Items where Division is "Improving Equity and Inclusion through Education"

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Number of items at this level: 291.

A

Abdelhameed, H. and Porter, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383

Abdelhameed, H. and Porter, J. (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: 10.1080/1034912x.2010.524446

Adams, A., Liyanagunawardena, T., Rassool, N. and Williams, S. (2013) Use of open educational resources in higher education. British Journal of Educational Technology, 44 (5). E149-E150. ISSN 1467-8535 doi: 10.1111/bjet.12014

Al-Siyabi, M. A. and Dimitriadi, Y. (2020) Opportunities and challenges of mobile learning implementation in schools in Oman. International Journal of Mobile and Blended Learning (IJMBL), 12 (3). pp. 32-48. ISSN 1941-8647 doi: 10.4018/IJMBL.2020070103

Allen, J., Potter, J., Sharp, J. and Turvey, K. (2011) Primary ICT: knowledge, understanding and practice. 4th edition. Achieving QTS. Learning Matters, pp256. ISBN 9780857253231

Allsopp, M. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1996) Intrusive thoughts in a non-clinical adolescent population. European Child & Adolescent Psychiatry, 5 (1). pp. 25-32.

Allsopp, M. and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (1991) Self-report measures of obsessionality, depression and social anxiety in a school population of adolescents. Journal of adolescence, 14 (2). pp. 149-156. ISSN 0140-1971 doi: 10.1016/0140-1971(91)90027-O

Alromaih, M. (2017) Headteachers' perspectives and experiences of educational reform in AIQassim, Saudi Arabia. PhD thesis, University of Reading.

Altgassen, M., Kliegel, M. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2005) Pitch perception in children with autistic spectrum disorders. British journal of developmental psychology, 23 (4). pp. 543-558.

Archer, L., DeWitt, J. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2014) Spheres of influence: what shapes young people's aspirations at age 12/13 and what are the implications for education policy? Journal of Education Policy, 29 (1). pp. 58-85. ISSN 1464-5106 doi: 10.1080/02680939.2013.790079

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) "Balancing acts'': elementary school girls' negotiations of femininity, achievement, and science. Science Education, 96 (6). pp. 967-989. ISSN 0036-8326 doi: 10.1002/sce.21031

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2010) "Doing" science versus "being" a scientist: examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94 (4). pp. 617-639. ISSN 0036-8326 doi: 10.1002/sce.20399

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2013) 'Not girly, not sexy, not glamorous': primary school girls' and parents' constructions of science aspirations. Pedagogy, Culture and Society, 21 (1). pp. 171-194. ISSN 1468-1366 doi: 10.1080/14681366.2012.748676

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2012) Science aspirations, capital, and family habitus: how families shape children's engagement and identification with science. American Educational Research Journal, 49 (5). pp. 881-908. ISSN 0002 8312 doi: 10.3102/0002831211433290

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: 10.3138/cmlr.2575

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. S. (2017) Are they really “two different species”? Implicitly elicited student perceptions About NESTs and NNESTs. TESOL Journal, 8 (2). pp. 277-294. ISSN 1949-3533 doi: 10.1002/tesj.268

Attwood, G. and Croll, P. (2011) Attitudes to school and intentions for educational participation: an analysis of data from the longitudinal survey of young people in England. International Journal of Research & Method in Education, 34 (3). pp. 269-287. ISSN 1743-7288 doi: 10.1080/1743727X.2011.609552 (special issue 'Using secondary data in educational research')

Attwood, G., Croll, P., Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Last, K. (2013) The accuracy of students' predictions of their GCSE grades. Educational Studies, 39 (4). pp. 444-454. ISSN 1465-3400 doi: 10.1080/03055698.2013.776945

B

Berkley, R. (2021) Music everywhere and every day. In: Ogier, S. and Tutchell, S. ORCID: https://orcid.org/0009-0005-0180-3651 (eds.) Teaching the Arts in the Primary Curriculum. Exploring the primary curriculum. Learning Matters, London, pp. 67-78. ISBN 9781529742480

Berkley, R. (2004) Teaching composing as creative problem solving: conceptualising composing pedagogy. British Journal of Music Education, 21 (2). pp. 239-263. ISSN 0265-0517 doi: 10.1017/S026505170400587X

Berkley, R. (2001) Why is teaching composing so challenging? A survey of classroom observation and teachers' opinions. British Journal of Music Education, 18 (2). pp. 119-138. ISSN 0265-0517 doi: 10.1017/S0265051701000225

Berkley, R. and Richards, G. (2008) GCSE Music Literacy Workbook. Rhinegold Publishing. ISBN 9781906178598

Berkley, R. and Terry, P. (2009) The AS Music Literacy Workbook. Rhinegold Publishing, Reading. ISBN 9781906178468

Billingsley, B., Brock, R., Taber, K. S. and Riga, F. (2016) How students view the boundaries between their science and religious education concerning the origins of life and the universe. Science Education International, 100 (3). pp. 459-482. ISSN 2077-2327 doi: 10.1002/sce.21213

Billingsley, B., Riga, F., Taber, K. S. and Newdick, H. (2014) Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25 (3). pp. 372-395. ISSN 0958-5176 doi: 10.1080/09585176.2014.920264

Billingsley, B., Taber, K. S., Riga, F. and Newdick, H. (2011) Teaching and learning about the relationships between science and religion. Science Teacher Education (62). pp. 16-29. ISSN 175 -915X

Billingsley, B., Taber, K., Riga, F. and Newdick, H. (2013) Secondary school students’ epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education, 43 (4). pp. 1715-1732. ISSN 0157-244X doi: 10.1007/s11165-012-9317-y

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2006) L is for sheep. In: Featherstone, S. (ed.) L is for sheep. Featherstone Education, London. ISBN 9781905019632

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530, ed. (2005) Learning outdoors: improving the quality of young children’s play outdoors. David Fulton Publishers, London, pp144. ISBN 1843123509

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2010) Outdoor learning in the early years: management and innovation. 3rd edition. Routledge. ISBN 9780415567596

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

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2010) Playing outside: activities, ideas and inspiration for the early years. Routledge, Abingdon, pp95. ISBN 9781843120674

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 (2008) Setting the scene for child-initiated learning out of doors. In: Featherstone, S. (ed.) Like bees not butterflies: child-initiated learnng in the early years. A & C Black Publishers Ltd, London, pp. 75-81. ISBN 9781906029760

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530 and Crook, A. (2016) Exploring outdoors ages 3-11: a guide for schools. Routledge, pp162. ISBN 9781138814035

Bilton, H. ORCID: https://orcid.org/0000-0002-2001-2530, Bento, G. and Dias, G. (2016) Taking the first steps outside. Under threes learning and developing in the natural environment. Routledge, London, pp156. ISBN 9781138919891

Brassington, S. L. (2018) ‘It’s like kindling a fire’: training student teachers about special educational needs and inclusive education at a university in China. PhD thesis, University of Reading. doi: 10.48683/1926.00080304

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2010) 2010 Survey into History Teaching. Report. The Historical Association

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2009) Historical Association survey of history in English secondary schools. Report. The Historical Association

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2011) History in secondary schools 2011 survey. Report. The Historical Association

Bush, A., Silk, M., Porter, J. and Howe, P. D. (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: 10.1080/14623943.2013.835721

C

Cain, T. and Harris, R. (2013) Teachers’ action research in a culture of performativity. Educational Action Research, 21 (3). pp. 343-358. ISSN 1747-5074 doi: 10.1080/09650792.2013.815039

Cajkler, W. and Tennant, G. D. (2009) Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews. International Journal of Emotional Education, 1 (2). pp. 71-90. ISSN 2073-7629

Cassidy, E., Allsopp, M. and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (1999) Obsessive compulsive symptoms at initial presentation of adolescent eating disorders. European child & adolescent psychiatry, 8 (3). pp. 193-199. ISSN 1435-165X

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

Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: 10.1177/1468794117728412

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

Cockayne, M. (2021) Wolves and whales: A study of school-based mentoring using metaphor to analyse the professional lived experiences and identities of teachers who are schoolbased mentors in primary schools. EdD thesis, University of Reading. doi: 10.48683/1926.00104766

Cocks, N. (2017) Higher Education discourse and deconstruction: challenging the case for transparency and objecthood. Palgrave Critical University Studies. Palgrave. ISBN 9783319529820 doi: 10.1007/978-3-319-52983-7

Colloff, K. and Tennant, G. (2011) The 'algebra as object' analogy: a view from school. Proceedings of the British Society for Research into the Learning of Mathematics, 31 (3). 4. ISSN 1463-6840

Cope, E., Parnell, D., Macfadyen, T. and Reeves, M. (2015) A critical debate on provision of Primary Physical Education: the English context. Bulletin of the International Council for Sport Science and Physical Education, 68. pp. 57-63. ISSN 1728-5909

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

Croll, P. and Attwood, G. (2013) Participation in Higher Education: aspirations, attainment and social background. British Journal of Educational Studies, 61 (2). pp. 187-202. ISSN 1467-8527 doi: 10.1080/00071005.2013.787386

Croll, P., Attwood, G. and Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2010) Children's lives, children's futures: A study of children starting secondary school. Continuum Studies in Educational Research. Continuum, London, pp218. ISBN 9781847062697

Croll, P. J. and Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 (2009) Children's attitudes to school. Sociology Review, 18 (4). ISSN 0959-8499

Croll, P. J., Attwood, G., Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 and Last, K. (2008) The Structure and implications of children's attitudes to school. British Journal of Educational Studies, 56 (4). pp. 382-399. ISSN 1467-8527 doi: 10.1111/j.1467-8527.2008.00420.x

Curtis, F. (2016) Using concrete materials to learn algebra: workshop. In: BSRLM conference, February 2016, Manchester Metropolitan University, pp. 109-114.

D

Daniels, H. and Porter, J. (2009) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.) The Cambridge Primary Review Research Surveys. Routledge, London, U. K., pp. 217-240. ISBN 9780415548694

Daniels, H. and Porter, J. (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331

Daniels, H. and Porter, J. (2007) Self assessment as preparation for participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona.

Daniels, H. and Porter, J., (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia

Daniels, H., Lauder, H. and Porter, J., eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181

Daniels, H., Lauder, H. and Porter, J. (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: 10.4324/9780203378595

Daniels, H., Lauder, H. and Porter, J. (2008) The Routledge companion to education. Routledge, London.

Davies, M. and Conaghan, E. ORCID: https://orcid.org/0000-0002-9369-4122, eds. (2020) Celebrating 100 years of women's voices. University of Reading. ISBN 9780704915862

Davies, T. (2013) Incorporating creativity into teachers practice and self-concept of professional identity. The Journal of Educational Change, 14 (1). pp. 51-71. ISSN 1573-1812 doi: 10.1007/s10833-012-9192-3

Davies, T. (2010) The place of the school as a community of practice for creative action. In: Mazurkiewicz, G. (ed.) Evaluation in pedagogical supervision. Jagiellonian University Publishing House, Kraków, Poland, pp. 127-138. ISBN 9788323330172

DeWitt, J., Archer, L., Osborne, J., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2011) High aspirations but low progression: the science aspirations-careers paradox amongst minority ethnic students. International Journal of Science and Mathematics Education, 9. pp. 243-271. ISSN 1571 0068 doi: 10.1007/s10763-010-9245-0

DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B. and Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 (2013) Young children's aspirations in science: the unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35 (6). pp. 1037-1063. ISSN 0950-0693 doi: 10.1080/09500693.2011.608197

Dee, L., Florian, L., Porter, J. and Robertson, C. (2003) O Desenvolvimento do Aconselhamento Curricular para Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ). In: Rodrigues, D. (ed.) Perspectivas sobre a Inclusa. Editora Porto, Porto, pp. 167-182. ISBN 9789720345141

Dimitriadi, Y. (2006) Children with Special Educational Needs as film makers: Using digital video to support Understandings of Narrative. In: AERA 2006, 7-11 April 2006, San Francisco, USA.

Dimitriadi, Y. (2001) Evaluating the use of multimedia authoring with dyslexic learners: a case study. British Journal of Educational Technology, 32 (3). pp. 265-275. ISSN 1467-8535 doi: 10.1111/1467-8535.00197

Dimitriadi, Y. (2014) ICT practices and uses in teacher education: learning from the experiences of trainee-teachers with SEN and disabilities. In: ECER 2014, The Past, the Present and the Future of Educational Research, 1-5 September 2014, Porto, Portugal.

Dimitriadi, Y. (2009) Reflecting on inclusive technology practices in teacher education: learning from the experiences of disabled trainee-teachers. In: AERA 2009, 13-17 April 2009, San Diego.

Dimitriadi, Y. (2006) Resistance from within: Children with dyslexia gazing at their disability. In: Roberts, L., Martin, W. and Satterthwaite, J. (eds.) Discourse, Resistance and Identity Formation. Discourse, Power, Resistance Series. Trentham, London. ISBN 9781858563862

Dimitriadi, Y. (2000) Using Information and Communication Technology to Support Bilingual Dyslexic Learners. In: Reid, G. and Peer, L. (eds.) Multilingualism, Literacy and Dyslexia. 1-85346-696-4. David Fulton Publishers, London, pp. 102-11.

Dimitriadi, Y. (2002) Working with Dyslexic Learners: Authoring in a Multimedia Environment. In: Watson, D. and Andersen, J. (eds.) Networking the Learner: Computers in Education : Seventh IFIP World Conference on Computers in Education, WCCE 2001, July 29-August 3, 2001, Copenhagen, Denmark. Kluwer Academic Publishers Group, The Netherlands, pp. 267-277. ISBN 1-4020-7132-9

Dimitriadi, Y. and Hodson, P., (2005) Digital video and bilingual children with special educational needs: Supporting literacy activities. BECTA

Dimitriadi, Y. and Peacey, N. (2005) Special Educational Needs & ICT. In: Leask, M. and Pachler, N. (eds.) Learning to Teach ICT in the Secondary School. A Companion to School Experience, 2nd Edition. Learning to Teach Subjects in the Secondary School Series. Routledge Falmer, London. ISBN 978-0-415-35104-1

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

Dimitriadi, Y., Hodson, P. and Ludhra, G. (2011) Emphasising the 'C' in ICT: speaking, listening and communication. In: Jones, D. and Hodson, P. (eds.) Unlocking speaking and listening. Unlocking Series. Taylor & Francis, London, pp. 146-162. ISBN 9780415603171

Dimitriadi, Y., Hodson, P. and Ludhra, G. (2011) Emphasising the ‘C’ in ICT: speaking, listening and communication. In: Unlocking speaking and listening. Unlocking Series. Taylor & Francis.

Dimitriadi, Y., Marshman, P. and Dorling, M. (2015) Exploring gender imbalance in Computer Science: female school students' perceptions of access and engagement in Computing. In: ECER 2015, Education and Transition, 7-11 September 2015, Budapest, Hungary.

Dyson, M. ORCID: https://orcid.org/0000-0002-0920-4312, Lonsdale, M. and Papaefthimiou, M. (2006) Student perspectives on a virtual learning environment: lessons for einstructors. Blended learning: promoting dialogue in innovation and practice. pp. 137-144.

E

Edwards, V. (2015) Diversity lessons from Wales: how marketing bilingualism contributes to language shift and language maintenance. In: Kuppers, A., and Bozdag, Ç. (eds.) Doing diversity in education through multilingualism, media and mobility. Istanbul Policy Centre, Istanbul, pp. 18-20, 50–51. ISBN 9786059178013

Edwards, V. (2015) Literacy in bilingual and multilingual education. In: Wright, W. E., Boun, S. and García, O. (eds.) The Handbook of Bilingual and Multilingual Education. Wiley-Blackwell, New Malden, MA, pp. 75-91. ISBN 9781118533499

Ellins, J. and Porter, J. (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: 10.1111/j.1467-8578.2005.00396.x

Everley, S. and Macfadyen, T. (2017) ‘I like playing on my trampoline; it makes me feel alive’ valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 1475-7575 doi: 10.1080/03004279.2015.1069367

F

Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S. (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: 10.1111/j.1471-3802.2011.01199.x

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 (2009) Life histories of academics who become heads of department: socialisation, identity and career trajectory. PhD thesis, University of Leicester.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2012) Narrative and life history. In: Briggs, A., Coleman, M. and Morrison, M. (eds.) Research methods in educational leadership and management. 3rd edition. Sage, London, pp. 223-235. ISBN 9781446200438

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 (2013) Narratives of academics who become department heads. In: Gornall, L., Cook, C., Daunton, L., Salisbury, J. and Thomas, B. (eds.) Academic Working Lives: Experience, Practice and Change. Bloomsbury Academic, London. ISBN 9781441185341

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831, (2016) An evaluation of the Nxplorers Programme - end of project report. Report. The Open University, Milton Keynes.

Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Mhlanga, T., (2019) An evaluation of the nxplorers programme – stage 2. Report. The University of Reading, Reading.

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

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Goodwyn, A. C., Francis-Brophy, E. and Harding, R. C., (2010) Advanced skills teachers: summary report. Project Report. University of Reading, Institute of Education, Reading. pp14. (Unpublished)

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 (2017) The advanced skills teacher in England. In: Goodwyn, A. (ed.) Expert Teachers: An International Perspective. Routledge, Abingdon, pp. 69-89. ISBN 9780415812207

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Akhtar, Z., (2022) 'Enriching lives’: supporting women out of the criminal justice system. Report. University of Reading

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068 and Lloyd, V. (2019) Martial arts and well-being: connecting communities and promoting health. Routledge, pp116. ISBN 9781138213555

Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 (2008) Girls and their ambitions: a sociological study of educational aspirations. PhD thesis, University of Reading.

Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 (2009) Sociology, Gender and Educational Aspirations: Girls and their Ambitions. Continuum, New York, pp201. ISBN 9781441152077

Fuller, K. D. and Malvern, D. D. (2010) Challenge and change: a history of the Nuffield A-level Physics Project. Institute of Education, University of Reading, Reading, pp278. (Unpublished)

G

Garnett, J. (2013) Beyond a constructivist curriculum : a critique of competing paradigms in music education. British Journal of Music Education, 30 (2). pp. 161-175. ISSN 0265-0517 doi: 10.1017/S0265051712000575

Garnett, J. (2013) Enterprise pedagogy in music: an exploration of multiple pedagogies. Music Education Research, 15 (1). pp. 1-18. ISSN 1469-9893 doi: 10.1080/14613808.2012.703175

Garnett, J. S. (2010) Democracy and identity: educating the student voice. In: Finney, J. and Harrison, C. (eds.) Whose music education is it? The role of the student voice. National Association of Music Educators, Solihull, pp. 147-152. ISBN 9780956654502

Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: 10.1080/1350293X.2014.883720

Glauert, E., Trakulphadetkrai, N. ORCID: https://orcid.org/0000-0002-0706-7991 and Maloney, J., (2013) D4.4 Report on Practices and their Implications. Creative Little Scientists: Enabling creativity through science and mathematics in preschool and first years of primary education (CLS). Project Report. EU (Unpublished)

Goodwyn, A. C., Fuller, C. L. ORCID: https://orcid.org/0000-0002-3816-5068 and Protopsaltis, A., (2009) Harnessing Technology Strategy: Celebrating Outstanding Teachers. Project Report. unpublished pp97. (Unpublished)

Grove, N., Bunning, K. and Porter, J. (2001) Interpreting the meaning of behavior by people with intellectual disabilities: theoretical and methodological issues. In: Columbus, F. (ed.) Advances in Psychology Research. Nova Science, New York.

H

Harries, D. and Tennant, G. (2012) Transition of pupils from Key Stage 2 to 3 deemed gifted and talented in mathematics: an initial study. Mathematics Teaching, 226. pp. 9-12. ISSN 0025-5785

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2005) Does differentiation have to mean different? Teaching History, 118. pp. 5-12. ISSN 0040-0610

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