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Emery, S, Davis, J, Sageidet, B, Hirst, NJ, Boyd, DJ and Browder, J (2016) Transnational Dialogues for Sustainability Research in Early Childhood Education: A Model for Building Capacity for ESD in Universities? In: Leal, W, (ed.) Handbook of Theory and Practice of Sustainable Development in Higher Education. World Sustainability Series, 2 (60). Springer, pp. 143-156.

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Hirst, NJ and Boyd, DJ (2016) Embedding the English Early Years Foundation Stage into the Eco-School programme; visualising the journey. In: LJMU Festival of Research; Organic Collaborations, 21st June 2016, Liverpool.

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Malone, EH (2016) FOREIGN LANGUAGES IN PRIMARY EDUCATION IN ENGLAND: AN ETHNOGRAPHIC CASE STUDY OF THREE SCHOOL CONTEXTS. Doctoral thesis, Liverpool John Moores University.

Mat Som, H (2016) AN INVESTIGATION OF E-PORTFOLIO IMPLEMENTATION IN THE MALAYSIAN SKILLS TRAINING PROGRAMME (MSTP). Doctoral thesis, Liverpool John Moores University.

McDonnell, JL (2016) Is it, ‘all about having an opinion’? Challenging the dominance of rationality and cognition in democratic education via research in a gallery setting. International Journal of Art and Design Education. ISSN 1476-8070

McGeown, S, Putwain, DW, St.Clair-Thompson, H and Clough, P (2016) Understanding and supporting adolescents' mental touchness in an educational context. Psychology in the Schools, 2 (54). pp. 196-209. ISSN 0033-3085

McGeown, S, St Clair-Thompson, H and Putwain, DW (2016) The Development and Validation of a Mental Toughness Scale for Adolescents. Journal of Psychoeducational Assessment, 36 (2). pp. 148-161. ISSN 0734-2829

McLain, MN (2016) Teacher educator perspectives on pedagogical modelling and explaining in Design and Technology: a Q Methodology Study. In: PATT-32 Proceedings . pp. 329-343. (Pupils' Attitutdes Towards Technology (PATT): Technology Education for 21st Century skills, 22 August 2016 - 26 August 2016, Delft University of Technology and HU University of Applied Sciences, Utrecht).

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Nawaz, S (2016) Understanding the Lives and Labours of Lone-Mother Students. Doctoral thesis, Liverpool John Moores University.

Nawaz Bibi, S, Grant, DK, Stronach, I and Frankham, J (2016) A Reflexive Autoethnography of Doctoral Supervision: Lone Mother, Lone Researcher. International Review of Qualitative Research, 8 (4). pp. 419-441. ISSN 1940-8447

Nicholson, LJ and Putwain, DW (2016) The importance of psychological need satisfaction in educational re-engagement. Research Papers in Education. ISSN 0267-1522

Peiser, G (2016) Overcoming Barriers: Engaging younger students in an online intercultural exchange. Intercultural Education, 26 (5). pp. 361-376. ISSN 1469-8439

Putwain, DW and Aveyard, B (2016) Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance? School Psychology Quarterly. ISSN 1045-3830

Putwain, DW, Nakhla, G, Liversidge, A, Nicholson, LJ, Porter, B and Reece, M (2016) Teachers use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond? Teaching and Teacher Education, 61. pp. 73-83. ISSN 0742-051X

Putwain, DW, Nicholson, LJ and Edwards, JL (2016) Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school. Educational Studies, 42 (1). pp. 1-18. ISSN 0305-5698

Putwain, DW, Nicholson, LJ, Nakhla, G, Reece, M, Porter, B and Liversidge, A (2016) Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised. Contemporary Educational Psychology, 44-45. pp. 21-31. ISSN 0361-476X

Putwain, DW and Sander, P (2016) Does the confidence of first-year undergraduate students change over time according to achievement goal profile? Studies in Higher Education, 41 (2). pp. 381-398. ISSN 0307-5079

Putwain, DW and Symes, W (2016) Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination. Social Psychology of Education. pp. 1-19. ISSN 1381-2890

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