Publications

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Articles

Jacob, C. M., Hardy-Johnson, P., Inskip, H., Morris, T., Parsons, C., Barrett, M., Hanson, M., Woods-Townsend, K., & Baird, J. (2021). A systematic review and meta-analysis of school-based interventions with health education to reduce body mass index in adolescents aged 10 to 19 years. International Journal of Behavioral Nutrition and Physical Activity, 18(1), [1]. https://doi.org/10.1186/s12966-020-01065-9
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. https://doi.org/10.1002/berj.3705
Watermeyer, R., & Tomlinson, M. (2021). Competitive accountability and the dispossession of academic identity: haunted by an impact phantom. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1880388
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
Tomlinson, M. (2021). Missing values: engaging the value of higher education and implications for future measurements. Oxford Review of Education, 1-15. https://doi.org/10.1080/03054985.2021.1908247
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.
Power, A., Coverdale, A., Croydon, A. E., Hall, E., Kaley, A., Macpherson, H., & Nind, M. (Accepted/In press). 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.
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, [jnnp-2020-325193]. https://doi.org/10.1136/jnnp-2020-325193
Azaola, M. C. (Accepted/In press). Social fragmentation and the public-private school divide: the case of high-achieving high schools in Mexico City. Globalisation, Societies and Education.
Parsons, S. (2021). The importance of collaboration for knowledge co-construction in ‘close-to-practice’ research. British Educational Research Journal. https://doi.org/10.1002/berj.3714
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
Brockmann, M. (2020). ‘It doesn’t take much force’ – The negotiation of gender by two women motor mechanic apprentices through the biographical lens. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2020.1734061
Parsons, S., Ivil, K., Kovshoff, H., & Karakosta, E. (2020). ‘Seeing is believing’: exploring the perspectives of young autistic children through digital stories. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X20951235
Curtner-Smith, M., Kinchin, G., Hastie, P., Brunsdon, J., & Sinelnikov, O. (2020). “It’s a lot less hassle and a lot more fun”: Factors that sustain teachers’ enthusiasm for and ability to deliver sport education. Journal of Teaching in Physical Education, 0, 1-10. https://doi.org/10.1123/jtpe.2019-0275
Parsons, S., Yuill, N., Good, J., & Brosnan, M. (2020). “Whose agenda? Who knows best? Whose voice?”: Co-creating a technology research roadmap with autism stakeholders. Disability & Society, 35(2), 201-234. https://doi.org/10.1080/09687599.2019.1624152
Spurrell, J., & Grace, M. (2020). A collaborative approach to schools engagement training for university staff. Research for All, 4(1), 117-127. https://doi.org/10.18546/RFA.04.1.09
Lumby, J., & MacRuairc, G. (2020). A key leadership issue of the twenty-first century: religion in schools in England, Wales and the Republic of Ireland. British Educational Research Journal. https://doi.org/10.1002/berj.3687
Nind, M. (2020). A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods. Oxford Review of Education, 46(2), 185-201. https://doi.org/10.1080/03054985.2019.1644996
Byrne, J., & Norman, A. (2020). A transformative model of continuing professional development in a day nursery: practitioners' perspectives on the implementation of symbolic gesturing. Professional Development in Education . https://doi.org/10.1080/19415257.2020.1744687
Lewthwaite, S., & James, A. (2020). Accessible at last?: what do new European digital accessibility laws mean for disabled people in the UK? Disability & Society, 35(8), 1360-1365. https://doi.org/10.1080/09687599.2020.1717446
Hall, J., Malmberg, L. E., Lindorff, A., Baumann, N., & Sammons, P. (2020). Airbag moderation: the definition and statistical implementation of a new methodological model. International Journal of Research and Method in Education, 43(4), 379-394. https://doi.org/10.1080/1743727X.2020.1735334
King-Sears, M., & Strogilos, V. (2020). An exploratory study of self- efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom. International Journal of Inclusive Education, 24(2), 162-180. https://doi.org/10.1080/13603116.2018.1453553
Strommer, S., Lawrence, W., Shaw, S., Correia Simao, S., Jenner, S., Barrett, M., Vogel, C., Hardy-Johnson, P., Farrell, D., Woods-Townsend, K., Baird, J., Morrison, L., Sloboda, D. M., Inskip, H., & Barker, M. (2020). Behaviour change interventions: getting in touch with individual differences, values and emotions. Journal of the Developmental Origins of Health and Disease, 11(6), 589-598. https://doi.org/10.1017/S2040174420000604
Nind, M., Chalachanová, A., Østby, M., Tilley, L., Walmsley, J., Westergård, B-E., Power, M., & Power, A. (2020). Building relationships in inclusive research in diverse contexts. Scandinavian Journal of Disability Research, 22(1), 147-157. https://doi.org/10.16993/sjdr.681
Grace, M. (2020). Connecting people with nature. Do we want to connect emotionally or cognitively? The Niche, 51(1), 52-53. https://www.britishecologicalsociety.org/wp-content/uploads/2020/03/The-Niche_March_2020.pdf
Bokhove, C., & Sims, S. (2020). Demonstrating the potential of text mining for analyzing school inspection reports: a sentiment analysis of 17,000 Ofsted documents. International Journal of Research and Method in Education. https://doi.org/10.1080/1743727X.2020.1819228
Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2020). Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications. International Journal of Inclusive Education, 24(4), 443-461. https://doi.org/10.1080/13603116.2018.1466928
Parsons, S., Kovshoff, H., & Ivil, K. (2020). Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners. Educational Review, 0, 1-19. https://doi.org/10.1080/00131911.2020.1816909
Writing Committee for the REMAP-CAP Investigators (2020). Effect of Hydrocortisone on Mortality and Organ Support in Patients With Severe COVID-19: The REMAP-CAP COVID-19 Corticosteroid Domain Randomized Clinical Trial. JAMA, 324(13), 1317-1329. https://doi.org/10.1001/jama.2020.17022
Liou, Y-H., Daly, A. J., Downey, C., Bokhove, C., Civis, M., Diaz-Gibson, J., & Lopez, S. (2020). Efficacy, explore, and exchange: Studies on social side of teacher education from England, Spain, and US. International Journal of Educational Research, 99, 1-14. [101518]. https://doi.org/10.1016/j.ijer.2019.101518
Tomlinson, M., & Anderson, V. (2020). Employers and graduates: the mediating role of signals and capitals. Journal of Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2020.1833126
Strommer, S., Barrett, C., Woods-Townsend, K., Baird, J., Farrell, D., Lord, J., Morrison, L., Shaw, S., Vogel, C., Lawrence, W., Lovelock, D., Bagust, L., Varkonyi-Sepp, J., Coakley, P. J., Campbell, L., Anderson, R., Horsfall, M., Kalita, N., Onyimadu, O., ... Barker, M. (Accepted/In press). Engaging adolescents in changing behaviour (EACH-B): a study protocol for a cluster randomised controlled trial to improve dietary quality and physical activity. Trials.
Warren, A., Buckingham, K., & Parsons, S. (2020). Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2020.1823166
Hollis, V., Woods-townsend, K., Fernandez, B., & Holloway, J. (2020). HACASE: a simple and versatile framework for session design and delivery. MedEdPublish, 9(1). https://doi.org/10.15694/mep.2020.000152.1
Iskru, V., & Schulz, J. (2020). How postgraduate students use video to help them learn. Contemporary Education Technology, 12(2), 1-8. [ep276]. https://doi.org/10.30935/cedtech/8400
Morris, T., Strommer, S., Vogel, C., Harvey, N., Cooper, C., Inskip, H., Woods-Townsend, K., Baird, J., Barker, M., & Lawrence, W. (2020). Improving pregnant women's diet and physical activity behaviours: The emerging role of health identity. BMC Pregnancy and Childbirth, 20(1), [244]. https://doi.org/10.1186/s12884-020-02913-z
Messiou, K., & Ainscow, M. (2020). Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 46(3), 670-687. https://doi.org/10.1002/berj.3602
Zhan, M., Downey, C., & Dyke, M. (2020). International postgraduate students' labour mobility in the United Kingdom: A cross‐classified multilevel analysis. Population, Space and Place, e2381, 1-15. https://doi.org/10.1002/psp.2381
Komatsu, K., & Jones, K. (2020). Interplay between paper-and-pencil activities and dynamic-geometry-environment use during generalisation and proving. Digital Experiences in Mathematics Education, 6(2), 123-143. https://doi.org/10.1007/s40751-020-00067-3
Jackson, D., & Tomlinson, M. (2020). Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions. Higher Education, 80(3), 435-455. https://doi.org/10.1007/s10734-019-00490-5
O'Riordan, T., Millard, D., & Schulz, J. (2020). Is critical thinking happening? Testing content analysis schemes applied to MOOC discussion forums. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22314
Zilli, C., Parsons, S., & Kovshoff, H. (2020). Keys to engagement: a case study exploring the participation of autistic pupils in educational decision-making at school. British Journal of Educational Psychology, 90(3), 770-789. https://doi.org/10.1111/bjep.12331
Nind, M., Coverdale, A., & Croydon, A. E. (2020). Learning from each other in the context of personalisation and self-build social care. Disability & Society, 0, [1812378]. https://doi.org/10.1080/09687599.2020.1812378
Al Muqarshi, A., Kaparou, M., & Kelly, A. (Accepted/In press). Managing cultural diversity for collective identity: a case study of an ELT department in Omani Higher Education. Educational Management Administration & Leadership.
Hall, J., Allan, A., Tomlinson, M., Kelly, A., & Lindorff, A. (2020). Negative capital: a generalised definition and application to educational effectiveness and equity. Oxford Review of Education. https://doi.org/10.1080/03054985.2020.1835626
Stefanidis, A., & Strogilos, V. (2020). Perceived organizational support and work engagement of employees with children with disabilities. Personnel Review. https://doi.org/10.1108/PR-02-2019-0057
Messiou, K., Ainscow, M., Galbally, L., & Page, R. (Accepted/In press). Primary school children becoming researchers: The use of Inclusive Inquiry. Impact.
Alwafi, E. M. F., Downey, C., & Kinchin, G. (2020). Promoting pre-service teachers’ engagement in an online professional learning community: support from practitioners. Journal of Professional Capital and Community, 5(2), 129-146. https://doi.org/10.1108/JPCC-10-2019-0027
Byrne, J. (2020). Reframing teacher education in England: the case for a Bildung orientated approach. Educational Review, 0, 1-17. https://doi.org/10.1080/00131911.2020.1725450
Bokhove, C., & Campbell, R. (2020). Reviving Bloom’s taxonomy. Impact, 8. https://impact.chartered.college/article/revising-opinions-about-blooms-taxonomy/
Ziauddeen, N., Woods-Townsend, K., Saxena, S., Gilbert, R., & Alwan, N. (Accepted/In press). Schools and COVID-19: reopening Pandora’s Box?  . Public Health in Practice.
Anderson, V., & Tomlinson, M. (2020). Signaling standout graduate employability: the employer perspective. Human Resource Management Journal.
Fujita, T., Kondo, Y., Kumakura, H., Kunimune, S., & Jones, K. (2020). Spatial visualisation reasoning about 2D representations of 3D geometrical shapes in grades 4 to 9. Mathematics Education Research Journal, 32(2), 235-255. https://doi.org/10.1007/s13394-020-00335-w
Messiou, K., Bui, L. T. H., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M., & Echeita, G. (2020). Student diversity and student voice conceptualisations in five European countries: implications for including all students in schools. European Educational Research Journal. https://doi.org/10.1177/1474904120953241
Nind, M., Holmes, M. M., Insenga, M., Lewthwaite, S., & Sutton, C. (2020). Student perspectives on learning research methods in the social sciences. Teaching in Higher Education, 25(7), 797-811. https://doi.org/10.1080/13562517.2019.1592150
Sandoval, M., & Messiou, K. (2020). Students as researchers for promoting school improvement and inclusion: a review of studies. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2020.1730456
Lewthwaite, S., Coverdale, A., & Butler-Rees, A. (2020). Teaching accessibility in computer science and related disciplines: a systematic literature review and narrative synthesis protocol. Social Science Protocols, 3, 1-11. https://doi.org/10.7565/ssp.2020.2811
Grace, M., Christodoulou, A., Godfrey, K., Hughes, C., Griffiths, J., & Rietdijk, W. (2020). The case for including epigenetics in the school science curriculum and trainee science teachers’ views about its implications for society. School Science Review, 101(377), 27-31. https://www.ase.org.uk/system/files/SSR_June_2020_027-031_Grace.pdf
Gaio Alves, M., & Tomlinson, M. (2020). The changing value of higher education in England and Portugal: massification, marketisation and the public good. European Educational Research Journal. https://doi.org/10.1177/1474904120967574
Brouwer, J., Downey, C., & Bokhove, C. (2020). The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England. International Journal of Educational Research, 100, [101542]. https://doi.org/10.1016/j.ijer.2020.101542
Percy, C., Tomlinson, M., & Huddleston, P. (2020). The end of the road? Critiquing the nascent trend of secondary education transition data. Journal of Education and Work, 33(4), 298-311. https://doi.org/10.1080/13639080.2020.1820966
Khalil, L., & Kelly, A. (2020). The practice of choice-making: applying Bourdieu to the field of International Schooling. Journal of Research in International Education, 19(2), 137-154. https://doi.org/10.1177/1475240920954045
Tomlinson, M., Enders, J., & Naidoo, R. (2020). The Teaching Excellence Framework: Symbolic violence and the measured market in higher education. Critical Studies in Education, 61(5), 627-642. https://doi.org/10.1080/17508487.2018.1553793
Pensiero, N. (2020). To leave or not to leave? Understanding the support for the United Kingdom membership in the European Union: identity, attitudes towards the political system and socioeconomic status. Rationality and Society, 32(2), 255-277. https://doi.org/10.1177/1043463120945268
Hummerstone, H. K. M., & Parsons, S. (2020). What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2020.1783800
Tomlinson, M., & Watermeyer, R. (2020). When masses meet markets: credentialism and commodification in twenty-first century higher education. Discourse: Studies in the Cultural Politics of Education, 0, 1-15. https://doi.org/10.1080/01596306.2020.1814996
Stefanidis, A., Strogilos, V., & Kyriakidou, N. (2020). Work engagement of employees who are parents of children with disabilities: Empirical evidence from Singapore and the United Kingdom. The International Journal of Human Resource Management. https://doi.org/10.1080/09585192.2020.1800783
Nind, M., & Lewthwaite, S. (2019). A conceptual-empirical typology of social science research methods pedagogy. Research Papers in Education. https://doi.org/10.1080/02671522.2019.1601756
Lee, Y. C., Grace, M., Rietdijk, W., & Lui, Y. C. (2019). A cross-cultural, cross-age and cross-gender study of Hong Kong and UK secondary students’ decision making about a biological conservation issue. International Journal of Science Education, 41(18), 2696-2715. https://doi.org/10.1080/09500693.2019.1693662
Peleg, R., Yayon, M., Katchevich, D., Moria-shipony, M., & Blonder, R. (2019). A lab-based chemical escape room: educational, mobile, and fun! Journal of Chemical Education, 96(5), 955-960. https://doi.org/10.1021/acs.jchemed.8b00406
Kandala, N. I., Pallikadavath, S., Amos Channon, A., Knight, G., & Janet Madise, N. (2019). A multilevel approach to correlates of anaemia in women in the Democratic Republic of Congo: findings from a nationally representative survey. European Journal of Clinical Nutrition. https://doi.org/10.1038/s41430-019-0524-8
Kelly, A. (2019). A new composite measure of ethnic diversity: investigating the controversy over minority ethnic recruitment at Oxford and Cambridge universities. British Educational Research Journal, 45(1), 41-82. https://doi.org/10.1002/berj.3482
Parsons, S., McCullen, A., Emery, T., & Kovshoff, H. (2019). Awareness within local authorities in England of autism spectrum diagnoses of looked-after children. British Educational Research Journal, 45(1), 99-116. https://doi.org/10.1002/berj.3485
Campbell, R., & Bokhove, C. (2019). Building learning culture through effective uses of groupwork. Impact. https://impact.chartered.college/article/building-learning-culture-through-effective-group-work/
Parsons, S., & Kovshoff, H. (2019). Building the evidence base through school-research partnerships in autism education: the Autism Community Research Network @ Southampton [ACoRNS]. Good Autism Practice, 20(1), 5-12. https://www.ingentaconnect.com/contentone/bild/gap/2019/00000020/00000001/art00002
Bokhove, C., & Muijs, D. (2019). Can we reliably compare student engagement between universities? Evidence from the United Kingdom Engagement Survey. Oxford Review of Education, 45(3), 417-434. https://doi.org/10.1080/03054985.2018.1554530
Jackson, D., & Tomlinson, M. (2019). Career values and proactive career behaviour among contemporary higher education students. Journal of Education and Work, 32(5), 449-464. https://doi.org/10.1080/13639080.2019.1679730
Saraví, G., Bayón, M. C., & Azaola, M. (2019). Constructing school belonging(s) in disadvantaged urban spaces: Adolescents’ experiences and narratives in Mexico City. Youth and Society . https://doi.org/10.1177/0044118X19838188
Muir, N., & Byrne, J. (2019). Constructive and negative aspects of social capital in work-related learning networks. Higher Education Skills and Work Based Learning. https://doi.org/10.1108/HESWBL-08-2019-0104
Voutsina, C. (2019). Context variation and syntax nuances of the equal sign in elementary school mathematics. Canadian Journal of Science, Mathematics and Technology Education, 19(4), 415-429. https://doi.org/10.1007/s42330-019-00067-5
Strogilos, V., & King-Sears, M. (2019). Co-teaching is extra help and fun: perspectives on co-teaching from middle school students and co-teachers. Journal of Research in Special Educational Needs, 19(2), 92-102. https://doi.org/10.1111/1471-3802.12427
Lumby, J. (2019). Distributed Leadership and bureaucracy. Educational Management Administration & Leadership, 47(1), 5-19. https://doi.org/10.1177/1741143217711190
Kinchin, G. D. (2019). Entering secondary physical education student-teachers’ expectations of their program of initial teacher education. International Journal of Physical Education Fitness and Sports, 8(1), 85-94. https://doi.org/10.26524/ijpefs19111
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. https://doi.org/10.1111/bjep.12212
Pham, T., Tomlinson, M., & Thompson, C. (2019). Forms of capital and agency as mediations in negotiating employability of international graduates migrants. Globalisation, Societies and Education, 17(3), 394-405. https://doi.org/10.1080/14767724.2019.1583091
Shaw, P. A., Messiou, K., & Voutsina, C. (2019). Illuminating young children’s perceived notions of inclusion in pedagogical activities. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1563642
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, 54(3), 325–330. https://doi.org/10.1093/alcalc/agz033
Davies, A., Mwango, G., Appiah, B., Callery, J. J., Duy Thanh, V., Gumede, N., Inglis, R., McCracken, S., Mkoola, K., Montjane, K., Ochanda, A., Shonai, C., & Woods-Townsend, K. (2019). Initiating a network to support engagement between health researchers and schools: recommendations from an international meeting of schools engagement practitioners held in Kilifi, Kenya. Wellcome Open Research , 4, 1-17. [180]. https://doi.org/10.12688/wellcomeopenres.15556.1
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, 27(4), 595-612. https://doi.org/10.1080/09650792.2019.1579745
Lindorff, A., Hall, J., & Sammons, P. (2019). Investigating a Singapore-based mathematics textbook and teaching approach in classrooms in England. Frontiers in Education, 4(37), 1-21. https://doi.org/10.3389/feduc.2019.00037
Kelly, A., Azaola, M., & Schulz, J. (2019). Island Voices: choice, equity and opportunity in Jersey schools. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2019.1604626
Macfarlane, B. J., & Burg, D. (2019). Legitimation, professionalisation and accountability in higher education studies: an intergenerational story. Studies in Higher Education, 1-11. https://doi.org/10.1080/03075079.2017.1376640
Olsen, P. E., Laskar, J., Kent, D. V., Kinney, S. T., Reynolds, D. J., Sha, J., & Whiteside, J. H. (2019). Mapping Solar System chaos with the Geological Orrery. Proceedings of the National Academy of Sciences of the United States of America, 116(22), 10664-10673. https://doi.org/10.1073/pnas.1813901116
Galbraith, D., & Vedder, I. (2019). Methodological advances in investigating L2 writing processes. Studies in Second Language Acquisition, 41(3), 633-645. https://doi.org/10.1017/S0272263119000366
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, 102(1), 47-74. https://doi.org/10.1007/s10649-019-09883-w
Rahman, A. A., & Woollard, J. (2019). Neurodiversity awareness: Is Malaysia there yet? International Journal of Evaluation and Research in Education, 8(4), 676-685. https://doi.org/10.11591/ijere.v8i4.20307
Preconception Partnership (2019). Preconception health in England: a proposal for annual reporting with core metrics. The Lancet, 393(10187), 2262-2271. [D-18-07634R1]. https://doi.org/10.1016/S0140-6736(19)30954-7
Townson, J., Cannings-John, R., Francis, N., Thayer, D., & Gregory, J. (2019). Presentation to primary care during the prodrome of type 1 diabetes in childhood: a case control study using record data linkage. Pediatric Diabetes, 20(3), 330-338. https://doi.org/10.1111/pedi.12829
Parsons, S., & Karakosta, E. (2019). Prosocial digital games for inclusion in the primary classroom. Impact. https://impact.chartered.college/article/prosocial-digital-games-inclusion-primary-classroom/
Parsons, S., Karakosta, E., Boniface, M., & Crowle, S. AG. (2019). Prosocial games for inclusion: interaction patterns and game outcomes for elementary-aged children. International Journal of Child-Computer Interaction, 22, 1-11. [100142]. https://doi.org/10.1016/j.ijcci.2019.100142
Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T., & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389. https://doi.org/10.1080/03054985.2018.1551195
Alshehri, S. Z., Byrne, J., & Grace, M. (Accepted/In press). Saudi Arabian university students’ perceptions of health risk behaviours. Health Education, 119(4), 291-308. https://doi.org/10.1108/HE-12-2018-0066
Pensiero, N., & Schoon, I. (2019). Social inequalities in educational attainment: the changing impact of parents' social class, social status, education and family income, England 1986 and 2010. Longitudinal and Life Course Studies, 10(1), 87-108. https://doi.org/10.1332/175795919X15468755933380
Azaola, M. (2019). Support from extended family in higher education: a narrative literature review. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2019.1648775
Norman, A., & Byrne, J. (2019). Symbolic gesturing: creating opportunities for emotional connections between practitioners and infants in day care. Early Child Development and Care. https://doi.org/10.1080/03004430.2019.1659787
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. https://doi.org/10.1007/s10763-018-9892-0
Avramidis, E., Toulia, A., Tsihouridis, C., & Strogilos, V. (2019). Teachers’ attitudes towards inclusion and their self-efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs, 19(S1), 49-59. https://doi.org/10.1111/1471-3802.12477
Lewthwaite, S. (2019). Teaching digital methods: Interview with Richard Rogers. Diseña, (14), 12-37. https://doi.org/10.7764/diseña.14.12-37
Messiou, K. (2019). The missing voices: students as a catalyst for promoting inclusive education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1623326
Bokhove, C., Miyazaki, M., Komatsu, K., Chino, K., Leung, A., & Mok, I. (2019). The role of ‘opportunity to learn’ in the geometry curriculum: a multilevel comparison of six countries. Frontiers in Education, 4, 1-12. [63]. https://doi.org/10.3389/feduc.2019.00063
Zha, M., & Hall, J. (2019). Understanding the progress in mathematics of Chinese adolescents: significant impacts from the socioeconomic status and the academic expectations of primary caregivers. Learning and Instruction, 64, 1-10. [101224]. https://doi.org/10.1016/j.learninstruc.2019.101224
Rapanta, C., & Christodoulou, A. (2019). Walton’s types of argumentation dialogues as classroom discourse sequences. Learning, Culture and Social Interaction, 0, [100352]. https://doi.org/10.1016/j.lcsi.2019.100352
Mindetbay, Y. A., Bokhove, C., & Woollard, J. (2019). What is the relationship between students’ computational thinking performance and school achievement? International Journal of Computer Science Education in Schools, 1-13. https://doi.org/10.21585/ijcses.v0i0.45
Macfarlane, B., & Burg, D. (2019). Women professors and the academic housework trap. Journal of Higher Education Policy and Management, 41(3), 262-274. https://doi.org/10.1080/1360080X.2019.1589682
Byrne, J. (2018). "Madame Geneva" and the gendering of gin. BSA Auto/Biography Yearbook 2017, 19-32.
Messiou, K., & Azaola, M. (2018). A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion? International Journal of Inclusive Education, 22(2), 142-157. https://doi.org/10.1080/13603116.2017.1362047
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. https://doi.org/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. http://mathinfo.unistra.fr/irem/publications/adsc/#c82018
Bokhove, C., & Downey, C. (2018). Automated generation of “good enough” transcripts as a first step to transcription of audio-recorded data. Methodological Innovations, 11(2), 1-14. https://doi.org/10.1177/2059799118790743
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. https://doi.org/10.1016/j.chiabu.2017.09.025
Messiou, K. (2018). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 1-13. https://doi.org/10.1080/09650792.2018.1436081
Tomlinson, M. (2018). Conceptions of the value of higher education in a measured market. Higher Education, 75(4), 711-727. https://doi.org/10.1007/s10734-017-0165-6
Levy, S. T., Peleg, R., Ofeck, E., Tabor, N., Dubovi, I., Bluestein, S., & Ben-zur, H. (2018). Designing for discovery learning of complexity principles of congestion by driving together in the Traffic jams simulation. Instructional Science, 46(1), 105-132. https://doi.org/10.1007/s11251-017-9440-2
Baaijen, V., & Galbraith, D. (2018). Discovery through writing: relationships with writing processes and text quality. Cognition and Instruction, 36(3), 199-223. https://doi.org/10.1080/07370008.2018.1456431
Bokhove, C. (2018). Engaging with research and debunking myths. The Profession, 2018/2019. https://impact.chartered.college/article/bokhove-engaging-research-debunking-myths/
Ainscow, M., & Messiou, K. (2018). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), 1-17. https://doi.org/10.1007/s10833-017-9312-1
Simons, H. (2018). Evaluation as adventure: taking that risk. New Directions for Evaluation, 2018(157), 47-52. https://doi.org/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. http://flm-journal.org/Articles/58A829F06872CEA0F0505BD20F3028.pdf
Bokhove, C. (2018). Exploring classroom interaction with dynamic social network analysis. International Journal of Research and Method in Education, 41(1), 17-37 . https://doi.org/10.1080/1743727X.2016.1192116
Nind, M., & Lewthwaite, S. (2018). Hard to teach: inclusive pedagogy in social science research methods education. International Journal of Inclusive Education, 22(1), 74-88. https://doi.org/10.1080/13603116.2017.1355413
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. https://doi.org/10.1177/0886260518779597
Fan, L., Xiong, B., Zhao, D., & Niu, W. (2018). How is cultural influence manifested in the formation of mathematics textbooks? A comparative case study of resource book series between Shanghai and England. ZDM - Mathematics Education, 50(5), 787-799. https://doi.org/10.1007/s11858-018-0976-7
Nutbeam, D., McGill, B., & Premkumar, P. (2018). Improving health literacy in community populations: a review of progress. Health promotion international, 33(5), 901-911. https://doi.org/10.1093/heapro/dax015
Hoy, K., Parsons, S., & Kovshoff, H. (2018). Inclusive school practices supporting the primary to secondary transition for autistic children: pupil, teacher, and parental perspectives. Advances in Autism, 4(4), 184. https://doi.org/10.1108/AIA-05-2018-0016
Barker, M., Dombrowski, S., Colbourn, T., Fall, C., Kriznik, N. M., Lawrence, W., Norris, S. A., Ngaiza, G., Patel, D., Skordis-Worrall, J., Sniehotta, F. F., Steegers-Theunissen, R. P., Vogel, C., Woods-Townsend, K., & Stephenson, J. (2018). Intervention strategies to improve nutrition and health behaviours before conception. The Lancet, 391(10132), 1853-1864. https://doi.org/10.1016/S0140-6736(18)30313-1
Lumby, J. (2018). Leadership and power in higher education. Studies in Higher Education, 1-11. https://doi.org/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. https://doi.org/10.1007/s11858-018-0950-4
Forsythe, A., Evans, C., Kandiko Howson, C., & Edwards, C. (2018). Learning gain: political expedient or meaningful measurement? Times Higher Education. https://www.timeshighereducation.com/features/learning-gain-political-expedient-or-meaningful-measurement
Woods-Townsend, K., Leat, H., Bay, J., Bagust, L., Davey, H., Lovelock, D., Christodoulou, A., Griffiths, J., Grace, M., Godfrey, K., Hanson, M., & Inskip, H. (2018). LifeLab Southampton: a programme to engage adolescents with DOHaD concepts as a tool for increasing health literacy in teenagers -a pilot cluster-randomized control trial. Journal of Developmental Origins of Health and Disease, 9(5), 475-480. https://doi.org/10.1017/S2040174418000429
Evans, C., Kandiko Howson, C., & Forsythe, A. (2018). Making sense of learning gain in higher education. Higher Education Pedagogies, 3(1), 1-45. https://doi.org/10.1080/23752696.2018.1508360
Bokhove, C., & Downey, C. (2018). Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers. Oxford Review of Education, 44(3), 383-402. https://doi.org/10.1080/03054985.2017.1400427
Nind, M., & Lewthwaite, S. (2018). Methods that teach: developing pedagogic research methods, developing pedagogy. International Journal of Research and Method in Education, 1-23. https://doi.org/10.1080/1743727X.2018.1427057
Bossavit, B., & Parsons, S. (2018). Outcomes for design and learning when teenagers with autism co-design a serious game: a pilot study. Journal of Computer Assisted Learning, 34(3), 293-305. https://doi.org/10.1111/jcal.12242

Books

Nind, M., & Strnadova, I. (Eds.) (2020). Belonging for people with profound intellectual and multiple disabilities: pushing the boundaries of inclusion. (1st ed.) Routledge. http://www.routledge.com/Belonging-for-People-with-Profound-Intellectual-and-Multiple-Disabilities/Nind-Strnadova/p/book/9780367202958
Tran, N., Pham, T., Tomlinson, M., Medica, K., & Thompson, C. (2020). Developing and utilizing employability capitals: Graduates’ strategies across labour markets. (Routledge Research in Higher Education). Routledge. https://doi.org/10.4324/9781003004660
Hall, J., Lindorff, A., & Sammons, P. M. (Eds.) (2020). International perspectives in educational effectiveness research. (1 ed.) Springer, Cham. https://doi.org/10.1007/978-3-030-44810-3
Hyde, R., & Jain, P. (Eds.) (2020). Myths and legends of mastery in the mathematics curriculum. SAGE, Learning Matters.
Hall, J., & Kreppner, J. (Eds.) (2019). How can education better support the mental health & wellbeing of young people? Contributions from developmental psychopathology & educational effectiveness research. Frontiers Media S.A.
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). Springer International Publishing. https://doi.org/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. https://doi.org/10.1007/978-3-319-77476-3

Book Chapters

Bokhove, C. (Accepted/In press). Data science and computational research methods. In R. Coe, M. Waring, L. V. Hedges, & L. Day Ashley (Eds.), Research Methods and Methodologies in Education Sage Publishing.
Messiou, K. (Accepted/In press). Inclusive inquiry: a promising approach for student-teacher dialogue. In Encyclopedia of Teacher Education
Bokhove, C., & Campbell, R. (2020). Adapting teaching. In The College of Teaching (Ed.), The Early Career Framework Handbook Sage Publishing.
Tomlinson, M., & Tran, N. (2020). An overview of the current policy and conceptual landscape of graduate employability. In N. Tran, T. Pham, M. Tomlinson, K. Medica, & C. Thompson (Eds.), Developing and Utilizing Employability Capitals: Graduates’ Strategies across Labour Markets (pp. 1-15). (Routledge Research in Higher Education). Routledge.
Hall, J., Sammons, P. M., & Lindorff, A. (2020). Continuing towards international perspectives in Educational Effectiveness Research. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (1 ed., pp. 383-406). Springer, Cham. https://doi.org/10.1007/978-3-030-44810-3_14
Hyde, R., & Jain, P. (2020). Coordination of mathematics in a mastery environment. In P. Jain, & R. (Eds.), Myths and Legends of Mastery in the Mathematics Curriculum (pp. 36-50). SAGE, Learning Matters. https://us.sagepub.com/en-us/nam/myths-and-legends-of-mastery-in-the-mathematics-curriculum/book259659
Gericke, N., Huang, L., Knippels, M-C., Christodoulou, A., van Dam, F., & Gasparovic, S. (2020). Environmental citizenship in secondary formal education: the importance of curriculum and subject teachers. In A. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, & M-C. Knippels (Eds.), Conceptualizing Environmental Citizenship for 21st Century Education (pp. 193-212). (Environmental Discourses in Science Education). Springer. https://doi.org/10.1007/978-3-030-20249-1_13
Reynolds, D., Kelly, A., Harris, A., Jones, M., Adams, D., Miao, Z., & Bokhove, C. (2020). Extending educational effectiveness: A critical review of research approaches in International Effectiveness Research, and proposals to improve them. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (1 ed., pp. 121-145). Springer.
Jones, K. (2020). Fake news, artificial intelligence, mobile divisions? Debates on digital technologies in mathematics education. In G. Ineson, & H. Povey (Eds.), Debates in Mathematics Education (2 ed., pp. 155-168). (Debates in Subject Teaching). Routledge. https://doi.org/10.4324/9780429021015-13
Nind, M., Kaley, A., & Hall, E. (2020). Focus Group Method: Doing Research Inclusively and Supporting Social Inclusion. In P. Liamputting (Ed.), Handbook of Social Inclusion: Research and Practices in Health and Social Sciences (pp. 1-21). Springer. https://doi.org/10.1007/978-3-030-48277-0_57-1
Lindorff, A., Sammons, P. M., & Hall, J. (2020). International perspectives in educational effectiveness research: a historical overview. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International Perspectives in Educational Effectiveness Research (1 ed., pp. 9-31). Springer, Cham. https://doi.org/10.1007/978-3-030-44810-3_2
Tomlinson, M. (2020). Labor market outcomes. In M. David, & M. Amey (Eds.), The SAGE Encyclopedia of Higher Education (Vol. 1, pp. 910-913). Thousand Oaks.
Hyde, R., Hoskyns-Staples, L., & O'Connor, M. (2020). Subject knowledge. In P. Jain, & R. Hyde (Eds.), Myths and Legends of Mastery in the Mathematics Curriculum (pp. 65-80). SAGE, Learning Matters.
Nind, M. (2020). Teaching systematic review. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research: Methodology, Perspectives and Application (pp. 55-68). Springer. https://doi.org/10.1007/978-3-658-27602-7_4
Kelly, A. (2020). The fifth phase of Educational Effectiveness Research: The philosophy and measurement of equity. In J. Hall, A. Lindorff, & P. Greet (Eds.), International Perspectives in Educational Effectiveness Research (pp. 71-100). Springer.
Tomlinson, M. (2020). Value for money. In M. David, & M. Amey (Eds.), The Sage Encyclopedia of Higher Education (Vol. 1, pp. 1650-1652). Thousand Oaks.
Galbraith, D., & Baaijen, V. (2019). Aligning keystrokes with cognitive processes in writing. In E. Lindgren, & K. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (pp. 306-325). (Studies in Writing; Vol. 38). Brill. https://doi.org/10.1163/9789004392526_015
Christodoulou, A., & Grace, M. (2019). Argumentation within societal contexts in chemistry education. In S. Erduran (Ed.), Argumentation in Chemistry Education: Research, Policy and Practice (pp. 197-227). (Advances in Chemistry Education Series). Royal Society of Chemistry. https://doi.org/10.1039/9781788012645-00197
Lim, L., Thaver, T., & Strogilos, V. (Accepted/In press). Contextual influences on inclusivity: The Singapore experience. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds.), The SAGE Handbook on Inclusion and Diversity in Education SAGE Publications.
Hyde, R., Golding, J., & Clark-Wilson, A. (2019). Every student counts: learning mathematics across the curriculum. In S. Capel, M. Leask, & S. Younie (Eds.), Learning to Teach in the Secondary School : A Companion to School Experience (8th ed.). (Learning to Teach Subjects in the Secondary School Series). Routledge.
Christodoulou, A., & Levinson, R. (2019). Short country Report – United Kingdom. In A. Hadjichambis, P. Reis, & D. Paraskeva-Hadjichambi (Eds.), European SWOT Analysis on Education for Environmental Citizenship (pp. 309-321). Instituto de Educação da Universidade de Lisboa. https://repositorio.ul.pt/bitstream/10451/42646/1/European_SWOT_Analysis_on_Education_for_Environmental_Citizenship.pdf
Avramidis, E., Avgeri, G., & Strogilos, V. (2019). Social participation and friendship quality of students with special educational needs in regular Greek primary schools. In S. Schwab, M. Nel, & F. Hellmich (Eds.), Social Participation of Students with Special Educational Needs in Mainstream Education (1 ed.). Routledge.
Pensiero, N., Giancola, O., & Barone, C. (2019). Socioeconomic inequality and student outcomes in Italy. In L. Volante, S. V. Schnepf, J. Jerrim, & D. A. Klinger (Eds.), Socioeconomic Inequality and Student Outcomes: Cross-National Trends, Policies, and Practices (pp. 81-94). Springer Singapore.
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). Palgrave Macmillan. https://doi.org/10.1007/978-981-13-5962-0_18
Komatsu, K., & Jones, K. (2019). Virtual manipulatives and students’ counterexamples during proving. In G. Hanna, D. Reid, & M. de Villiers (Eds.), Proof Technology in Mathematics Research and Teaching (pp. 331-346). (Mathematics Education in the Digital Era; Vol. 14). Springer. https://doi.org/10.1007/978-3-030-28483-1_16
Miyazaki, M., Fujita, T., & Jones, K. (2019). Web-based task design supporting students’ construction of alternative proofs. In G. Hanna, D. Reid, & M. de Villiers (Eds.), Proof technology in mathematics research and teaching (pp. 291-312). (Mathematics Education in the Digital Era; Vol. 14). Springer. https://doi.org/10.1007/978-3-030-28483-1_14
Lewthwaite, S., Sloan, D., & Horton, S. (2018). A web for all: A manifesto for critical disability studies in accessibility and user experience design. In K. Ellis, R. Garland-Thomson, M. Kent, & R. Robertson (Eds.), Manifestos for the Future of Critical Disability Studies (Vol. 1, pp. 130-141). Taylor and Francis. https://doi.org/10.4324/9781351053341
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). Springer. https://doi.org/10.1007/978-3-319-70996-3_15
Parsons, S. (2018). Assent. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation SAGE Publications.
Sentance, S., Selby, C., & Kallia, M. (2018). Assessment in the computing classroom. In S. Sentance, E. Barendsen, & C. Schulte (Eds.), Computer Science Education: Perspectives on Teaching and Learning in School (pp. 151-166). Bloomsbury Academic.
Bokhove, C., Clark-Wilson, A., & Pittalis, M. (2018). Augmenting mathematics with mobile technology. In N. Calder, K. Larkin, & N. Sinclair (Eds.), Using Mobile Technology in the Teaching and Learning of Mathematics (Mathematics Education in the Digital Era). Springer.
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). Springer International Publishing. https://doi.org/10.1007/978-3-319-99861-9_1
Tomlinson, M. (2018). Competences, capabilities and capitals: conceptual paradigms in the educational-employment relationship. In A. Mann, P. Huddleston, & E. Kashefpakdel (Eds.), Essays on Employer Engagement in Education (pp. 53-67). Routledge.
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. https://doi.org/10.1007/978-3-319-77476-3_21
Peleg, R., Østern, A-L., Strømme, A., & Tsabari, A. B. (2018). Drama as a learning medium in science education. In O. Tsivitanidou, P. Gray, E. Rybska, L. Louca, & C. Constantinou (Eds.), Professional Development for Inquiry-Based Science Teaching and Learning (pp. 65-83). (Contributions from Science Education Research; Vol. 5). Springer. https://doi.org/10.1007/978-3-319-91406-0_4
Byrne, J., & Grace, M. (2018). Health and disease. In K. Kampourakis, & M. Reiss (Eds.), Teaching Biology in Schools (pp. 74-86). (Teaching and Learning in Science Series). Routledge.
Parsons, S. (2018). Informed consent. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation SAGE Publications.
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. https://doi.org/10.1007/978-3-319-77476-3_1
Bokhove, C. (2018). McNemar change test. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation Sage Publishing. https://doi.org/10.4135/9781506326139.n420
Nind, M. (2018). Multimodal listening and attending to children with complex disabilities in educational settings. In M. Twomey, & C. Carroll (Eds.), Seen and Heard: Exploring participation, engagement and voice for children with disabilities (pp. 105-123). Peter Lang.

Conferences

Ding, L., & Jones, K. (2020). A comparative analysis of different models of mathematics teacher collaboration and learning. In H. Borko, & D. Potari (Eds.), ICMI Study 25 Conference Proceedings: Teachers of mathematics working and learning in collaborative groups (pp. 110-117). Universidade de Lisboa.
Hall, J. (2020). Early childhood education & care: Promises and problems reconciling research evidence with public policy. Paper presented at Trends for Education Development Conference 2020
, Moscow, Russian Federation.
Giang, C., Chevalier, M., Negrini, L., Peleg, R., Bonnet, E., Piatti, A., & Mondada , F. (2020). Exploring escape games as a teaching tool in educational robotics. In M. Moro, D. Alimisis, & L. Iocchi (Eds.), EDUROBOTICS 2018 : International Conference Educational Robotics 2018 (pp. 95-106). (Advances in Intelligent Systems and Computing; Vol. 946). Springer. https://doi.org/10.1007/978-3-030-18141-3_8
Downey, C. (2020). Identifying key actors in informal collaborative networks in schools. Paper presented at International Congress for School Effectiveness and Improvement 33rd Annual Conference , Marrakech, Morocco.
Jones, K. (2020). Re-imagining geometry education in schools. In H-S. Siller, W. Weigel, & J. F. Wörler (Eds.), Beiträge zum Mathematikunterricht 2020 auf der 54 Jahrestagung der Gesellschaft fur Didaktik der Mathematik (GDM) (pp. 31-38). WTM-Verlag. https://doi.org/10.17877/DE290R-21408
Hewitt, S., Tiropanis, T., & Bokhove, C. (2020). The reception of education reforms through the Blogosphere. In WebSci '20: 12th ACM Conference on Web Science (pp. 194-201). ACM. https://doi.org/10.1145/3394231.3397909
Kaparou, M., Downey, C., & Kelly, A. (2020). The role of MATs in supporting or intervening in less-performing schools to facilitate continuous improvement: Evidence from MAT schools in challenging contexts in England. Paper presented at International Congress for School Effectiveness and Improvement 33rd Annual Conference , Marrakech, Morocco.
Hall, J., Sylva, K., Sammons, P. M., Smees, R., Evangelou, M., Smith, T., Smith, G., & Goff, J. (2020). The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in early childhood education and care. Paper presented at International Congress for School Effectiveness and Improvement, Marrakech, Morocco.
Hall, J., Malmberg, L. E., Lindorff, A., Baumann, N., & Sammons, P. (2019). Airbag moderation: a new theoretical framework for use in the evaluation of interventions and policies that target. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI): 32nd Annual Conference, Stavanger, Norway.
Voutsina, C., George, L., & Jones, K. (Accepted/In press). Children’s shifts of attention in phases of stable performance in arithmetic tasks. In Biennial Conference of the European Association for Research in Learning and Instruction - EARLI19
Binti A. Rahman, A., Harun, F. A., & Woollard, J. (Accepted/In press). Collecting data via instant messaging interview and face-to-face interview: the two authors reflections. Paper presented at INTED 2019, Valencia, Spain.
Downey, C., Kaparou, M., Burg, D., & Kelly, A. (2019). Diagnosing school improvement priorities during the first year of a new Principal. Paper presented at AERA Annual Meeting, Toronto, Canada.
Jones, K., & Ding, L. (2019). Distinguishing forms of teacher knowledge: the case of geometry. Paper presented at 2nd ACME International Symposium on Mathematics Education , Shanghai, China.
Yayon, M., Peleg, R., & Sear, J. (2019). Escape room demonstration. ECSITE Annual Conference, Copenhagen, Denmark.
Komatsu, K., & Jones, K. (2019). Generation of mathematical knowledge through heuristic refutation. Paper presented at Interdisciplinary Symposium on Mathematics and Practice, Rostock, Germany.
Miyazaki, M., Fujita, T., & Jones, K. (2019). Geometrical properties as assumptions in proofs in Japanese junior high mathematics textbooks. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings of the 3rd International Conference on Mathematics Textbook Research and Development (ICMT3) (pp. 379-380). Universitätsbibliothek Paderborn.
Strogilos, V. (2019). Inclusive teaching: Assessment and differentiated instruction. In Inclusion Conference 2019-This is me!, Portswood Teaching School Alliance Portswood Teaching School Alliance.
Reid, D., Jones, K., & Even, R. (2019). International perspectives on proof and proving. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd conference of the International Group for the Psychology of Mathematics Education (PME43) (Vol. 1, pp. 181-182). (Proceedings of the Conferences of the International Group for the Psychology of Mathematics Education). International Group for the Psychology of Mathematics Education.
Jones, K., Maschietto, M., Mithalal-Le Doze, J., & Papadaki, C. (2019). Introduction to the papers of TWG04: geometry teaching and learning. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education: (CERME11) (pp. 725-728). (Proceedings of the Congresses of the European Society for Research in Mathematics Education). European Society for Research in Mathematics Education.
De Angeli, D., Sear, J., Peleg, R., Artheau, M., Solbak Simonsen, R., & Kneale, K. (2019). Museogamix: creative marathon. In Preconference workshop at the ECSITE Annual Conference
Kaparou, M., Downey, C., Kelly, A., & Burg, D. (2019). New-in-post principals of schools in challenging contexts within Multi-academy Trusts in England. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI): 32nd Annual Conference, Stavanger, Norway.
Peleg, R., & Bamberger, Y. (2019). Night in the museum. In D. Wolenitz (Ed.), Escape rooms and learning: evaluation result
Junker, J., Hall, J., Berman, B., Vidailhet, M., Roze, E., Malaty, I., Jankovic, J., Reich, S., Espay, A., Patel, N., Perlmutter, J., Jinnah, H., Brandt, V., & Brueggemann, N. (2019). Predictors of quality of life in dystonia – a longitudinal study. Paper presented at International Congress of Parkinson's Disease and Movement Disorders 2019, Nice, France. https://www.mdsabstracts.org/abstract/predictors-of-quality-of-life-in-dystonia-a-longitudinal-study/
Mindetbay, Y. A., & Woollard, J. (2019). Proving what is thought: The efficacy of MCQs. Paper presented at CAS Research Meeting, Cambridge, United Kingdom.
Junker, J., Berman, B., Wahba, D., Hall, J., Perlmutter, J., Jankovic, J., Malaty, I., Brandt, V., Reich, S., Espay, A., Patel, N., Roze, E., Vidailhet, M., Jinnah, H., & Brueggemann, N. (2019). Quality of life in isolated dystonia – a cross-sectional study. Paper presented at International Congress of Parkinson's Disease and Movement Disorders 2019, Nice, France. https://www.mdsabstracts.org/abstract/quality-of-life-in-isolated-dystonia-a-cross-sectional-study/
Jones, K., & Komatsu, K. (2019). Task design with DGEs: the case of students’ counterexamples. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education: (CERME11) (pp. 821-822). (Proceedings of the Congresses of the European Society for Research in Mathematics Education). European Society for Research in Mathematics Education.
Avramidis, E., Toulia, A., & Strogilos, V. (2019). Teachers’ attitudes and self-efficacy perceptions towards inclusion and their willingness to implement a peer tutoring program. In European Education Research Conference on “'Education in an Era of Risk – the Role of Educational Research for the Future'?” European Educational Research Association.
Downey, C., Kaparou, M., Burg, D., & Kelly, A. (2019). The benefits of hindsight: comparing perceptions of novice and experienced headteachers on their first year in post as the head of an “underperforming” school. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI): 32nd Annual Conference, Stavanger, Norway.
Brouwer, J., Downey, C., & Bokhove, C. (2019). The development of communication networks of pre-service teachers on a School-Led and University-Led programme of Initial Teacher Education in England. In Online proceedings of the Annual Meeting of the AERA American Educational Research Association.
Bokhove, C., & Sims, S. (2019). The impact of sentiment on school inspection reports in England. In Online proceedings of the Annual Meeting of the AERA American Educational Research Association.
Mindetbay, Y. A., Bokhove, C., & Woollard, J. (2019). The measurement of Computational Thinking performance using multiple-choice questions. In Proceedings of International Conference on Computational Thinking Education (pp. 176-179)
Bokhove, C., Miyazaki, M., Komatsu, K., Chino, K., Leung, A., & Mok, I. (2019). The role of "opportunity to learn" in the geometry curriculum: a multilevel comparison of six countries. In 2019 Annual Meeting papers American Educational Research Association.
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.
Lindorff, A., Hall, J., & Sammons, P. (2019). Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI): 32nd Annual Conference, Stavanger, Norway.
Miyazaki, M., Fujita, T., Iwata, K., & Jones, K. (2019). 証明を再構成するストラテジーを顕在化するタスクデザイン. 2. Paper presented at 52nd Autumn Conference of Japan Society of Mathematical Education (JSME), Tokyo, Japan.
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). University of Agder and INDRUM.
Rietdijk, W. (2018). A micro-phenomenological study of processes and mechanisms of insight meditation. Poster session presented at International Symposium for Contemplative Research, Phoenix, United States.
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). IGPME.
King-Sears, M., & Strogilos, V. (2018). Co-teaching perspectives from middle school mathematics students and their co-teachers. Paper presented at American Educational Research Association, . http://www.aera.net/Events-Meetings/Annual-Meeting/2018-Annual-Meeting-Theme
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..
Hall, J., Malmberg, L., Lindorff, A., Baumann, N., & Sammons, P. (2018). How can we best evaluate interventions that target? Why our use of the hypothesis of Moderation is inadequate and an introduction to a more appropriate alternative. Paper presented at The British Psychological Society Psychology of Education Section Annual Conference 2018, Oxford, United Kingdom.
Christodoulou, A., Amos, R., Ottander, C., & Ottander, K. (2018). Learning to design biology lessons based on socioscientific inquiry based learning (SSIBL). 66. Paper presented at European Researchers in Didactics of Biology , Zaragoza, Spain. https://eventos.unizar.es/_files/_event/_8746/_editorFiles/file/eridob2018/Abstracts%20Book%20Eridob%202018.pdf
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.

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