Items where Division is "Institute of Education" and Year is 2025

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Number of items: 64.

A

Alamri, H. S. (2025) Investigating the impact of text-to-speech software on word-level reading and reading comprehension among dyslexic students in Saudi Arabia. PhD thesis, University of Reading. doi: 10.48683/1926.00124057

Alazemi, M. (2025) Exploring Kuwait middle school teachers’ and technical supervisors’ perceptions of in-service training and its effectiveness in developing teachers’ teaching and learning. PhD thesis, University of Reading. doi: 10.48683/1926.00127342

Alrashdi, S. (2025) EFL teachers’ knowledge and perception of metadiscourse (MD) markers in argumentative writing and their teaching practices. PhD thesis, University of Reading. doi: 10.48683/1926.00123745

Arifoglu, M. (2025) Exploring the professional identities and gendered career paths of Academic Middle Managers in UK higher education. EdD thesis, University of Reading. doi: 10.48683/1926.00127586

Arioz Tunc, H., Calder, P. C., Cait, A., Dodd, G. F., Gasaly Retamal, N. Y. I., Guillement, D., James, D., Korzeniowski, K. J., Lubkowska, A., Meynier, A., Ratajczak, W., Respondek, F., Thabuis, C., Vaughan, E. E., Velnet, N., Walton, G. ORCID: https://orcid.org/0000-0001-5426-5635, Gasser, O. and de Vos, P. (2025) Impact of non-digestible carbohydrates and prebiotics on immunity, infections, inflammation and vaccine responses: a systematic review of evidence in healthy humans and a discussion of mechanistic proposals. Critical Reviews in Food Science and Nutrition. ISSN 1040-8398 doi: 10.1080/10408398.2025.2514700

B

Badri, A. A. (2025) Teaching vocabulary through listening: an experimental study with Saudi visually impaired EFL learners. PhD thesis, University of Reading. doi: 10.48683/1926.00124160

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morales, A. (2025) Strategy as learning in a crisis situation in education: Is there evidence of identity as a core component of strategy as learning in schools? School Leadership and Management, 45 (1). pp. 53-83. ISSN 1363-2434 doi: 10.1080/13632434.2024.2424281

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2025) Physical development and outdoor learning: a practical guide for the early years. Bringing Outdoor Learning to Life. Routledge, London, pp. 1-171. ISBN 9780367330439 doi: 10.4324/9780429317712

Brewer, G., Dimitriadi, Y., Doddato, F., Haroon, H. A., Jolly, J. K., Leigh, J. S., Mahaut-Smith, M., Remnant, J. and Sarju, J. P., (2025) Towards a fully inclusive environment for disabled people in STEMM: a NADSN White Paper. Report. NADSN pp58.

C

Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Du, X. (2025) Supports and constraints to middle leadership development in higher education: a Q-methodology study. Educational Management Administration and Leadership, 53 (3). pp. 659-680. ISSN 1741-1440 doi: 10.1177/17411432231174092

Cheung, K. L., Thomas, M., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P. (2025) Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach. Journal of Further and Higher Education, 49 (1). pp. 31-44. ISSN 0309-877X doi: 10.1080/0309877X.2024.2428722

Chiu, Y.-L. T., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M. (2025) ‘I deserve to be here’: minority ethnic students and their conditional belonging in UK higher education. Higher Education. ISSN 1573-174X doi: 10.1007/s10734-025-01469-1

D

Davies, N. (2025) Can’t count, won’t count! Investigating pre-service teachers’ mathematics anxiety and the extent that a subject knowledge intervention can reduce anxiety in mathematics. EdD thesis, University of Reading. doi: 10.48683/1926.00123613

Dimitriadi, Y. and Saeed, S., (2025) Esports: transforming education. Report. Ukie pp54.

F

Fletcher-Watson, S., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Crane, L., Pavlopoulou, G., Lukito, S., Funnell, E., Alcorn, A. M. and Crompton, C. J. (2025) Applied principles for inclusive practice in neurodevelopmental research: a selection and report of illustrative case studies. Current Developmental Disorders Reports, 12. 7. ISSN 2196-2987 doi: 10.1007/s40474-025-00318-1

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, Baxter, J., Morales, A. and Bari, R. ORCID: https://orcid.org/0000-0002-6341-6578 (2025) Leading online learning during a pandemic and beyond: challenges and opportunities for school leaders in England. Educational Management Administration & Leadership, 53 (4). pp. 829-849. ISSN 1741-1440 doi: 10.1177/17411432231191171

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Lippmann, I. N., Coles, S., Barker, C., Dinneen, A., Smith, H., Grant, K., Lancaster, M., Chinnery, L. and Maguire, T., (2025) Improving schools’ oracy education for multilingual and Gypsy Roma Traveller pupils: the Talk-Rich Teaching Toolkit. Report. University of Reading doi: 10.48683/1926.00125570

Forth, A. (2025) Cooperative learning in sixth form supervised study. EdD thesis, University of Reading. doi: 10.48683/1926.00123850

G

Goodwyn, A., Majid, N. and Tsegay, S. M., eds. (2025) Ethnic minority agency in mainstream education: a regional perspective on a national challenge. Emerald Publishing Limited. ISBN 9781836622659 doi: 10.1108/978-1-83662-264-2

Graham, P. (2025) Exploring the benefits of Latin and French learning on metalinguistics. EdD thesis, University of Reading. doi: 10.48683/1926.00125119

Grønhøj, E. O., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Bundsgaard, J. (2025) Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire. Computer Science Education, 35 (2). pp. 267-291. ISSN 0899-3408 doi: 10.1080/08993408.2024.2385876

H

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson-Daily, A. E. and Copsey-Blake, M. (2025) ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum. Sex Education, 25 (4). pp. 546-563. ISSN 1468-1811 doi: 10.1080/14681811.2024.2361062

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. E., Kemmelmeier, M. and Copsey-Blake, M. (2025) ‘You’re just not real’: LGBTQ+ youth and the struggle for identity in school. Educational Review, 77 (4). pp. 1085-1104. ISSN 0013-1911 doi: 10.1080/00131911.2023.2254514

Hassanin, N. (2025) Parents’ and teachers’ roles in supporting the development of digital citizenship among Saudi children in early childhood schools. PhD thesis, University of Reading. doi: 10.48683/1926.00121606

J

Jagdeo-Bailey, M. (2025) The role of self-reflective practice of autistic students on their behaviour in the classroom. EdD thesis, University of Reading. doi: 10.48683/1926.00128074

Jennings, B. J. (2025) The vocabulary challenge of the English Language GCSE Exam and the implications for adolescent reading experience. PhD thesis, University of Reading. doi: 10.48683/1926.00122390

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 (2025) Adolescent reading experience, independent choices and curriculum materials. Applied Corpus Linguistics, 5 (1). 100124. ISSN 2666-7991 doi: 10.1016/j.acorp.2025.100124

K

Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 (2025) Bridging the Key Stage 2/3 transition gap: taking primary languages seriously. Languages Society and Policy. ISSN 2515-3854

Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 (2025) Child-centred quantitative research. In: Butler, Y. G. and Pinter, A. (eds.) Child-centred Approaches to Applied Linguistics Research. Research Methods in Applied Linguistics, 13. John Benjamins Publishing Company, Amsterdam, pp. 32-52. doi: 10.1075/rmal.13.03kas

Krüsemann, H. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2025) “Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study. Language Learning Journal, 53 (4). pp. 446-472. ISSN 0957-1736 doi: 10.1080/09571736.2024.2388116

L

Li, D., Wilding, E. ORCID: https://orcid.org/0009-0008-0035-5537, Slaght, J. and Ouyang, T. (2025) A comparative study of TEEP and IELTS for transnational education (TNE) students and their relationship to subject study. International Journal of English for Academic Purposes: Research and Practice, 5 (2). ISSN 2634-4610 doi: 10.3828/ijeap.2025.11

Li, Q. (2025) From classroom to screen: exploring motivation, dynamics, and online learning in L2 Mandarin education. PhD thesis, University of Reading. doi: 10.48683/1926.00127372

Linaker, T. (2025) “I am a fighter” - Managers, lecturers or academics? Hybrid and fragmented identities of female middle managers within the context of the Institution-Wide Language Programme. EdD thesis, University of Reading. doi: 10.48683/1926.00124805

M

Manning, C. ORCID: https://orcid.org/0000-0001-6862-2525, Jennings, B., MacLennand, K., Rayat, R., Spiller, K. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2025) What are the research priorities for the dyslexia community in the United Kingdom and how do they align with previous research funding? Dyslexia, 31 (2). e70004. ISSN 1076-9242 doi: 10.1002/dys.70004

Mansouri, K. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2025) Self-regulation in L2 listening: the role of teacher and learner self-efficacy and the mediating influence of metacognition. System, 129. 103598. ISSN 0346-251X doi: 10.1016/j.system.2025.103598

Mignac, D., Waters, J., Lea, D. J., Martin, M. J., While, J., Weaver, A. T., Vidard, A., Guivarc'h, C., Storkey, D., Ford, D., Blockley, E. W., Baker, J., Haines, K. ORCID: https://orcid.org/0000-0003-2768-2374, Price, M. R., Bell, M. J. and Renshaw, R. (2025) Improvements to the Met Office's global ocean–sea ice forecasting system including model and data assimilation changes. Geoscientific Model Development, 18 (11). pp. 3405-3425. ISSN 1991-959X doi: 10.5194/gmd-18-3405-2025

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Fisher, L. (2025) ‘Am I multilingual?’ The relationship between pre-service teachers’ multilingual identities, language experiences and beliefs about multilingualism. The Language Learning Journal, 53 (5). pp. 605-621. ISSN 0957-1736 doi: 10.1080/09571736.2025.2549115

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Fisher, L. (2025) Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal, 53 (1). pp. 1-21. ISSN 1753-2167 doi: 10.1080/09571736.2023.2251499

Munjee, R. M. and MacPherson, S. (2025) Mindfulness and compassion in response to racism. Diaspora, Indigenous, and Minority Education, 19 (2). pp. 91-107. ISSN 1559-5706 doi: 10.1080/15595692.2023.2254873

O

Ostaszewska, A., Harper, G., Davis, R. and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2025) Beyond diagnosis: setting research priorities with the neurodivergent community. Neurodiversity, 3. ISSN 2754-6330 doi: 10.1177/27546330251374236

P

Page, D. ORCID: https://orcid.org/0009-0004-6790-2516, Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Dinneen, A. and Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186 (2025) Exploring intercultural competence in children: the role of the Young Interpreter Scheme. Journal of Multilingual and Multicultural Development. ISSN 1747-7557 doi: 10.1080/01434632.2025.2541070

R

Reed Johnson, J. A. ORCID: https://orcid.org/0000-0002-0247-4555, Marston, S. ORCID: https://orcid.org/0009-0006-0187-801X, Happle, A. and Majid, N. (2025) Climate change and sustainability education framework: an opportunity for pre-service teaching. Cogent Education, 12 (1). 2460412. ISSN 2331-186X doi: 10.1080/2331186X.2025.2460412

S

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Galloway, N. and McKinley, J. ORCID: https://orcid.org/0000-0002-9949-8368 (2025) ‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education. Language Teaching Research, 29 (2). pp. 657-676. ISSN 1477-0954 doi: 10.1177/13621688211072632

Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2025) Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education. Language and Education, 39 (2). pp. 470-488. ISSN 1747-7581 doi: 10.1080/09500782.2024.2404089

Skákala, J., Ford, D., Haines, K. ORCID: https://orcid.org/0000-0003-2768-2374, Lawless, A. ORCID: https://orcid.org/0000-0002-3016-6568, Martin, M. J., Browne, P., Chrust, M., Ciavatta, S., Fowler, A. ORCID: https://orcid.org/0000-0003-3650-3948, Lea, D., Palmer, M., Rochner, A., Waters, J., Zuo, H., Banerjee, D. S., Bell, M., Carneiro, D. M., Chen, Y. ORCID: https://orcid.org/0000-0002-2319-6937, Kay, S., Partridge, D., Price, M., Renshaw, R., Shapiro, G. and While, J. (2025) Marine data assimilation in the UK: the past, the present and the vision for the future. Ocean Science, 21 (4). pp. 1709-1734. ISSN 1812-0784 doi: 10.5194/os-21-1709-2025

Smith, J., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Burn, K. (2025) History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland. Journal of Education Policy, 40 (2). pp. 288-312. ISSN 0268-0939 doi: 10.1080/02680939.2024.2357614

Stanescu, A. (2025) A critical analysis of teacher capability, opportunity and motivation for evidence-based practice. EdD thesis, University of Reading. doi: 10.48683/1926.00127412

T

Turner, J., Porter, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Ralph-Donaldson, T., Kruesemann, H., Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Borthwick, K. (2025) Evaluating the scoring system of an AI-integrated app to assess foreign language phonological decoding. Research Methods in Applied Linguistics, 4 (3). 100257. ISSN 2772-7661 doi: 10.1016/j.rmal.2025.100257

W

Wang, L. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2025) Hidden catalysts: exploring the mediating paths between SES and academic performance of Chinese migrant children. Cambridge Educational Research e-Journal, 12. pp. 40-58. ISSN 2634-9876 doi: 10.17863/CAM.123129

Weili, D. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2025) Course experiences and academic engagement among students in Chinese gifted and talented education programmes. Higher Education Research and Development. ISSN 0729-4360 doi: 10.1080/07294360.2025.2591259 (In Press)

Wilkinson, L. (2025) Internal and external accountability in English independent schools: The role of leadership and professional values in navigating educational pressures. EdD thesis, University of Reading. doi: 10.48683/1926.00123081

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2025) From thinking to ticking: has Theory of Change lost its theoretical grounding? Teaching in Higher Education. ISSN 1356-2517 doi: 10.1080/13562517.2025.2582744

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2025) Rethinking educational gain in higher education: beyond metrics to a multi-dimensional model. Journal of Higher Education Policy and Management. ISSN 1360-080X doi: 10.1080/1360080X.2025.2545624

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y. L. T. (2025) Beyond concrete walls? Exploring student belonging through university campus spaces. In: Ahn, M. Y., Venn, E. and Lowe, T. (eds.) Student Belonging in Higher Education: Perspectives and Practice. Routledge, London, pp. 120-131. ISBN 9781032693279

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Chiu, Y. L. T. (2025) Beyond concrete walls? Exploring student belonging through university campus spaces. In: Ahn, M. Y., Venn, E. and Lowe, T. (eds.) Student Belonging in Higher Education: Perspectives and Practice:. Routledge, London, pp. 120-131. ISBN 9781032693279

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Fletcher, L. (2025) Assessing the impact of a university transition online course on student continuation using statistical matching methods. Evaluation Review, 49 (6). pp. 969-999. ISSN 0193-841X doi: 10.1177/0193841X251339686

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. M. M., Copsey-Blake, M. and Kemp, P. E. J. (2025) Is being clever enough? Young people’s construction of the ideal student in computer science education. Educational Review, 77 (6). pp. 1734-1753. ISSN 0013-1911 doi: 10.1080/00131911.2024.2379430

Y

Yang, H. (2025) The development of learners’ listening comprehension, self-efficacy, and anxiety within an informal digital learning of English listening (IDLEL) context: Examining the role of IDLEL engagement and self-regulation. PhD thesis, University of Reading. doi: 10.48683/1926.00123590

Ye, J. (2025) A comparative study of technology-enhanced vocabulary learning approaches: integrating self-regulated learning, examining repetition effects and role of individual differences. PhD thesis, University of Reading. doi: 10.48683/1926.00123446

Ye, J., Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C. ORCID: https://orcid.org/0000-0001-9835-0903 (2025) Technology-enhanced vocabulary learning: the role of self-regulation and prior knowledge. Language Learning and Technology, 29 (1). pp. 1-31. ISSN 1094-3501 doi: 10.64152/10125/73640

Z

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S. (2025) Attention and learning in L2 multimodality: a webcam-based eye-tracking study. Language Learning and Technology, 29 (1). pp. 1-27. ISSN 1094-3501 doi: 10.64152/10125/73626

Zou, J., Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Wang, L. (2025) The interplay between cultural models and metaphor understanding: a cross-cultural cognitive perspective. Frontiers in Psychology, 16. 1539784. ISSN 1664-1078 doi: 10.3389/fpsyg.2025.1539784

This list was generated on Thu Sep 24 23:20:00 2026 UTC.