Ackermans, TMA, Francksen, NC, Lees, C, Papatzika, F, Arampatzis, A, Baltzopoulos, V, Lisboa, P, Hollands, MA, O'Brien, TD and Maganaris, CN (2020) Prediction of balance perturbations and falls on stairs in older people using a biomechanical profiling approach: A 12-month longitudinal study. Journals of Gerontology Series A. ISSN 1758-535X

Atherton, P (2020) My social autoethnography: How one teacher educator used digital communication to help tell his own stories. Teacher Education Advancement Network Journal, 12 (1). pp. 48-64. ISSN 2054-5266

Benwell, MC, Davies, A, Evans, B and Wilkinson, C (2020) Engaging political histories of urban uprisings with young people: The Liverpool riots, 1981 and 2011. Environment and Planning C: Politics and Space. ISSN 2399-6544

Bodfield, K, Putwain, DW, Carey, P and Rowley, A (2020) A Construct Validation and Extension of the Adolescent Attachment Questionnaire (AAQ). Journal of Social and Personal Relationships, 37 (12). pp. 3070-3082. ISSN 0265-4075

Burke, L, Millings, MN, Taylor, S and Ragonese, EL (2020) Transforming rehabilitation, emotional labour and contract delivery: A case study of a voluntary sector provider in an English resettlement prison. International Journal of Law ,Crime and Justice. ISSN 0194-6595

Carmichael, P and Tracy, FE (2020) Networks of Knowledge, Students as Producers, and Politicised Inquiry. In: Bonderup, Dohn, N, Jandric, P, Ryberg, T and de Laat, M, (eds.) Mobility, Data and Learner Agency in Networked Learning. Research in Networked Learning . Springer, pp. 117-135.

Daly, A, Hillis, A, Shrestha, SM and Shrestha, BK (2020) Bricks in the wall: A review of the issues that affect children of in‐country seasonal migrant workers in the brick kilns of Nepal. Geography Compass, 14 (12). ISSN 1749-8198

Diver, G (2020) Emotional challenges and pre-placement preparations: a cross-disciplinary, longitudinal study of ‘learner-worker’ undergraduates (in an Irish HEI). Higher Education, Skills and Work-based Learning. ISSN 2042-3896

Elliott, M (2020) Discoursing performativity for 21st century education: an ethnographic study of high-achieving 6th form students completing A-Level study and progressing into higher education in the UK from Brook College. Doctoral thesis, Liverpool John Moores University.

Enriquez-Gibson, JG (2020) Borders of Time: The temporalities of academic mobility. Applied Mobilities. ISSN 2380-0127

Enriquez-Gibson, JG (2020) The Documents We Teach By. Hybrid Pedagogy. ISSN 2332-2098

Enriquez-Gibson, JG (2020) Paper-work: what module guides have to say about assessment practices. PRISM. ISSN 2514-5347

Hassan, SM, Leavey, C, Rooney, JS and Puthussery, S (2020) A qualitative study of healthcare professionals' experiences of providing maternity care for Muslim women in the UK. BMC Pregnancy and Childbirth, 20 (1). ISSN 1471-2393

Kay-Flowers, S (2020) Moving between home and school, the experiences of children of separated parents; discussions with educational professionals. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 39 (4). pp. 292-311. ISSN 0264-3944

Larkin, D (2020) Divergent Criticality – A Mechanism of Neural Function for Perception and Learning. Doctoral thesis, Liverpool John Moores University.

Marks, L (2020) Playing to Learn – An Examination of Two Play-Based Approaches and their Impact on the Learning and Development of Children with and without Autism Spectrum Condition (ASC). Doctoral thesis, Liverpool John Moores University.

Marsden, R (2020) Understanding research engagement in England’s evidence-informed teaching profession : a ‘3D’ view. Doctoral thesis, Liverpool John Moores University.

McLeod, NJ, Stockell, K, Astbury, E and McCann, J (2020) Nurturing young children’s self-identity and respect for difference through artwork as a provocation using philosophical enquiry: a pilot study. Early Years: an international research journal Special Issue. ISSN 0957-5146

Mistry, M and Malone, E (2020) What do parents feel about the impact of Covid-19 on supporting children learning from home? Project Report. Association for the Study of Primary Education.

Networked Learning: Inviting Redefinition, and Jones, CR (2020) Networked Learning: Inviting Redefinition. Postdigital Science and Education, 3 (2). pp. 312-325. ISSN 2524-485X

Peiser, G (2020) Mentoring Students on Professional Courses in Higher Education in the Workplace: New Opportunities and Challenges. In: Woolhouse, C and Nicholson, L, (eds.) Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Palgrave Macmillan, London, pp. 95-113. ISBN 978-3-030-46890-3

Pires, CP, Putwain, DW, Hofmann, SG, Martins, DS, MacKenzie, MB, Kocovski, NL and do Céu Salvador, M (2020) Assessing psychological flexibility in test situations: The test anxiety acceptance and action questionnaire for adolescents. Revista de Psicopatologia y Psicologia Clinica, 25 (3). pp. 147-169. ISSN 1136-5420

Putwain, DW (2020) Examination Pressures on Children and Young People: Are They Taken Seriously Enough? The British Academy.

Putwain, DW, Gallard, D and Beaumont, J (2020) Academic buoyancy protects achievement against minor academic adversities. Learning and Individual Differences, 83-84. ISSN 1041-6080

Putwain, DW and Moe, A (2020) An Evaluative Message Fosters Mathematics Performance in Male Students but Decreases Intrinsic Motivation in Female Students. Educational Psychology: an international journal of experimental educational psychology, 40 (8). pp. 941-960. ISSN 0144-3410

Putwain, DW, Schmitz, E, Wood, P and Pekrun, R (2020) The Role of Achievement Emotions in Primary School Mathematics: Control-Value Antecedents and Achievement Outcomes. British Journal of Educational Psychology, 91 (1). pp. 347-367. ISSN 0007-0998

Putwain, DW, Symes, W, Coxon, E and Gallard, D (2020) Attention Bias in Test Anxiety: The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament. Educational Psychology, 40 (6). pp. 713-734. ISSN 0144-3410

Putwain, DW, Wood, P and Pekrun, R (2020) Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy. Journal of Educational Psychology. ISSN 0022-0663

Putwain, DW and von der Embse, N (2020) Cognitive-Behavioural Intervention for Test Anxiety in Adolescent Students: Do Benefits Extend to School-Related Wellbeing and Clinical Anxiety. Anxiety, Stress and Coping, 34 (1). pp. 22-36. ISSN 1061-5806

Putwain, DW, von der Embse, NP, Rainbird, E and West, G (2020) The Development and Validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment, 37. pp. 236-246. ISSN 1015-5759

Shafee, A (2020) THE TEACHING OF EARLY READING IN ENGLISH USING THE PHONICS APPROACH IN MALAYSIAN PRIMARY SCHOOLS: TEACHER BELIEFS, KNOWLEDGE AND PRACTICES. Doctoral thesis, Liverpool John Moores University.

Silverio, SA, Wilkinson, C and Wilkinson, S (2020) Further uses for Grounded Theory: A methodology for psychological studies of the visual arts and written media. Qualitative Methods in Psychology Bulletin, 29. ISSN 2044-0820

Silverio, SA, Wilkinson, C and Wilkinson, S (2020) The powerful student consumer and the commodified academic: A depiction of the marketised UK Higher Education system through a textual analysis of the ITV drama Cheat. Sociological Research Online, 26 (1). pp. 147-165. ISSN 1360-7804

Stronach, I and Frankham, J (2020) 'Fundamental British Values': What's fundamental? What's value? And what's (now) British? International Review of Qualitative Research, 13 (1). pp. 9-22. ISSN 1940-8447

Symes, W and Putwain, DW (2020) The Four Ws of Test Anxiety. Psychologica, 63 (2). pp. 31-52. ISSN 0871-4657

Thomas, M and Janosy, R (2020) Self-Taught Language Learners in China and Their Learning Strategies: A Multiple, Instrumental Case Study of Approaches in Contextual Situations. Asian EFL Journal, 24 (2). pp. 136-161. ISSN 1738-1460

Tom-Lawyer, O and Thomas, M (2020) Re-examining the Status of the English Language in Anglophone Western Africa: A Comparative Study of Ghana and Nigeria. English Linguistics Research, 9 (4). ISSN 1927-6028

Torrance, F (2020) RHETORICS AND REALITIES OF THE EMPLOYMENT OF LEARNING DISABLED ADULTS: A CRITICAL ETHNOGRAPHIC ENGAGEMENT. Doctoral thesis, Liverpool John Moores University.

Udomtamanupab, S (2020) DEVELOPING CREATIVITY IN EARLY CHILDHOOD EDUCATION: A COMPARATIVE ANALYSIS OF TWO CASE STUDIES IN PRESCHOOLS IN THAILAND. Doctoral thesis, Liverpool John Moores University.

Wilkinson, C (2020) Imposter syndrome and the accidental academic: An autoethnographic account. International Journal for Academic Development, 25 (4). pp. 363-374. ISSN 1360-144X

Wilkinson, C, Silverio, SA and Wilkinson, S (2020) The neoliberal university and the neurotic academic: A textual analysis of ITV drama Cheat. Journal of Further and Higher Education. ISSN 0309-877X

Wilkinson, CM, Carter, B, Keating, P and Bray, L (2020) Not a nurse but more than a mother: The practices of mothering children with complex health care needs. Children's Geographies. ISSN 1473-3277

Wilkinson, H, Putwain, DW and Mallaburn, A (2020) How do teachers communicate to students about forthcoming GCSE exams?: An observational study. The Psychology of Education Review, 44 (2). ISSN 1463-9807

Wilkinson, S and Wilkinson, C (2020) Performingcare: emotion work and 'dignity work' - a joint autoethnography of caring for our mum at the end of life. Sociology of Health and Illness: a journal of medical sociology. ISSN 0141-9889

Wilkinson, S and Wilkinson, C (2020) Place, Age and Identity. In: Edensor, T, Kalandides, A and Kothari, U, (eds.) Routledge Handbook of Place. Routledge. ISBN 9781138320499

Wood, P (2020) Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice. Journal of Research in Childhood Education, 34 (1). pp. 153-166. ISSN 0256-8543

Wood, P (2020) Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools. Emotional and Behavioural Difficulties. ISSN 1363-2752

Wright, D (2020) Beyond Words:Engaging young children and families in gallery education. Doctoral thesis, Liverpool John Moores University.