Items where Division is "Institute of Education" and Year is 2024

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Number of items: 66.

A

Abada, A. (2024) Muslim mothers' intersubjective perceptions of play in the early years: a UK case study focusing on Berkshire. PhD thesis, University of Reading. doi: 10.48683/1926.00119971

Alamoudi, S. S. (2024) A sequential explanatory study of the learning of semantically non-transparent words and collocations. PhD thesis, University of Reading. doi: 10.48683/1926.00121901

Aljarallah, K. (2024) Developing 21st century skills through gameplay in Kuwait. PhD thesis, University of Reading. doi: 10.48683/1926.00121903

Almatrouk, L. (2024) The relationship between morphological awareness and word reading among typically developing children and children with reading difficulties attending bilingual (Arabic-English) schools in Kuwait. PhD thesis, University of Reading. doi: 10.48683/1926.00119449

Alsharif, A. (2024) Female school leaders’ and teachers’ experiences and perceptions of curriculum reform in primary schools in the Kingdom of Saudi Arabia. PhD thesis, University of Reading. doi: 10.48683/1926.00120678

B

Berkley, R. (2024) Training early career women teachers in choral leadership: building a community of practice. In: Hamer, L. and Minors, H. J. (eds.) The Routledge Companion to Women and Musical Leadership: The Nineteenth Century and Beyond:. Routledge, London. ISBN 9780367456764 doi: 10.4324/9781003024767-28

Blagrove, I. S. G. (2024) A life history study of the factors that influence the acceptance or rejection of the Big Bang theory and theory of biological evolution among lifelong learners. PhD thesis, University of Reading. doi: 10.48683/1926.00120165

Burn, K., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Smith, J. (2024) Diversifying the history curriculum in England: a slow (r)evolution. In: Moncrieffe, M. L., Fakunle, O., Kustatscher, M. and Rost, A. O. (eds.) The BERA guide to decolonising the curriculum:. The BERA Guides. Emerald Publishing, pp. 91-101. ISBN 9781835491478

Bütün Ikwuegbu, Z. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2024) Reflection and agency: the experiences of English Language Teachers in Türkiye. Reflective Practice, 25 (2). pp. 101-116. ISSN 1462-3943 doi: 10.1080/14623943.2024.2304849

C

Cheung, R. Y. M. ORCID: https://orcid.org/0000-0003-0998-7991 and Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2024) “May all be well”: the links between compassion, psychological distress, and mindfulness in teaching in early years. Psychology in the Schools, 61 (12). pp. 4754-4766. ISSN 0033-3085 doi: 10.1002/pits.23305

Coles, S. (2024) The language learning experiences of young, UK-born bilingual learners. PhD thesis, University of Reading. doi: 10.48683/1926.00122028

Cousens, D. A. K. (2024) Academic, senior management and student perceptions and experiences of module evaluations at a UK university. EdD thesis, University of Reading. doi: 10.48683/1926.00116808

Crawford, H. (2024) An exploratory study of Key Stage 1 history curriculum decision-making in England’s primary schools. EdD thesis, University of Reading. doi: 10.48683/1926.00120583

F

Fajardo, I. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2024) Brief Report: autistic students read between lines. Journal of Autism and Developmental Disorders, 54. pp. 2055-2059. ISSN 0162-3257 doi: 10.1007/s10803-022-05648-2

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Teemant, A., Mitchell Viesca, K. and Perumal, R. (2024) Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices. TESOL Quarterly, 58 (1). pp. 195-221. ISSN 0039-8322 doi: 10.1002/tesq.3224

Forbes, K. and Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 (2024) Mapping school‐level language policies across multilingual secondary schools in England: an ecology of English, modern languages and community languages policies. British Educational Research Journal, 50 (3). pp. 1189-1207. ISSN 0141-1926 doi: 10.1002/berj.3959

G

Galloway, N., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and McKinley, J. (2024) English for specific purposes in surging English-medium instruction contexts. Journal of English-Medium Instruction, 3 (2). pp. 236-259. ISSN 2666-8882 doi: 10.1075/jemi.23011.gal

Gomersall, S. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) The impact of resilience acquisition on students transitioning to university during Covid-19: a follow up study with Myanmar students. Asia Pacific Education Review, 25 (4). pp. 1161-1174. ISSN 1598-1037 doi: 10.1007/s12564-024-09972-3

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2024) Learning vocabulary through listening: the role of strategy use and linguistic proficiency. AILA Review, 37 (2). pp. 241-265. ISSN 1461-0213 doi: 10.1075/aila.24019.gra

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H. (2024) Literature and second language vocabulary learning: the role of text-type and teaching approach. Modern Language Journal, 108 (3). pp. 579-600. ISSN 0026-7902 doi: 10.1111/modl.12946

Guo, C. (2024) Investigating TNE students’ academic writing through a vision enhancement programme. PhD thesis, University of Reading. doi: 10.48683/1926.00119967

H

Hamer, J. M. M., Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2024) Cracking the code: exploring student attitudes towards coding in secondary education. The Cambridge Journal of Education, 54 (4). pp. 495-516. ISSN 1469-3577 doi: 10.1080/0305764X.2024.2387335

Hazir, O. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2024) To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? European Journal of Special Needs Education, 39 (4). pp. 501-518. ISSN 0885-6257 doi: 10.1080/08856257.2023.2242028

J

Jennings, B., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2024) A corpus study of English language exam texts: vocabulary difficulty and the impact on students’ wider reading (or should students be reading more texts by dead white men?). Journal of Adolescent and Adult Literacy, 67 (5). pp. 303-316. ISSN 1936-2706 doi: 10.1002/jaal.1331

Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) Women academic’s experiences of maternity leave in the neoliberal university: unmasking governmentality. Gender, Work & Organization, 31 (1). pp. 92-114. ISSN 0968-6673 doi: 10.1111/gwao.13059

K

Kamasak, R. ORCID: https://orcid.org/0000-0001-8768-3569 and Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) Academic success in English medium courses: exploring student challenges, opinions, language proficiency and L2 use. RELC Journal, 55 (3). pp. 705-720. ISSN 0033-6882 doi: 10.1177/00336882231167611

Kemp, P., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. and Copsey-Blake, M., (2024) The future of computing education: considerations for policy, curriculum and practice. Report. King's College London and University of Reading

Keshinro, K., Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 and Foley, C. ORCID: https://orcid.org/0009-0001-8993-2597 (2024) Unearthing how Jamaican secondary students have made sense of the traditional meanings of academic performance and academic success. International Journal of Adolescence and Youth, 29 (1). 2371406. ISSN 2164-4527 doi: 10.1080/02673843.2024.2371406

L

Leena, A. T. (2024) Investigating the impact of the Enduring Principles of Learning (EPL) on multilingual pupils’ English language and literacy development. PhD thesis, University of Reading. doi: 10.48683/1926.00121602

Leonard, R., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 and Daller, M. (2024) The influence of the L1 on L2 collocation processing in Tamil-English bilingual children. Languages, 9 (10). 319. ISSN 2226-471X doi: 10.3390/languages9100319 (In Press)

Li, J., Wong, L., Rodrigues, C., Hulme, R. C., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Kyle, F. E. and Taylor, J. S. H. (2024) Contextual diversity and anchoring: null effects on learning word forms and opposing effects on learning word meanings. Quarterly Journal of Experimental Psychology, 77 (11). pp. 2180-2198. ISSN 1747-0218 doi: 10.1177/17470218231218990

Li, X. (2024) Exploring a combined input and output-oriented teaching approach to develop Chinese secondary school students’ English grammatical knowledge: a classroom-based experimental study. PhD thesis, University of Reading. doi: 10.48683/1926.00119131

Lian, F. (2024) The moon and sixpence: a qualitative study of the professional identity development of highly-educated female teachers at primary/secondary schools in Beijing. PhD thesis, University of Reading. doi: 10.48683/1926.00119647

M

Mansouri, K., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2024) An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria. In: Wyatt, M. and Faez, F. (eds.) Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning. Routledge, New York. doi: 10.4324/9781003379300

McKinley, J., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S. and Rose, H. (2024) Researching EMI policy and practice multilingually: reflections from China and Turkey. Language and Education, 38 (1). pp. 5-22. ISSN 1747-7581 doi: 10.1080/09500782.2023.2246954

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Ghanbar, H. (2024) Q methodology in applied linguistics: a systematic research synthesis. System, 120. 103194. ISSN 0346-251X doi: 10.1016/j.system.2023.103194

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078, Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Morrison, A. and Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2024) Diverse population, homogenous ability: the development of a new receptive vocabulary size test for young language learners in England using Rasch analysis. Research Methods in Applied Linguistics, 3 (3). 100166. ISSN 2772-7661 doi: 10.1016/j.rmal.2024.100166

Muldoon, C. (2024) Blurring boundaries, shifting centres: interpreting narratives in storied lives of working class women. PhD thesis, University of Reading. doi: 10.48683/1926.00116476

Muldoon, C. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2024) Symbolic violence and the classroom. In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.) The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury Publishing. ISBN 9781350349162 (In Press)

Murphy, S. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Wilson-Daily, A. E. (2024) The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment. International Journal of LGBTQ+ Youth Studies. ISSN 2996-900X doi: 10.1080/29968992.2024.2427618

O

Osborne, H.-E. (2024) Epic masculinity, the golden-ticket: how masculinities are cultivated and practiced within elite all-boys’ boarding education. PhD thesis, University of Reading. doi: 10.48683/1926.00120296

P

Parkes, S. (2024) Beyond a checklist? A multiple case study exploration of the perceptions and experiences of teachers, mathematics subject leaders and senior leaders of the evaluation of primary mathematics teaching. EdD thesis, University of Reading. doi: 10.48683/1926.00117406

Q

Qadhi, S., Du, X., Chaaban, Y., Al-Thani, H. and Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2024) The role identities of women middle management academic leaders in STEM higher education. European Journal of Engineering Education, 49 (5). pp. 1064-1080. ISSN 0304-3797 doi: 10.1080/03043797.2023.2263377

S

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) English as an international language in English-medium education. In: Selvi, A. F. and Galloway, N. (eds.) The Routledge Handbook of Teaching English as an International Language:. Routledge Handbooks in Applied Linguistics. Routledge, London. ISBN 9781032888330 doi: 10.4324/9781003203261-27

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) English-medium instruction in Turkish universities: policies, practices, and perceptions. Routledge, pp96. ISBN 9781032065311

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) Why study in English? Teachers’ and students’ perceptions of EMI policy and motivations at Turkish universities. In: Lasagabaster, D., Fernández-Costales, A. and González-Mujico, F. d. L. (eds.) The affective dimension in language learning in higher education:. Multilingual Matters, Bristol. ISBN 9781800417649

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and Şahan, Ö. (2024) Investigating student and alumni perspectives on language learning and career prospects through English medium instruction. Teaching in Higher Education, 29 (1). pp. 194-215. ISSN 1356-2517 doi: 10.1080/13562517.2021.1973407

Skákala, J., Ford, D., Fowler, A. ORCID: https://orcid.org/0000-0003-3650-3948, Lea, D., Martin, M. J. and Ciavatta, S. (2024) How uncertain and observable are marine ecosystem indicators in shelf seas? Progress in Oceanography, 224. 103249. ISSN 1873-4472 doi: 10.1016/j.pocean.2024.103249

Stojanovik, V. ORCID: https://orcid.org/0000-0001-6791-9968, Pagnamenta, E. ORCID: https://orcid.org/0000-0002-4703-3163, Sampson, S., Sutton, R., Jones, B., Joffe, V., Harvey, K. ORCID: https://orcid.org/0000-0002-6819-0934, Pizzo, E. and Rae, S. (2024) Evaluating an early social communication intervention for young children with Down Syndrome (ASCEND): results from a feasibility randomised control trial. Pilot and Feasibility Studies, 10. 127. ISSN 2055-5784 doi: 10.1186/s40814-024-01551-y

T

Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 (2024) Art stories: exploring the agency of art practice for undergraduate students in understanding their perspectives on self as artists and trainee teachers. PhD thesis, University of Reading. doi: 10.48683/1926.00120910

V

Vicary, A. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2024) Reading against all odds: creative coping strategies of international students in HE. International Journal of Bilingual Education and Bilingualism, 27 (8). pp. 1128-1141. ISSN 1747-7522 doi: 10.1080/13670050.2024.2345698

Viesca, K. M., Ailsaari, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Lemmrich, S., Routarinne, S. and Teemant, A. (2024) Orientations for co-constructing a positive climate for diversity in teaching and learning. In: Braselmann, S., Eibensteiner, L. and Volkmann, L. (eds.) Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity:. Peter Lang, Oxford, pp. 59-78. ISBN 9783631872222 doi: 10.3726/b21759

Vincent, L. (2024) Walking into the unknown: an exploration into the professional identity development of UK dance academics. EdD thesis, University of Reading. doi: 10.48683/1926.00116090

W

Wang, L. (2024) Poverty and educational inequalities: an ethnographic case study of a migrant children’s school in Beijing. PhD thesis, University of Reading. doi: 10.48683/1926.00119837

Ward, O. (2024) An action research study of organisational change through the implementation of Attachment & Trauma Informed Practice (ATIP). EdD thesis, University of Reading. doi: 10.48683/1926.00119977

Wilson, E., Cain, K., Davies, C., Gibson, J., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186 and Vogelzang, M. (2024) Children’s development of conversational and reading inference skills: a call for a collaborative approach. Language Development Research, 4 (1). pp. 42-79. ISSN 2771-7976

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2024) Exploring the spatial belonging of students in higher education. Studies in Higher Education, 49 (3). pp. 546-558. ISSN 0307-5079 doi: 10.1080/03075079.2023.2243285

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and ElMorally, R. (2024) Barriers to belonging for racially minoritised students in STEM higher education. In: Kandiko Howson, C. and Kingsbury, M. (eds.) Belonging and Identity in STEM Higher Education:. UCL Press, London, pp. 143-161. ISBN 9781800084988 doi: 10.14324/111.9781800084988

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Kemp, P., Hamer, J. and Copsey-Blake, M. (2024) Only Ada?: dominance of entrepreneurial white men as the famous figures in computing and technology for young people. Oxford Review of Education. ISSN 0305-4985 doi: 10.1080/03054985.2024.2432639

Z

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S. (2024) Multimedia enhanced vocabulary learning: the role of input condition and learner-related factors. System, 122. 103275. ISSN 1879-3282 doi: 10.1016/j.system.2024.103275

Zheng, Y., Gao, X. (A.), McKinley, J., Rose, H., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H. T. M., Nguyen, H. T. T., Starfield, S., Hoang, T., Melo-Pfeirer, S. and Lin, A. M. Y. (2024) Researching multilingually to rethink EMI policy and practices. Language Teaching, 57. pp. 132-138. ISSN 0261-4448 doi: 10.1017/S0261444823000381

Zoabi, K. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2024) Reflexivity and the change in women’s status: the case of Arab Bedouin women in Israel. Cogent Social Sciences, 10 (1). 2294561. ISSN 2331-1886 doi: 10.1080/23311886.2023.2294561

This list was generated on Thu Sep 24 23:19:59 2026 UTC.