Items where Division is "Institute of Education" and Year is 2023

A

Alghahtani, G. A. (2023) Conceptual metaphor teaching: its effects on reading comprehension and metaphor learning and retention. PhD thesis, University of Reading. doi: 10.48683/1926.00114384

Alghamdi, S. (2023) An examination of the impact of colour response cards on teacher-pupil classroom interaction in girls’ primary schools in Saudi Arabia. PhD thesis, University of Reading. doi: 10.48683/1926.00112569

Alhelfawi, S. H. (2023) Reading and reading-related skills in Arabic-English bilingual speakers in the UK and Saudi Arabia for typical children and children with reading difficulties. PhD thesis, University of Reading. doi: 10.48683/1926.00112468

Almutairi, E. A. A. (2023) Perception of pre-service teachers and lecturers of using social media as Digital Personalised Learning Environments to enhance student-centre and self- directed learning in a Kuwaiti higher education institution: a mixed-method Investigation. PhD thesis, University of Reading. doi: 10.48683/1926.00112782

Almuwaiziri, F., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: a randomised controlled trial. British Journal of Special Education, 50 (2). pp. 314-324. ISSN 0952-3383 doi: 10.1111/1467-8578.12466

Alotaibi, E. M. (2023) Rural education in Saudi Arabia: secondary school leaders’ and teachers’ experiences and perceptions. PhD thesis, University of Reading. doi: 10.48683/1926.00113033

B

Baxter, J. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Crisis leadership in English secondary schools: its effects on school leaders’ long-term visions of education. In: Outhwaite, D. and Simon, C. A. (eds.) Leadership and Management for Education Studies:. The Routledge Education Studies Series. Routledge. ISBN 9781032343020 doi: 10.4324/9781003321439-9

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Jewitt, K. (2023) Pandemic, a catalyst for change: strategic planning for digital education in English secondary schools, before during and post covid. British Educational Research Journal, 49 (2). pp. 329-351. ISSN 0141-1926 doi: 10.1002/berj.3845

Berkley, R., (2023) Musicianship for key stage 1 teachers. Teaching generalist primary teachers to teach classroom music. Learning for all: BERA Small Grants Fund research reports. Report. British Education Research Association, London. pp13.

Bilton, M. (2023) Attrition of mid-career teachers in a neoliberal world – why are experienced teachers leaving the profession? EdD thesis, University of Reading. doi: 10.48683/1926.00112785

Bracewell, S. (2023) The rhetoric of the prospectus image. Deconstructing schools’ visual promotional material in an age of neoliberal inequality. PhD thesis, University of Reading. doi: 10.48683/1926.00113198

C

Cobbinah, R. (2023) Journeys into and out of psychiatric hospitals: supporting the recovery of young people with severe mental health disorders in health and education settings. EdD thesis, University of Reading. doi: 10.48683/1926.00121595

Croll, P. (2023) The nature of contemporary studies of education: an analysis of articles published in leading journals. British Journal of Educational Studies, 71 (5). pp. 537-547. ISSN 1467-8527 doi: 10.1080/00071005.2023.2231523

D

Daffu, B. K. (2023) Experiences and perceptions of academic managers in a private higher education institution in England. EdD thesis, University of Reading. doi: 10.48683/1926.00114665

Di Pede, G. (2023) How students learn to lead: insights into the lived experiences of undergraduate business students during their placement year. EdD thesis, University of Reading. doi: 10.48683/1926.00118937

F

Falshaw, E. R. (2023) One-to-one Chromebook technology and student engagement in the independent secondary school classroom: a case study. EdD thesis, University of Reading. doi: 10.48683/1926.00112904

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Developing leadership in higher education. In: Woods, P., Roberts, A., Tian, M. and Youngs, H. (eds.) Handbook of Leadership in Education. Elgar Handbooks in Education. Elgar. ISBN 9781800880412

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Developing leadership in higher education. In: Woods, P., Roberts, A., Tian, M. and Youngs, H. (eds.) Handbook of Leadership in Education:. Elgar Handbooks in Education. Elgar. ISBN 9781800880412

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Krüsemann, H., (2023) The Thames Valley Chamber of Commerce LSIPs employer engagement research. Report. University of Reading, Reading.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Qadhi, S. M., Al-Thani, H., Chaaban, Y. and Du, X. (2023) An integrated systems model for understanding experiences of academic leadership development in Qatar. Journal of Higher Education Policy and Management, 45 (6). pp. 690-705. ISSN 1360-080X doi: 10.1080/1360080X.2023.2225148

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Pim, C. and Coles, S., (2023) Teaching English as an additional language: a MESHGuide. www.meshguides.org

Fowler, A. M. ORCID: https://orcid.org/0000-0003-3650-3948, Skákala, J. and Ford, D. (2023) Validating and improving the uncertainty assumptions for the assimilation of ocean colour derived chlorophyll a into a marine biogeochemistry model of the North-West European Shelf Seas. Quarterly Journal of the Royal Meteorological Society, 149 (750). pp. 300-324. ISSN 0035-9009 doi: 10.1002/qj.4408

G

Gilson, T. (2023) Founder and successor CEOs’ perceptions and experiences of leadership development and succession in Multi Academy Trusts. EdD thesis, University of Reading. doi: 10.48683/1926.00114365

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2023) Resilience: Myanmar students’ experiences of overcoming elearning challenges during Covid 19 and political instability. Asia Pacific Education Review, 24 (3). pp. 447-459. ISSN 1598-1037 doi: 10.1007/s12564-022-09781-6

H

Hamer, J. M.M., Kemp, P. E.J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Who wants to be a computer scientist? The computing aspirations of students in English secondary schools. International Journal of Science Education, Part B: Communication and Public Engagement, 45 (12). pp. 990-1007. ISSN 2154-8455 doi: 10.1080/09500693.2023.2179379

Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency. The Cambridge Journal of Education, 53 (2). pp. 135-154. ISSN 1469-3577 doi: 10.1080/0305764X.2022.2086216

Houldsworth, E., Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583, McBain, R. and Brewster, C. ORCID: https://orcid.org/0000-0001-5314-1518 (2023) Career capital and the MBA: how gender capital supports career capital development. Studies in Higher Education, 48 (2). pp. 299-313. ISSN 0307-5079 doi: 10.1080/03075079.2022.2134333

J

Johnston, A. (2023) Evaluating the impact of a skills-based intervention on the readiness of generalist teachers in a special school to teach music. EdD thesis, University of Reading. doi: 10.48683/1926.00114851

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (2023) Precarity of post doctorate career breaks: does gender matter? Studies in Higher Education, 48 (10). pp. 1576-1594. ISSN 0307-5079 doi: 10.1080/03075079.2023.2245849

K

Kalpogianni, D. (2023) Exploring environmental supportiveness for outdoor play in Greek preschools. PhD thesis, University of Reading. doi: 10.48683/1926.00121729

Keshinro, K. (2023) Jamaican secondary students’ perspectives of academic performance and academic success: exploring high academic failure and low academic success rates amongst Jamaican secondary students. EdD thesis, University of Reading. doi: 10.48683/1926.00122794

Kuzuca, L. E. (2023) Exploration of history teachers’ expertise in teaching historical thinking. PhD thesis, University of Reading. doi: 10.48683/1926.00115889

M

Majid, N., Marston, S. ORCID: https://orcid.org/0009-0006-0187-801X, Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555 and Happle, A. (2023) Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: a framework for initial teacher education from England, UK. Sustainability, 15 (16). 12237. ISSN 2071-1050 doi: 10.3390/su151612237

Marston, S. ORCID: https://orcid.org/0009-0006-0187-801X (2023) Exploring leadership identity development through the professional lived experiences of female secondary school headteachers in England. EdD thesis, University of Reading. doi: 10.48683/1926.00120447

Morrison, A. and Tavakoli, P. ORCID: https://orcid.org/0000-0003-0807-3709 (2023) Task communicative function and oral fluency of L1 and L2 speakers. Modern Language Journal, 107 (4). pp. 896-921. ISSN 0026-7902 doi: 10.1111/modl.12883

Muqaibal, M. H., Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom. Language Teaching Research. ISSN 1477-0954 doi: 10.1177/13621688221146146

Murray, Ó. M., Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Horsburgh, J. (2023) Deindividualising imposter syndrome: imposter work among marginalised STEMM undergraduates in the UK. Sociology, 57 (4). pp. 749-766. ISSN 0038-0385 doi: 10.1177/00380385221117380

N

Nair, V., Khamis, R., Ali, S., Aveledo, F. ORCID: https://orcid.org/0000-0002-7736-1600, Biedermann, B., Blake, O., Rosa Brea, M., Cheng, L., Sheen Chiou, H., Cruz, D., Cushing, I., de Diego-Lázaro, B., Eads, A., El Amin, M., Fabiano-Smith, L., Morrison Fagbemi, A., Brown Gandhi, A., Saldívar García, E., Hackett, A., Henner, J., Hsieh, L., Huang, T., Hussain, F. N., Hyter, Y. D., Imperial Rowland, A., Ito, N., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kašćelan, D., Licata, G., Lin, C.-C., MacLeod, A. A.N., Malik, M., Robles Manalili, M. A., Matias, F. A., McMillen, S., Modayil, M., Mohamed, N., Mollaei, F. ORCID: https://orcid.org/0000-0003-2916-9750, Monda, D., Moya-Galé, G., Munson, B., Nkomo, C., Padia, L., Perez, C., Privette, C., Risueño, P., Rodgers, L., Rodríguez-Guerra, M., Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186, Shannon, D. B., Soto-Boykin, X., Tan, G., Sun, L., Wylie, K., Yu, B., Yu, V. and Zisk, A. H. (2023) Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022). Journal of Critical Study of Communication and Disability, 1 (1). pp. 105-112. doi: 10.48516/jcscd_2023vol1iss1.21

Norman, R. ORCID: https://orcid.org/0000-0002-4272-4352, Hulme, R. C. ORCID: https://orcid.org/0000-0002-9596-7729, Sarantopoulos, C., Chandran, V., Shen, H., Rodd, J. M., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Taylor, J. S. H. ORCID: https://orcid.org/0000-0002-1109-8539 (2023) Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts. Quarterly Journal of Experimental Psychology, 76 (7). pp. 1658-1671. ISSN 1747-0218 doi: 10.1177/17470218221126976

R

Rees, E. and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2023) Can child-friendly tools support young, autistic children to better communicate about their well-being to help inform school provision? Early Child Development and Care, 193 (13). pp. 1367-1384. ISSN 0300-4430 doi: 10.1080/03004430.2023.2247180

Rogers, M. (2023) Children’s experiences and perceptions of drawing across the curriculum in a UK primary school. MPhil thesis, University of Reading. doi: 10.48683/1926.00120869

Rose, H. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) What ROAD-MAPPING adds to our understanding of English-medium educational policy research. In: Dafouz, E. and Smit, U. (eds.) Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework:. Routledge, London, pp. 20-35. ISBN 9781032045757 doi: 10.4324/9781003193852-2

Rose, H., Macaro, E., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Aizawa, I., Zhou, S. and Wei, M. (2023) Defining English medium instruction: striving for comparative equivalence. Language Teaching, 56 (4). pp. 539-550. ISSN 0261-4448 doi: 10.1017/S0261444821000483

S

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Kamaşak, R. and Rose, H. (2023) The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education. System, 114. 103016. ISSN 0346-251X doi: 10.1016/j.system.2023.103016

Sandhu, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M. (2023) School history, identity and ethnicity: an examination of the experiences of young adults in England. Journal of Curriculum Studies, 55 (2). pp. 153-170. ISSN 0022-0272 doi: 10.1080/00220272.2023.2184212

Siddall, A., Williams, A. A., Sanders, J., Denton, J. A., Madden, D., Schollar, J. and Bryk, J. ORCID: https://orcid.org/0000-0002-2791-9709 (2023) Unigems: plasmids and parts to facilitate teaching on assembly, gene expression control and logic in E. coli. Access Microbiology, 5 (9). ISSN 2516-8290 doi: 10.1099/acmi.0.000596.v3

T

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 (2023) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. In: Brooks, G., Clenton, J. and Fraser, S. (eds.) EAL research for the classroom: Practical and pedagogical implications:. Routledge, pp. 59-80. ISBN 9781032229539 doi: 10.4324/9781003274889-6

Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811 (2023) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. In: Brooks, G., Clenton, J. and Fraser, S. (eds.) EAL research for the classroom: Practical and pedagogical implications. Routledge, pp. 59-80. ISBN 9781032229539 doi: 10.4324/9781003274889-6

V

Van Walwyk, P. (2023) How have Headteachers in special schools responded to the change of designation from BESD to SEMH? EdD thesis, University of Reading. doi: 10.48683/1926.00119939

Vicary, A. (2023) An exploration into L2 postgraduate reading behaviour. EdD thesis, University of Reading. doi: 10.48683/1926.00120629

Virdi, S. L. (2023) What are practitioners' understanding and perceptions of extrinsic motivation, how is it used with children in the foundation stage and what are its perceived effects on their learning and well-being? EdD thesis, University of Reading. doi: 10.48683/1926.00112990

W

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2023) Student identity, aspiration and the exchange-value of physics. In: Holmegaard, H. T. and Archer, L. (eds.) Science Identities: Theory, method and research:. Contributions from Science Education Research. Springer, Cham, pp. 95-110. ISBN 9783031176418 doi: 10.1007/978-3-031-17642-5_5

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, DeWitt, J. and Chiu, Y.-L. T. (2023) Mapping the eight dimensions of the ideal student in higher education. Educational Review, 75 (2). pp. 153-171. ISSN 0013-1911 doi: 10.1080/00131911.2021.1909538

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2023) Pragmatic, persistent and precarious: the pathways of three minority ethnic women in STEM higher education. International Journal of Science and Mathematics Education, 21 (7). pp. 2123-2142. ISSN 1571-0068 doi: 10.1007/s10763-022-10337-8

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Chiu, Y.-L. T., Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2023) ‘Biology is easy, physics is hard’: student perceptions of the ideal and the typical student across STEM higher education. International Studies in Sociology of Education, 32 (1). pp. 118-139. ISSN 0962-0214 doi: 10.1080/09620214.2022.2122532

X

Xavier, P., Willett, M., Graham, T., Earnshaw, P., Copsey, D., Narayan, N., Marzin, C., Zhu, H., Sellar, A., Ackerley, D., Blockley, E., Bodas-Salcedo, A., Bushell, A., Choi, N., Chua, X. R., Guiavarc’h, C., Hassim, M., Heming, J., Hudson, D., Ineson, S., Jones, C., Keane, R. J., Kim, K., Kim, J., Kuhlbrodt, T. ORCID: https://orcid.org/0000-0003-2328-6729, In Lee, M., Le, C., Martin, G., Mccabe, A., Moise, A., Ridley, J., Robert, L., Sahany, S., Schiemann, R. K. H. ORCID: https://orcid.org/0000-0003-3095-9856, Storkey, D., Tennant, W., Tomassini, L., Tsushima, Y., Weedon, G. P., West, A., Wheeler, M., Zhou, X. and Zhu, H., (2023) Assessment of the Met Office Global Coupled model version 5 (GC5)configurations. Report. Met Office, Exeter. pp41.

Ş

Şahan, Ö. and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2023) A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities. Linguistics and Education, 75. 101149. ISSN 1873-1864 doi: 10.1016/j.linged.2023.101149