Al Abrawi, NAS (2018) The challenges of designing and delivering an appropriate English as a modern foreign language curriculum for primary school aged children in Oman. Doctoral thesis, Liverpool John Moores University.

Atherton, P (2018) More than just a quiz - how Kahoot! can help trainee teachers understand the learning process. Teacher Education Advancement Network Journal, 10 (2). pp. 29-39. ISSN 2054-5266

Boyd, DJ (2018) Early Childhood Education for Sustainability and the legacies of two pioneering giants. Early Years: an international research journal Special Issue. ISSN 0957-5146

Boyd, DJ (2018) Utilising Place based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13. ISSN 0300-4279

Boyd, DJ and Hirst, NJ (2018) Recognising Beach Kindy as a Pedagogical Approach for Critical Agents of Change Within Early Childhood Education. In: Walter, L, (ed.) Handbook of Sustainability Science and Research. World Sustainability Series, 4 (3). Springer, pp. 877-892. ISBN 978-3-319-63007-6

Brennan, VK, Mallaburn, A and Seton, L (2018) Teachers’ perception of chemistry outreach work, especially in the context of children’s social demography. Teacher Education Advancement Network Journal, 10 (2). pp. 3-14. ISSN 2054-5266

Broomhead, KE (2018) Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school. Education 3-13, 47 (8). pp. 877-888. ISSN 0300-4279

Broomhead, KE (2018) The influence of the nature of children's disabilities on societal reactions experienced by their parents. Journal of Research in Special Educational Needs, 19 (2). pp. 126-134. ISSN 1471-3802

Brundrett, M, Ankers De Salis, C, Rowley, A and Stokell, K (2018) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 1475-7575

Brundrett, M and Dung, MTT (2018) The challenge of ensuring gender equality in Vietnamese and English high schools: espoused and real commitments. International Journal of Comparative Education and Development, 20 (1). pp. 2-15. ISSN 2396-7404

Brundrett, M and Lungka, P (2018) The development of teachers’ knowledge and behavior in promoting self discipline: a study of early years teachers in Thailand. Education 3-13: International Journal of Primary, Elementary and Early Years Education. pp. 462-474. ISSN 1475-7575

Cartmell, KM (2018) An Ethnographic Exploration of the Starting School Transition within an English school. Doctoral thesis, Liverpool John Moores University.

Chrostowska, M (2018) The illusion of autonomy: an ethnography of teachers’ professional lives in a primary academy in England. Doctoral thesis, Liverpool John Moores University.

Enriquez-Gibson, JG (2018) Pedagogy of Academic Mobility. In: Hosein, A, Rao, N, Shu-Hua Yeh, C and Kinchin, I, (eds.) Academics’ International Teaching Journeys Personal Narratives of Transitions in Higher Education. Academics’ International Teaching Journeys . Bloomsbury. ISBN 978-1474289771

Enriquez-Gibson, JG (2018) Rhythms of Academic Mobility. Applied Mobilities. ISSN 2380-0127

Hammond, CA (2018) Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation. PRISM, 1 (2). pp. 8-24. ISSN 2514-5347

Hammond, CA (2018) Three Monkeys (2008): oblivion, anamnesis and the latent spectrality of hope. Culture and Religion, 20. ISSN 0143-8301

Hammond, CA (2018) Why universities should seek happiness and contentment. British Journal of Educational Studies , 66 (3). pp. 406-408. ISSN 0007-1005

Hirst, NJ (2018) Education for sustainability in higher education; Early Childhood Studies as a site for provocation, collaboration and inquiry. Education 3-13. ISSN 0300-4279

Hirst, NJ, Boyd, DJ, Browder, J and Emery, S (2018) Watery Webs of Interconnectedness: Waterways as Pedagogical Sites. Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 20 (3). ISSN 1848-5189

Kendall, LS (2018) Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment. Education 3-13, 47 (6). pp. 678-691. ISSN 0300-4279

Mallaburn, A, Seton, L and Goodwin, M (2018) Chemistry: The essential spark for engagement. Education in Science, 272. pp. 26-27.

McLain, MN, Bell, D, Wooff, D and Morrison-Love, D (2018) How technology makes us human: cultural and historical roots for design and technology education. In: 2018 PATT36 International Conference: Research and Practice in Technology Education , 36. pp. 223-230. (36th International Pupils’ Attitudes Towards Technology Conference, 18 June 2018 - 21 June 2018, Athlone Institute of Technology, Co. Westmeath, Ireland).

Muniandy, K (2018) EXPLORING THE EARLY ESTABLISHMENT OF EMPLOYMENT PREPARATION PROGRAMMES BY HARNESSING THE POTENTIAL OF SPECIAL NEEDS LEARNERS VIA THE SPECIAL EDUCATION INTEGRATED PROGRAMME IN MALAYSIA. Doctoral thesis, Liverpool John Moores University.

Nicholson, LJ, Putwain, DW, Nakhla, G, Porter, B, Liversidge, A and Reece, M (2018) A Person-Centered Approach to Students’ Evaluations of Perceived Fear Appeals and their Association with Engagement. Journal of Experimental Education. ISSN 0022-0973

Peiser, G, Ambrose, J, Burke, B and Davenport, J (2018) The role of the mentor in professional knowledge development across four professions. International Journal of Mentoring and Coaching in Education, 7 (1). pp. 2-18. ISSN 2046-6854

Putwain, DW (2018) Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis. American Educational Research Journal, 55 (6). pp. 1339-1368. ISSN 0002-8312

Putwain, DW (2018) An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance. European Journal of Psychology of Education. ISSN 0256-2928

Putwain, DW, Gallard, D and Beaumont, J (2018) A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability. School Psychology International. ISSN 0143-0343

Putwain, DW and Symes, W (2018) Does Increased Effort Compensate for Performance Debilitating Test Anxiety? School Psychology Quarterly, 33 (3). pp. 482-491. ISSN 1045-3830

Putwain, DW, Symes, W, Nicholson, L and Becker, S (2018) Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis. Learning and Individual Differences, 68. pp. 12-19. ISSN 1041-6080

Putwain, DW and von der Embse, NP (2018) Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology. ISSN 0144-3410

Putwain, DW and von der Embse, NP (2018) Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within. Social Psychology of Education. ISSN 1381-2890

Rowe, J and McLain, MN (2018) The challenges of curriculum design in initial teacher education (ITE): a perspective from Liverpool John Moores University. Impact Journal of the Chartered College of Teaching. ISSN 2514-6955

Seton, L, Mallaburn, A and Goodwin, M (2018) Research Focus: Nurturing socio-economically challenged learners' curiosity in chemistry. Education in Science, 272. pp. 28-29.

Thomas, M and Schneider, C (2018) Language teaching in 3D virtual worlds with machinima: Reflecting on an online machinima teacher training course. International Journal of Computer Assisted Language Learning and Teaching, 8 (2). ISSN 2155-7098

Thyssen, G (2018) Boundlessly Entangled: Non-/Human Performances of Education for Health through Open-Air Schools. Paedagogica Historica, 54 (5). pp. 659-676. ISSN 0030-9230

Thyssen, G (2018) Cooking up Time: Arcs of Movement. In: Looking Back Going Forward: School_Time in Flux and Flow in Europe and Beyond. EERA, Network 17, Liverpool, pp. 36-41. ISBN 978-1-9993769-0-1

Thyssen, G (2018) Differences that Might Matter? A Manifesto Diffractively Read. In: Hodgson, N, Vlieghe, J and Zamojski, P, (eds.) Manifesto for a Post-critical Pedagogy. Punctum Books, pp. 51-57. ISBN 978-1-947447-38-7

Tynan, RJ and Jones, RB (2018) Assessing trainee secondary teachers on school placement: Subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 (1). pp. 20-34. ISSN 2054-5266

Tynan, RJ and Jones, RB (2018) Can effect sizes give any clues to the way mentors ascribe numerical grades when assessing secondary trainee teachers against the Teachers’ Standards in England? Teacher Education Advancement Network Journal, 11 (1). pp. 4-14. ISSN 2054-5266

Wilkinson, C (2018) Radio, children and young people. Oxford Bibliographies in Childhood Studies.

Wilkinson, C (2018) The performance of youth voice on the airwaves. Children's Geographies, 17 (3). pp. 334-346. ISSN 1473-3285

Wilkinson, C, Carter, B and Shokrollahi, K (2018) Disfigurement, the body and dress: A review of the literature. Geography Compass, 12 (10). ISSN 1749-8198

Wilkinson, S and Wilkinson, C (2018) Researching drinking “with” young people: a palette of methods. Drugs and Alcohol Today, 18 (1). ISSN 1745-9265

Wilkinson, S and Wilkinson, C (2018) ‘Working from home’: Academics and Airbnb, an autoethnographic account. North West Geography, 18 (1). ISSN 1476-1580

Wood, P (2018) Social and emotional learning schemes as tools of cultural imperialism: a manifestation of the national and international child well-being agenda? Pastoral Care in Education. ISSN 0264-3944