.05.002
Tomlinson, M. (2017). Student engagement: towards a critical policy sociology. Higher Education Policy, 30(1), 35-52. DOI: 10.1057/s41307-016-0035-3
Tomlinson, M. (2017). Student perceptions of themselves as 'consumers' of higher education. British Journal of Sociology of Education, 38(4), 450-467. DOI: 10.1080/01425692.2015.1113856
Miyazaki, M., Fujita, T., & Jones, K. (2017). Students’ understanding of the structure of deductive proof. Educational Studies in Mathematics, 94(2), 223-239. DOI: 10.1007/s10649-016-9720-9
Mugendawala, H., & Serra Hagedorn, L. (2017). The effect of HIV/AIDS awareness and support initiatives on the perceived risk of HIV infection among head teachers in Ugandan schools. Journal of HIV/AIDS and Social Services. DOI: 10.1080/15381501.2016.1274702
Kelly, P. D., Fair, N. S. R., & Evans, C. (2017). The engaged student ideal in UK higher education policy. Higher Education Policy, 30(1), 105–122. DOI: 10.1057/s41307-016-0033-5
Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2017). Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society, 32(8), 1216-1238. DOI: 10.1080/09687599.2017.1352488
Crampton, A., & Hall, J. (2017). Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment. British Journal of Educational Psychology, 87(3), 365-382. DOI: 10.1111/bjep.12154
Avramidis, E., Strogilos, V., Aroni, K., & Kantaraki, C. T. (2017). Using sociometric techniques to assess the social impacts of inclusion: Some methodological considerations. Educational Research Review, 20, 68-80. DOI: 10.1016/j.edurev.2016.11.004
Hoskins, B., Kerr, D., & Liu, L. (2016). Citizenship and the economic crisis in Europe: an introduction. Citizenship Teaching & Learning, 11(3), 249-265. DOI: 10.1386/ctl.11.3.249_1
Zhang, L., Evans, C., & Postiglione, G. A. (2016). Do organisational commitments matter in teaching approaches among academics in elite universities in Beijing? Educational Psychology, 1-14. DOI: 10.1080/01443410.2016.1262006
Tomlinson, M. (2016). Economized fools? The critique of the critique of the economization of education. Bildungsgeschichte: International Journal of the Historiography of Education, 6(2), 242-246.
Chiorri, C., Hall, J., Casely-Hayford, J., & Malmberg, L. E. (2016). Evaluating measurement invariance between parents using the Strengths and Difficulties Questionnaire (SDQ). Assessment, 23(1), 63-74. DOI: 10.1177/1073191114568301
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., ... Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61. DOI: 10.1080/09243453.2014.966726
Sinclair, N., Bartolini Bussi, M. G., de Villiers, M., Jones, K., Kortenkamp, U., Leung, A., & Owens, K. (2016). Recent research on geometry education: an ICME-13 survey team report. ZDM: Mathematics Education, 48(5), 691-719. DOI: 10.1007/s11858-016-0796-6
Jones, K., & Pepin, B. (2016). Research on mathematics teachers as partners in task design. Journal of Mathematics Teacher Education, 19(2-3), 105-121. DOI: 10.1007/s10857-016-9345-z
Strogilos, V., & Avramidis, E. (2016). Teaching experiences of students with special educational needs in co-taught and non-co-taught classes. Journal of Research in Special Educational Needs, 16(1), 24-33. DOI: 10.1111/1471-3802.12052
Lewthwaite, S., & Nind, M. (2016). Teaching research methods in the social sciences: expert perspectives on pedagogy and practice. British Journal of Educational Studies, 64(4), 413-430. DOI: 10.1080/00071005.2016.1197882
Tomlinson, M. (2016). The impact of market-driven higher education on student-university relations: investing, consuming and competing. Higher Education Policy, 29(2), 149-166. DOI: 10.1057/hep.2015.17
Bentham, J., Davies, P., & Galbraith, D. (2016). Using a “literacy across the curriculum” intervention using self-regulation. Educational Review, 68(1), 71-81. DOI: 10.1080/00131911.2015.1058751
Macfarlane, B. (2016). Why students are treated worse than customers. University World News.
Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., ... Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012. Oxford Review of Education, 41(1), 89-104. DOI: 10.1080/03054985.2014.1001731
Collie, R. J., Martin, A. J., Malmberg, L. E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: a cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130. DOI: 10.1111/bjep.12066
Tomlinson, M. (2015). Between instrumental and developmental learning: ambivalence in student values and identity positions in marketized UK higher education. International Journal of Lifelong Education, 34(5), 569-588. DOI: 10.1080/02601370.2015.1077482
Kerin, M., & Grenfell, M. (2015). Break a leg: raising the curtain on performance pedagogy. The International Journal of Arts Education, 9(1), 3-16.
Miao, Z., Reynolds, D., Harris, A., & Jones, M. (2015). Comparing performance: a cross-national investigation into the teaching of mathematics in primary classrooms in England and China. Asia Pacific Journal of Education, 35(3), 392-403. DOI: 10.1080/02188791.2015.1056593
Galbraith, D. (2015). Conditions for writing to learn. Journal of Writing Research, 7(1), 215-226. DOI: 10.17239/jowr-2015.07.01.0909
Strogilos, V., & Stefanidis, A. (2015). Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement. Teaching and Teacher Education, 47, 218-229. DOI: 10.1016/j.tate.2015.01.008
Strogilos, V., Tragoulia, E., & Kaila, M. (2015). Curriculum issues and benefits in supportive co-taught classes for students with intellectual disabilities. International Journal of Developmental Disabilities, 61(1), 32-40. DOI: 10.1179/2047387713Y.0000000031
Simons, H. (2015). Democratic evaluation: Its power and relevance in today’s world. The Evaluator, 1-8.
Macfarlane, B. (2015). Dualisms in higher education: a critique of their influence and effect. Higher Education Quarterly, 69(1), 101-118. DOI: 10.1111/hequ.12046
Miyazaki, M., Fujita, T., & Jones, K. (2015). Flow-chart proofs with open problems as scaffolds for learning about geometrical proofs. ZDM: Mathematics Education, 47(7), 1211-1224. DOI: 10.1007/s11858-015-0712-5
Evans, C., & Hardaker, G. (2015). Guest editorial. Understandings and applications of resilience. Journal for Multicultural Education, 9(3). DOI: 10.1108/JME-06-2015-0020
Muijs, D. (2015). Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector. Oxford Review of Education, 1-24. DOI: 10.1080/03054985.2015.1047824
Simons, H. (2015). Interpret in context: generalizing from the single case in evaluation. Evaluation, 21(2), 173-188. DOI: 10.1177/1356389015577512
Turner-Cobb, J. M., & Hall, J. (2015). Physiological resilience in children with daycare history: cortisol, effortful-control and demographic moderators. Psychosomatic Medicine, 77(3).
Evans, C. (Accepted/In press). Students’ perspectives on the role of peer feedback in supporting learning. Journal of Cognitive Education and Psychology, 14(1).
Messiou, K., & Hope, M. A. (2015). The danger of subverting students’ views in schools. International Journal of Inclusive Education, 19(10), 1009-1021. DOI: 10.1080/13603116.2015.1024763
Stefanidis, A., & Strogilos, V. (2015). Union gives strength: mainstream and special education teachers’ responsibilities in inclusive co-taught classrooms. Educational Studies, 41(4), 393-413. DOI: 10.1080/03055698.2015.1018872
Dewhirst, S., Pickett, K., Speller, V., Shepherd, J., Byrne, J., Almond, P., ... Roderick, P. (2014). Are trainee teachers being adequately prepared to promote the health and well-being of school children? A survey of current practice. Journal of Public Health, 36(3), 467-475. DOI: 10.1093/pubmed/fdt103
Kozhevnikov, M., Evans, C., & Kosslyn, S. M. (2014). Cognitive style as environmentally sensitive individual differences in cognition: a modern synthesis and applications in education, business, and management. Psychological Science in the Public Interest, 15(1), 3-33. DOI: 10.1177/1529100614525555
Azaola, M. C. (2014). Community school programmes in Latin America: imagining the long-term impact of developing pupils' agency. International Journal of Educational Development. DOI: 10.1016/j.ijedudev.2014.03.003
Lewthwaite, S. (2014). Cuts to grant funding for disabled students will put their studies at risk. The Guardian.
Baaijen, V. M., Galbraith, D., & de Glopper, K. (2014). Effects of writing beliefs and planning on writing performance. Learning and Instruction, 33, 81-91. DOI: 10.1016/j.learninstruc.2014.04.001
Dismore, H. (2014). Experiencing the transition from an apprenticeship to higher education. Journal of Education and Work, 27(6), 585-607. DOI: 10.1080/13639080.2013.802831
Lewthwaite, S. (2014). Funding cuts to disabled students will hit some universities hard. The Guardian.
Lewthwaite, S. (2014). Government cuts to disabled students’ allowances must be resisted. Disability & Society, 29(7), 1159-1163. DOI: 10.1080/09687599.2014.931659
Macfarlane, B. (2014). Hong Kong’s students ask: if not now, when? 16 October 2014. Times Higher Education.
Miao, Z., & Reynolds, D. (2014). How China teaches children maths so well. The Conversation.
Mashat, A., Wald, M., & Parsons, S. (2014). Improving social and communication skills of adult Arabs with ASD through the use of social media technologies. Lecture Notes in Computer Science, 8547, 478-485. DOI: 10.1007/978-3-319-08596-8_75
Kelly, A. (2014). Introducing the concept of salutogenesis to school leadership research: problematizing empirical methodologies and findings. International Journal of Leadership in Education, 1-11. DOI: 10.1080/13603124.2014.922219
Reynolds, D. (2014). Making best standard: using within-school variation for school improvement. The Teaching Leaders Quarterly, 6, 4-5.
Kelly, A. (2014). Measuring equity in educational effectiveness research: the properties and possibilities of quantitative indicators. International Journal of Research and Method in Education, 1-22. DOI: 10.1080/1743727X.2014.914486
Macfarlane, B. (2014). No place for introverts in the academy? Times Higher Education.
Macfarlane, B. (2014). Student performativity in higher education: converting learning as a private space into a public performance. Higher Education Research & Development, 1-13. DOI: 10.1080/07294360.2014.956697
Brockmann, M. (2014). Student-centred teaching and learning: not always what it says on the tin? Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 9(1), 18-32.
Nedbalová, E., Greenacre, L., & Schulz, J. (2014). UK higher education viewed through the marketization and marketing lenses. Journal of Marketing for Higher Education, 1-18. DOI: 10.1080/08841241.2014.973472

Books

Grenfell, M., & Pahl, K. (2018). Bourdieu, Reflexivity and Language Ethnography. Routledge.
Amado, N., Carreira, S., & Jones, K. (Eds.) (2018). Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect. (Research in Mathematics Education). Cham, CH: Springer International Publishing. DOI: 10.1007/978-3-319-99861-9
Herbst, P., Cheah, U. H., Richard, P., & Jones, K. (Eds.) (2018). International perspectives on the teaching and learning of geometry in secondary schools. (ICME-13 Monographs). Springer. DOI: 10.1007/978-3-319-77476-3
Tomlinson, M., & Holmes, L. (2017). Graduate Employability in Context: Theory, Research and Debate. Basingstoke, GB: Palgrave Macmillan. DOI: 10.1057/978-1-137-57168-7
Macfarlane, B. (2016). Freedom to learn: the threat to student academic freedom and how it can be reclaimed. Abingdon, GB: Routledge.
Carreira, S., Jones, K., Amado, N., Jacinto, H., & Nobre, S. (2016). Youngsters solving mathematical problems with technology: the results and implications of the Problem@Web project. (Mathematics Education in the Digital Era; Vol. 5, No. 5). Cham, CH: Springer. DOI: 10.1007/978-3-319-24910-0
Evans, C., Mujis, D., & Tomlinson, D. (Accepted/In press). Engaged student learning: high impact strategies to enhance student achievement. York, GB: Higher Education Academy.
Evans, C. (2015). Innovative pedagogical practices: the personal learning styles pedagogy. Ystalyfera, GB: Higher Education Academy.
Chapman, C. (Ed.), Muijs, D. (Ed.), Reynolds, D., Sammons, P. (Ed.), & Teddlie, C. (Ed.) (2015). The Routledge international handbook of educational effectiveness and improvement: research, policy, and practice. Abingdon, GB: Routledge.
Waring, M., & Evans, C. (2014). Understanding pedagogy: developing a critical approach to teaching and learning. London, GB: Routledge.

Book Chapters

Strogilos, V., & Lim, L. (2019). Towards inclusive education in Singapore. In S. Halder, & V. Argyropoilos (Eds.), Inclusive Practices, Equity and Access for Individuals with Disabilities: Insights from Educators Across World (pp. 365-381). Singapore: Palgrave Macmillan. DOI: 10.1007/978-981-13-5962-0_18
Fan, L., & Jones, K. (2018). About the teaching and learning of proof and proving: cognitive issues, curricular issues and beyond. In A. Stylianides, & G. Harel (Eds.), Advances in Mathematics Education Research on Proof and Proving: An International Perspective (pp. 215-222). (ICME-13 Monographs). Cham, Switzerland: Springer. DOI: 10.1007/978-3-319-70996-3_15
Amado, N., Carreira, S., & Jones, K. (2018). Broadening research on mathematical problem solving: an introduction. In N. Amado, S. Carreira, & K. Jones (Eds.), Broadening the scope of research on mathematical problem solving: a focus on technology, creativity and affect (pp. 1-12). (Research in Mathematics Education). Cham, CH: Springer International Publishing. DOI: 10.1007/978-3-319-99861-9_1
Herbst, P., Cheah, U. H., Jones, K., & Richard, P. (2018). Conclusion: prospects for developments and research in secondary geometry education. In P. Herbst, U. H. Cheah, P. Richard, & K. Jones (Eds.), International perspectives on the teaching and learning of geometry in secondary schools (pp. 377-381). (ICME-13 Monographs). Springer. DOI: 10.1007/978-3-319-77476-3_21
Herbst, P., Cheah, U. H., Jones, K., & Richard, P. (2018). International perspectives on secondary geometry education: an introduction. In P. Herbst, U. H. Cheah, P. Richard, & K. Jones (Eds.), International perspectives on the teaching and learning of geometry in secondary schools (pp. 1-4). (ICME-13 Monographs). Springer. DOI: 10.1007/978-3-319-77476-3_1
Bokhove, C., & Jones, K. (2018). Stimulating mathematical creativity through constraints in problem-solving. In N. Amado, S. Carreira, & K. Jones (Eds.), Broadening the scope of research on mathematical problem solving: a focus on technology, creativity and affect (pp. 301-319). (Research in Mathematics Education). Springer. DOI: 10.1007/978-3-319-99861-9_13
Ding, L., Jones, K., & Sikko, S. A. (2017). An expert teacher’s use of teaching with variation to support a junior mathematics teacher’s professional learning. In R. Huang, & Y. Li (Eds.), Teaching and learning mathematics through variation: Confucian heritage meets Western theories (pp. 241-266). (Mathematics Teaching and Learning; No. 2). Rotterdam, NL: Sense. DOI: 10.1007/978-94-6300-782-5_14
Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J., & Eisenstadt, N. (2017). Children's Centres: an English intervention for families living in disadvantaged communities. In Handbook on Positive Development of Minority Children and Youth (pp. 455-470). Cham: Springer. DOI: 10.1007/978-3-319-43645-6_27
Sinclair, N., Bartolini Bussi, M. G., de Villiers, M., Jones, K., Kortenkamp, U., Leung, A., & Owens, K. (2017). Geometry education, including the use of new technologies: a survey of recent research. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (ICME-13) (pp. 277-287). (ICME-13 Monographs). Cham, Switzerland: Springer. DOI: 10.1007/978-3-319-62597-3_18
Tomlinson, M. (2017). Graduate employability in context: charting a complex, contested and multi-faceted policy and research field. In M. Tomlinson, & L. Holmes (Eds.), Graduate Employability in Context: Theory, Research and Debate (pp. 1-40). London, GB: Palgrave Macmillan. DOI: 10.1057/978-1-137-57168-7_1
Jones, K., & Edwards, J-A. (2017). Planning for mathematics learning. In S. Johnstone-Wilder, C. Lee, & D. Pimm (Eds.), Learning to teach mathematics in the secondary school: a companion to school experience (4 ed., pp. 70-91). (Learning to Teach Subjects in the Secondary School ). Abingdon: Routledge. DOI: 10.4324/9781315672175
Strogilos, V., & Avramidis, E. (2017). The cultural understanding of inclusion in diverse settings: support services and collaboration. In M. T. Hughes, & E. Talbot (Eds.), The Wiley Handbook of Diversity in Special Education (pp. 87-113). Chicago: Wiley. DOI: 10.1002/9781118768778.ch5
Jones, K., & Tzekaki, M. (2016). Research on the teaching and learning of geometry. In Á. Gutiérrez, G. Leder, & P. Boero (Eds.), The Second Handbook of Research on the Psychology of Mathematics Education (pp. 109-149). Rotterdam, NL: Sense Publishers. DOI: 10.1007/978-94-6300-561-6_4
Galbraith, D., & Baaijen, V. (2015). Conflict in writing: actions and objects. In Writing(s) at the Crossroads: The Process–Product Interface (pp. 253-276). Amsterdam, NL: John Benjamins. DOI: 10.1075/z.194.13gal
Reynolds, D., Coldwell, J., Cruz, R., & Miao, Z. (2015). Educational effectiveness and improvement research policy and comparative and international education. In C. Chapman, D. Muijs, D. Reynolds, & J. P. Sammons (Eds.), The International Handbook of Educational Effectiveness and Improvement London, GB: Routledge.
Evans, C. (2015). Exploring students’ emotions and emotional regulation of feedback in the context of learning to teach. In V. Donche, S. De Maeyer, D. Gijbels, & H. van den Bergh (Eds.), Methodological Challenges in Research on Student Learning London, GB: Garant.
Reynolds, D., & Muijs, D. (2015). Leading effective pedagogy. In A. Harris, & M. S. Jones (Eds.), Leading Futures: Global Perspectives on Educational Leadership New Delhi, IN: SAGE.
Simons, H. (2015). Preface. In T. Greenhalgh, J. Russell, & S. Kushner (Eds.), Case Study Evaluation: Past, Present and Future Challenges (pp. ix-xv). (Advances in Program Evaluation; Vol. 15). Bingley, GB: Emerald Group Publishing Limited.
Ding, L., Pepin, B., & Jones, K. (2015). Students’ attitudes towards mathematics across lower secondary schools in Shanghai. In B. Pepin, & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (pp. 157-178). (Advances in Mathematics Education). New York, US: Springer. DOI: 10.1007/978-3-319-06808-4_8
Ding, L., Jones, K., & Zhang, D. (2015). Teaching geometrical theorems in grade 8 using the “Shen Tou” method: a case study in Shanghai. In L. Fan, N-Y. Wong, J. Cai, & S. Li (Eds.), How Chinese teach mathematics: Perspectives from insiders (pp. 279-312). (Series on Mathematics Education; Vol. 6). World Scientific. DOI: 10.1142/9789814415828_0009
Scott, D., & Evans, C. (2015). The elements of a learning environment. In D. Scott, & E. Hargreaves (Eds.), The SAGE Handbook of Learning London, GB: SAGE.
Evans, C., & Waring, M. (2015). Using an informed understanding of styles to enhance learning and teaching in 21st century learning environments. In R. Wegerif, L. Liu, & J. C. Kaufman (Eds.), Handbook of Research on Teaching Thinking (Routledge International Handbooks of Education). London, GB: Routledge.
Muijs, D. R., Chapman, C., & Armstrong, P. (2014). Acculturation or innovation in experiential learning? Pedagogical practices of teachers on an alternative certification programme. In V. Ellis, & J. Orchard (Eds.), Learning Teaching from Experience: Multiple Perspectives and International Contexts Bloomsbury.
Simons, H. (2014). Case study research: in-depth understanding in context. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 455-470). (Oxford Library of Psychology). New York City, US: Oxford University Press.

Conferences

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.
Mindetbay, Y. A., & Woollard, J. (2019). Proving what is thought: The efficacy of MCQs. Paper presented at CAS Research Meeting, Cambridge, United Kingdom.
Binti Salleh, R., & Woollard, J. (2019). Towards inclusive training for inclusive education: (teachers' views about effective professional development for promoting inclusive education). Paper presented at INTED 2019, Valencia, Spain.
Alzubaidi, I., & Jones, K. (2018). A case study of a university teacher of Calculus 1. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, & N. M. Hogstad (Eds.), Proceedings of INDRUM 2018: the Second Conference of the International Network for Didactic Research in University Mathematics (pp. 452-453). (Proceedings of the International Network for Didactic Research in University Mathematics; Vol. 2). Kristiansand, Norway: University of Agder and INDRUM.
Hall, J., Malmberg, L. E., Lindorff, A., Baumann, N., & Sammons, P. (2018). Airbag moderation: The definition and implementation of a new research hypothesis. Paper presented at American Educational Research Association (AERA), 2018 Annual Meeting, New York, United States.
Ding, L., & Jones, K. (2018). Conceptualizing an expert teacher’s expertise in a lesson design study in Shanghai. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME42) (pp. 355-362). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 42, No. 2). Umeå: IGPME.
Lindorff, A., Hall, J., & Sammons, P. (2018). Evaluation of Inspire Maths: an illustration of a mixed methods RCT in educational research. Paper presented at Mixed Methods International Research Association International Conference 2018, Vienna, Austria.
Ismail, N., & Tyler-Jones, M. (2018). Games-based online course design: Prototype of gamification for online tutors. In Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018 (Vol. 2018-October, pp. 249-257). Dechema e.V..
Binti A.Rahman, A., & Woollard, J. (2018). Neurodiversity awareness: Is Malaysia there yet?. Paper presented at 3rd Technical and Vocational Education & Training International Conference, Johur, Malaysia.
Komatsu, K., Yamazaki, M., Fujita, T., Jones, K., & Sue, N. (2018). Secondary school students’ appraisal of mathematical proofs. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME42) (pp. 227-234). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 42, No. 3). Umeå: IGPME.
Jones, K. (Accepted/In press). Strategies for globalizing research in the educational sciences. In Proceedings of the 42nd annual conference of the Japan Society for Science Education (JSSE) Japan Society for Science Education.
Rietdijk, W. (2017). A micro-phenomenological study of the mechanisms and processes of mindfulness. Paper presented at Interdisciplinary Coalition of North American Phenomenologists, Mahwah, United States.
Jones, K., & Komatsu, K. (2017). Diagrams in students’ proving activity in secondary school geometry. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : (CERME10, February1-5, 2017) (pp. 689-690). Dublin, Ireland: DCU Institute of Education and ERME.
Herrero Romero, R., Cluver, L., Hall, J., & Steinert, J. (2017). Disadvantaged adolescents and educational delay in South Africa: Impacts of personal, family and school characteristics. Paper presented at Comparative and International Education Society (CIES), 61st Annual Meeting, Atlanta, United States.
Fair, N. S. R., Harris, L., & Leon Urrutia, M. (2017). Enhancing the student experience: integrating MOOCs into campus based modules. Paper presented at ICEM 2017, Naples, Italy.
Voutsina, C., George, L., & Jones, K. (2017). Exploring changes in children’s mathematical task and strategy conceptualisation using microgenetic research designs. Paper presented at Conference of the British Society for Research into Learning Mathematics , London, United Kingdom.
Miyazaki, M., Fujita, T., Jones, K., & Ichikawa, D. (2017). Identifying local proof ‘modules’ during proving. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (PME41) (Vol. 1, pp. 246). Singapore: IGPME.
Jones, K., & Komatsu, K. (2017). Interpretation of diagrams in dynamic geometry environments. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (PME41) (Vol. 1, pp. 226). Singapore: IGPME.
Jones, K., Maschietto, M., & Mithalal-Le Doze, J. (2017). Introduction to the papers of WG4: Geometry Education. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : (CERME10, February1-5, 2017) (pp. 560-563). Dublin, Ireland: DCU Institute of Education and ERME.
Komatsu, K., & Jones, K. (2017). Proofs and refutations in school mathematics: A task design in dynamic geometry environments. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : (CERME10, February1-5, 2017) (pp. 187-194). Dublin, Ireland: DCU Institute of Education and ERME.
Grenfell, M., & Kerin, M. (2017). Reaching out - reaching in: Musical performance in practice. Paper presented at Twelfth International Arts in Society Conference, Paris, France.
Rietdijk, W. (2017). The microphenomenology of processes and mechanisms of mindfulness. Poster session presented at Mind and Life European Summer Research Institute, Chiemsee, Germany.
Stroggilos, V. (2017). The value of differentiated instruction in the inclusion of students with special needs/ disabilities in early childhood classrooms. Paper presented at The Financial Literacy Conference 2017, Singapore.
Komatsu, K., & Jones, K. (2017). 証明と論駁を通じての数学的知識の生成. In 日本数学教育学会第50回秋期研究大会発表集録 (pp. 405-406). (Proceedings of the Conference of Japan Society of Mathematical Education ; Vol. 50). Kariya: Japan Society of Mathematical Education.
Ding, L., Jones, K., Mei, L., & Sikko, S. A. (2016). “Not to lose the chain in learning mathematics”: expert teaching with variation in Shanghai. In K. Beswick, T. Muir, & J. Fielding-Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 209-216). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 39). Hobart: IGPME.
Sammons, P., Hall, J., Smees, R., Sylva, K., & Goff, J. (2016). Combatting disadvantage in the early years: Evaluating the impact of Children’s Centres in promoting better outcomes for children, parents and families in England. Paper presented at European Association for Research on Learning and Instruction (EARLI), SIG18 Educational Effectiveness, Oslo, Norway.
Sylva, K., Sammons, P., Hall, J., Smees, R., Smith, T., Evangelou, M., ... Eisenstadt, N. (2016). Evaluating Children’s Centres in England: impact on children, parents and families. Paper presented at European Association for Research on Learning and Instruction (EARLI), SIG5 Learning and Development in Early Childhood, Porto, Portugal.
Lewthwaite, S., & Nind, M. (2016). Situating pedagogies: researching the teaching and learning of advanced qualitative research methods. 108-112. Paper presented at 1st International Symposium on Qualitative Research, Portugal.
Fujita, T., Jones, K., & Kunimune, S. (2016). Teacher noticing for productive geometrical reasoning. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME40) (Vol. 1, pp. 160). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 40). Szeged: IGPME.
Stroggilos, V., & Avramidis, E. (2016). Understanding inclusion in diverse settings: Support services and collaboration. Paper presented at Annual Meeting - American Educational Research Association, Washington DC, United States.
Martin, A., Collie, R. J., Malmberg, L. E., Hall, J., & Ginns, P. (2015). A longitudinal analysis of academic buoyancy, achievement, and control. Paper presented at American Educational Research Association annual conference, United States.
Jones, K., Miyazaki, M., & Fujita, T. (2015). Aspects of scaffolding in a web-based learning system for congruency-based proofs in geometry. In N. Amado, & S. Carreira (Eds.), Proceedings of the 12th International Conference on Technology in Mathematics Teaching: ICTMT12 (pp. 561-563). (Proceedings of the International Conference on Technology in Mathematics Teaching). Faro: University of the Algarve.
Grenfell, M., & Watson, J. (2015). Bourdieu and methodological innovation. Paper presented at British Educational Research Association Conference, United Kingdom.
Muijs, D. R. (2015). Can we reliably measure teacher effectiveness?. ResearchED Research Leads conference, United Kingdom.
Bokhove, C., Mavrikis, M., Geraniou, E., & Jones, K. (2015). Fostering creative mathematical thinking in electronic mathematics books (c-books). Poster session presented at 39th Conference of the International Group for the Psychology of Mathematics Education, Hobart, Australia.
Alomary, A., & Woollard, J. (2015). How is technology accepted by users? A review of technology acceptance models and theories. Paper presented at 5th International Conference on 4E, United Kingdom.
Zhang, L-F., & Evans, C. (Accepted/In press). Organizational commitment and teaching styles among academics in mainland China. Paper presented at 2015 Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis, United States.
Almanthari, A. (2015). Professional development of teachers in ICT. Paper presented at PGR Student Conference 2015, United Kingdom.
AL Rashidi, M. (2015). Reforming physical education teacher preparation in Kuwaiti Higher education. Poster session presented at Post Graduate Researchers (PGR) Conference 2015, United Kingdom.
Selby, C. (2015). Relationships: computational thinking, pedagogy of programming, and Bloom’s Taxonomy. 80-87. Paper presented at The 10th Workshop in Primary and Secondary Computing Education, United Kingdom.DOI: 10.1145/2818314.2818315
Grenfell, M. (2015). Revisiting longitudinal language ethnographies: the case of Bourdieu and reflexivity. Paper presented at AERA 2015, Chicago, United States.
Alomary, A. (2015). Saudi undergraduate students’ motivation towards adopting tablet: an application of technology acceptance model. Poster session presented at GSE Conference, United Kingdom.
Grenfell, M., & Harris, V. (2015). Situating strategy use: Individual characteristics. Paper presented at Situating Straegy Use, Klagenfurt, Austria.
Macfarlane, B. (Accepted/In press). The ethics of multiple authorship: patterns of abuse and the effects of performativity. 4th International Societal Partnership in Scientific Research Forum, Saudi Arabia.
Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., ... Smees, R. (2015). The evaluation of Children’s Centres in England: Delivering services through a UK family intervention. Paper presented at European Association for Research on Learning and Instruction (EARLI), SIG18 Educational Effectiveness, Limassol, Cyprus.
Bokhove, C., Mavrikis, M., & Jones, K. (2015). The potential of authoring creative electronic mathematics books in the MC-squared project. Poster session presented at 12th International Conference on Technology in Mathematics Teaching, Faro, Portugal.
Mashat, A., Wald, M., & Parsons, S. (2015). The role of photos in social media interactions of adult Arabs with autism spectrum disorder. 2873-2879. Paper presented at INTED2015 Proceedings. 9th International Technology, Education and Development Conference, Spain.
Grenfell, M., & Harris, V. (2015). The role of sociocultural factors and strategy based instruction. Paper presented at Situating Straegy Use, Klagenfurt, Austria.
Miao, Z., & Reynolds, D. (2015). Uncovering classroom-level factors for the performance gap in mathematics between England and China: a synthesis of results and findings from an international teacher effectiveness study. Paper presented at The Annual Conference of British Educational Research Association (BERA), United Kingdom.
Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2015). Understanding the development of differentiated instruction for students with disabilities in inclusive co-taught classrooms. Paper presented at European Conference on Educational Research on ‘Education and Transition-Contributions from Educational Research', Budapest, Hungary.
Evans, C. (2015). Using cognitive styles in practice: an informed approach. University of Kingston Workshop, United Kingdom.
Nind, M. (2015). What is innovative in research methods?. What is Innovative in Research Methods? Visiting Professor Seminar, United Kingdom.
Miao, Z., & Reynolds, D. (2014). A comparative study on the effectiveness of mathematics teaching in England and China. Paper presented at The European Association for Research on Learning and Instruction (EARLI) SIG 18 Conference, United Kingdom.
Simons, H., & Greene, J. (2014). Against the odds but worth it: the value of democratic evaluation in contemporary society. 11th EES Biennial Conference, Evaluation for an Equitable Society, Ireland.
Almanthari, A. (2014). Continuing professional development of teachers in ICT, in the colleges of technology in Oman. Poster session presented at PGR Student Conference 2014, United Kingdom.
Evans, C., & Waring, M. (2014). Focusing feedback: enhancing the effectiveness of written feedback. Paper presented at EARLI SIG 1 Assessment and Evaluation, Spain.
Duffy, T., Evans, C., & Charlesworth, Z. (2014). Individuality and resilience in learning and education. 19th Annual Conference of the European Learning Styles Information Network, United Kingdom.
Macfarlane, B. (2014). Publication ethics and performative pressures. Hong Kong Institute of Education Lecture, Hong Kong.
Muijs, D. R. (2014). Researching teacher effectiveness. TLAB 2014, United Kingdom.
Muijs, D. R. (2014). School-to-school collaboration: a new model for school improvement?. Cramlington Festival of Learning, .
Strogilos, V., & Stefanidis, A. (2014). Teachers’ preferences and efficacy of co-teaching in Greek mainstream classrooms for students with disabilities. Paper presented at European Conference on Educational Research on ‘The Past, the Present and Future of Educational Research in Europe, Porto, Portugal.
Miao, Z., & Reynolds, D. (2014). The effectiveness of mathematics teaching: a cross-national investigation in primary schools in England and China. Paper presented at The Annual Conference of British Educational Research Association (BERA), United Kingdom.
Muijs, D. R. (2014). The relationship between school and classroom characteristics and the prevalence of bullying behaviours. Paper presented at American Educational Research Association Annual Meeting, United States.
Muijs, D. R., Reynolds, D., & Chapman, C. (2014). Towards franchising in education. Paper presented at American Educational Research Association Annual Meeting, United States.
Simons, H. (2014). Towards professionalization of evaluation: voluntary evaluator peer review. Joint DeGEval and SEVAL Evaluation Conference, Professionalisierung in und für Evaluationen, Switzerland.
Evans, C. (2014). Using a personal learning styles pedagogy to support assessment feedback practice. Paper presented at ELSIN, United Kingdom.
Evans, C., & Waring, M. (2014). Using an informed understanding of cognitive styles to enhance learning and teaching. Paper presented at The European Conference on Educational Research, Porto, Portugal.
Evans, C. (2014). Using an understanding of individual differences to facilitate assessment feedback practice. University of Surrey, United Kingdom.
Macfarlane, B. (2014). Virtue under pressure: publication and integrity in a performative age. World-Class Universities, Publication and Research Assessment: Rethinking the Mission of Higher Education in the Global Age, Hong Kong.
Muijs, D. R. (2014). World-class teaching. Festival of Learning, Cramlington TSA, United Kingdom.

Letters/Editorials

Jones, K., Black, L., & Coles, A. (2019). Marking 21 years of Research in Mathematics Education. Research in Mathematics Education, 21(1), 1-5. DOI: 10.1080/14794802.2019.1592336
Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children's centres. BMJ, 352(i897), 1. [i897]. DOI: 10.1136/bmj.i897
Amado, N., Domingos, A., & Jones, K. (2016). Re-visioning teaching and learning with technology in mathematics: selected papers from ICTMT12. Teaching Mathematics and its Applications, 35(2), 51-52. DOI: 10.1093/teamat/hrw004

Working Paper

Phillips, D., & Woollard, J. (2016). The developing concept of “computational thinking”. Southampton, GB: University of Southampton.

Articles

Books

Book Chapters

Conferences

Letters/Editorials

Reports

Reviews

Theses

Working Paper