Article

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

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

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

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

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

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

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

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 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

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, 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, 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

Book Section

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.

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

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.

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

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

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

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.

Conference or Workshop Item

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).

Thesis

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.

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

Other

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.