Amponsah, S, Ampadu, E and Thomas, M (2021) Professional Development among In-Service Teachers: Motivational Factors, Pathways and Coping Strategies. Educational Review. ISSN 0013-1911

Benini, S and Thomas, M (2021) A Critical Review of Game-based Learning, Gamification and Second Language Acquisition. In: Peteson, M, Thomas, M and Yamazaki, K, (eds.) Digital Games and Language Learning. Bloomsubry. ISBN 9781350133013

Benini, S and Thomas, M (2021) Project-Based Language Learning, Virtual Exchange and 3D Virtual Environments: A Critical Review of the Research. In: Thomas, M and Yamazaki, K, (eds.) Project-based Language Learning and CALL: Theory and Practice. Advances in CALL Research and Practice . Equinox Publishing.

Bohanon, F and Thomas, M (2021) Techno-CLIL in an ESOL Context: Vocabulary learning and student perceptions of the Lifesaver app in a Further Education College. International TESOL Journal, 16 (7). ISSN 2094-3938

Brennan, V (2021) Devising a unique model for science outreach programmes with critical engagement from teachers across the 5-19 age range. Doctoral thesis, Liverpool John Moores University.

Brookes, L and Frankham, J (2021) The hidden voices of children and young people with a parent in prison: What schools need to know about supporting these vulnerable pupils. International Journal of Educational Development, 81. ISSN 0738-0593

Brown, Carol and Putwain, David W (2021) Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value. Educational Psychology. ISSN 0144-3410

Chadee, A, Hernandez, SR and Martin, H (2021) The influence of optimism bias on time and cost on construction projects. Emerging Science Journal, 5 (4). pp. 429-442. ISSN 2610-9182

Chadee, AA, Chadee, XT, Ray, I, Mwasha, A and Martin, HH (2021) When Parallel Schools of Thought Fail to Converge: The Case of Cost Overruns in Project Management. Buildings, 11 (8). ISSN 2075-5309

Cutler, C (2021) Teachers' Theories of Intelligence and Intelligence Feedback in Secondary Education England. Doctoral thesis, Liverpool John Moores University.

Daly, A, Hillis, A, Shrestha, BK and Shrestha, SM (2021) Breaking the child labour cycle through education: issues and impacts of the COVID-19 pandemic on children of in-country seasonal migrant workers in the brick kilns of Nepal. Children's Geographies. ISSN 1473-3277

Dung, MTT and Brundrett, M (2021) The Efficacy of SECI Model for the Training of High School Teachers in Relation to Gender Equality in Vietnam. VNU Journal of Science: Education Research, 37 (4). pp. 10-18. ISSN 2615-9325

Dunn, H (2021) Opening up opportunities - gaining experience and skills for pupils with visual impairment. AD Magazine, Spring (30). pp. 20-21. ISSN 2046-3138

Ennis, A, Donovan-Hall, L, Standing, KE and Mistry, V (2021) Lifting the lid on period poverty in higher education: a student engagement perspective. Innovations in Practice, 14 (1). pp. 23-31. ISSN 1757-921X

Garden, AS and Downes, G (2021) A systematic review of forest schools literature in England. Education 3-13. ISSN 0300-4279

Georgantzia, E and Gkantou, M (2021) Flexural Buckling of Concrete-Filled Aluminium Alloy CHS Columns: Numerical Modelling and Design. In: Lecture Notes in Civil Engineering , 143. pp. 697-707. (3rd International Conference on Trends and Recent Advances in Civil Engineering, Noida, India).

Gourlay, L, Rodríguez-Illera, JL, Barberà, E, Bali, M, Gachago, D, Pallitt, N, Jones, CR, Bayne, S, Hansen, SB, Hrastinski, S, Jaldemark, J, Themelis, C, Pischetola, M, Dirckinck-Holmfeld, L, Matthews, A, Gulson, KN, Lee, K, Bligh, B, Thibaut, P, Vermeulen, M et al, Nijland, F, Vrieling-Teunter, E, Scott, H, Thestrup, K, Gislev, T, Koole, M, Cutajar, M, Tickner, S, Rothmüller, N, Bozkurt, A, Fawns, T, Ross, J, Schnaider, K, Carvalho, L, Green, JK, Hadžijusufović, M, Hayes, S, Czerniewicz, L and Knox, J (2021) Networked Learning in 2021: A Community Definition. Postdigital Science and Education, 3. pp. 326-369. ISSN 2524-485X

Jones, CR, Dirckinck-Holmfeld, L and Lindström, B (2021) Investigation 3. A relational, indirect, meso-level approach to CSCL design in the next decade. In: Stahl, G, (ed.) Theoretical Investigations: Philosophical Foundations of Group Cognition. Springer, pp. 65-84. ISBN 3030491579

Khojah, M and Thomas, M (2021) Smartphone-mediated EFL Reading Tasks: A Study of Female Learners’ Motivation and Behaviour in Three Saudi Arabian Classrooms. AsianEFL Journal, 25 (2). ISSN 1738-1460

Koops, TU, Wilkinson, C, Perry, G, Wilkinson, S and Silverio, SA (2021) Making the cut: Mass media and the growing desire for genital cosmetic surgery by young women and girls. In: Mayer, C-H, Vanderheiden, E and Wong, P, (eds.) The Meaning of Shame in Cultures of the 4th Industrial Revolution. Springer.

Kutuk, G, Putwain, DW, Kaye, L and Garrett, B (2021) Relations Between Gender Stereotyping and Foreign Language Attainment: The Mediating Role of Language Learners’ Anxiety and Self-Efficacy. British Journal of Educational Psychology. ISSN 0007-0998

McLain, MN (2021) Towards a signature pedagogy for design and technology education: a literature review. International Journal of Technology and Design Education. ISSN 0957-7572

McLain, MN, McLain, D, Wooff, D and Irving-Bell, D (2021) Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: a Q Methodology Study. Techne Series: Research in in Sloyd Education and Crafts Science A, 28 (2). pp. 367-374. ISSN 1893-1774

Miller, B and Thomas, M (2021) Accessing Learning Management Systems with Smartphones: What is the Effect on Learning Behavior and Student Engagement? In: Crawford, C and Simons, MA, (eds.) eLearning Engagement in a Transformative Social Learning Environment. IGI Global. ISBN 9781799869566

Peterson, M, Yamazaki, K and Thomas, M (2021) Digital Games and Language Learning: The State of Play. In: Peterson, M, Yamazaki, K and Thomas, M, (eds.) Digital Game-based Learning: Theory, Practice and Implementation. Advances in Digital Language Learning and Teaching . Bloomsbury. ISBN 9781350133013

Putwain, DW, Gallard, D, Beaumont, J, Loderer, K and von der Embse, N (2021) Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders? Cognitive Therapy and Research, 45. pp. 1150-1162. ISSN 0147-5916

Putwain, DW, Stockinger, K, von der Embse, N, Suldo, S and Daumiller, M (2021) Test Anxiety, Anxiety Disorders, and School-Related Wellbeing: Manifestations of the Same or Different Constructs? Journal of School Psychology, 88. pp. 47-67. ISSN 0022-4405

Silverio, SA, Wilkinson, C, Fallon, V, Bramante, A and Staneva, AA (2021) When a mother’s love is not enough: A cross-cultural critical review of anxiety, attachment, ambivalence, abandonment, and infanticide. In: Mayer, CH and Vanderheiden, E, (eds.) Handbook of Love in Cultural and Transcultural Contexts. Springer, pp. 291-315.

Silverio, SA, Wilkinson, C and Wilkinson, S (2021) Academic ventriloquism: Tensions between inclusion, representation and anonymity in qualitative research. In: Handbook of Social Inclusion, Research and Practices in Health and Social Care. Springer, pp. 1-8. ISBN 978-3-030-48277-0

Silverio, SA, Wilkinson, C and Wilkinson, S (2021) The Male Gaze or Male Gays? From Romance to Bromance through Performances of Gender and Sexuality by two of Love Island’s Favourite Characters. Sexuality & Culture. ISSN 1095-5143

Thomas, M (2021) Epilogue: Critical Project-Based Learning and Moving Forwards in the Post-Pandemic University. In: Project-based Language Learning and CALL: From Virtual Exchange to Social Justice. CALICO/Equinox, pp. 263-274. ISBN 9781800500242

Thomas, M (2021) Worlding Higher Education: From the Corporate Digital University to the University of Global Citizenship and Social Justice. In: Di Leo, JR and Moraru, C, (eds.) The Bloomsbury Handbook of World Theory. Bloomsbury. ISBN 9781501361951

Thomas, M and Cinganotto, L (2021) Comparing two teacher training courses for 3D game-based learning: Feedback from trainee teachers. In: Panconesi, G and Guida, M, (eds.) Handbook of Research on Teaching with Virtual Environments and AI. IGI Global, pp. 267-292. ISBN 9781799876380

Thomas, M and Yamazaki, K (2021) Introduction: Pandemics, Projects, and the Re-positioning of Digital Language Learning. In: Thomas, M and Yamazaki, K, (eds.) Project-based Language Learning and CALL: From Virtual Exchange to Social Justice. CALICO/Equinox. ISBN 9781800500242

Tom-Lawyer, O, Thomas, M and Kalane, M (2021) Examining the Status of English as a Medium of Instruction in Sub-Saharan Africa: A Comparative Study of Botswana and Nigeria. European Scientific Journal, 17 (36). p. 51. ISSN 1857-7881

Urbańska, M, Charzyński, P, Gadsby, H, Novák, TJ, Şahin, S and Yilmaz, MD (2021) Environmental Threats and Geographical Education: Students’ Sustainability Awareness—Evaluation. Education Sciences, 12 (1).

Wilkinson, C (2021) “My aim is to take over Zane Lowe”: Young people’s imagined futures at a community radio station (UK). In: Horton, J, Pimlott-Wilson, H and Hall, SM, (eds.) Growing Up and Getting By: International Perspectives on Childhood and Youth in Hard Times. Policy Press, pp. 269-286.

Wilkinson, C, Benwell, M, Carter, B, Brookes, L, Davies, A, Evans, B, Silverio, SA and Thomas, G (2021) Creative Dissemination. In: Benzon, N, Holton, M, Wilkinson, C and Wilkinson, S, (eds.) Creative Methods for Human Geographers. SAGE.

Wilkinson, C, Carter, B, Satchwell, C and Bray, L (2021) Using methods across generations: researcher reflections from a research project involving young people and their parents. Children's Geographies. ISSN 1473-3285

Wolstencroft, P and Gretton, G (2021) Thinking like a teacher: Is the early career framework the answer to early career teachers’ prayers? BERA: British Educational Research Association, BERA Blog.

Wolstencroft, P and Gretton, GA (2021) Eyes on the Prize: Creating Lifelong Learners Through Engagement with Assessment. Impact Journal of the Chartered College of Teaching, 12. ISSN 2514-6955

von der Embse, N, Putwain, DW and Francis, G (2021) Interpretation and Use of the Multidimensional Test Anxiety Scale (MTAS). School Psychology, 36 (2). pp. 86-96. ISSN 2578-4218