Ashworth, E, Putwain, DW, McLoughlin, S, Saini, P, Chopra, J, Rosser, BA and Eames, C (2022) Ordinary magic in extraordinary circumstances: Factors associated with positive mental health outcomes for early adolescents during the COVID-19 pandemic. Adversity and Resilience Science. ISSN 2662-2416

Atherton, P (2022) Leaving the chasm behind? Autoethnography, creativity and the search for identity in academia. PRISM. ISSN 2514-5347

Atherton, P and Pratt, A (2022) From reflective models towards collaborative autoethnography. How can social media be used as a pedagogic tool for Secondary student teachers? In: INTED2022 Proceedings . pp. 8721-8729. (INTED 2022, 07 March 2022 - 08 March 2022, Online).

Bodfield, K (2022) The Relations between ADHD Behaviours, Social and Communication Traits of Autism, Attachment Characteristics, Teacher Perception and Management of Student Behaviour and the Self-Concept in Adolescents. Doctoral thesis, Liverpool John Moores University.

Bray, L, Wilkinson, C, Bruce, C, Davidson, N, Satchwell, C and Carter, B (2022) ‘It’s my back…’; developing the coming to spinal clinic resource to improve the health literacy of young people with adolescent idiopathic scoliosis and their parents. Journal of Child Health Care. pp. 1-15. ISSN 1367-4935

Brett, C, Mathieson, ML and Rowley, A (2022) Determinants of wellbeing in university students: The role of residential status, stress, loneliness, resilience, and sense of coherence. Current Psychology. ISSN 1046-1310

Chadee, AA, Gallage, S, Martin, HH, Rathnayake, U, Ray, I, Kumar, B and Sihag, P (2022) Minimizing Liability of the COVID-19 Pandemic on Construction Contracts—A Structural Equation Model for Risk Mitigation of Force Majeure Impacts. Buildings, 13 (1).

Chadee, AA, Martin, HH, Mwasha, A and Otuloge, F (2022) Rationalizing Critical Cost Overrun Factors on Public Sector Housing Programmes. Emerging Science Journal, 6 (3). pp. 647-666. ISSN 2610-9182

Dunn, H (2022) Opening up Opportunities: PGCE Secondary Art and Design Trainees’ Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education. Doctoral thesis, Liverpool John Moores University.

Fidler, A (2022) How far did the toppling of the Colston statue in 2020 impact upon primary history subject-leaders’ curriculum decision-making in North-West England? Education 3-13. ISSN 0300-4279

Garden, A (2022) An exploration of children’s experiences of the use of digital technology in forest schools. Journal of Adventure Education and Outdoor Learning. pp. 1-15. ISSN 1472-9679

Garden, A and Hirst, N (2022) ‘Ikke skade treet': ‘Don’t harm the tree'. Narratives from a Norwegian kindergarten. Education 3-13: the professional journal for primary education. ISSN 0300-4279

Garden, Angela (2022) The case for space in the co-construction of risk in UK Forest School. Education 3-13 International Journal of Primary, Elementary and Early Years Education. pp. 1-12. ISSN 0300-4279

Gretton, G and Wolstencroft, P (2022) When the subject becomes the object: Redefining the teacher standards as learner standards. BERA.

Hammond, C (2022) Mr Airport Man & the Albatross: A reverie of flight, hope and transformation. In: Burnell, Iona, (ed.) The Lives of Working Class Academics: Getting Ideas Above Your Station. Emerald Press. ISBN 9781801170581

Hirst, NJ and Wilkinson, C (2022) Student authors, children’s literature and Early Childhood Education for Sustainability: Findings from a pedagogic research project. International Journal of Early Childhood Environmental Education, 9 (1). pp. 40-57. ISSN 2331-0464

Holliman, AJ, Knight, A, Pan, J, Waldeck, D, Atkinson, E and Putwain, DW (2022) Examining the Influence of Adaptability and Social Support on Students’ Psychological Wellbeing in a Sixth Form Setting. Psychology of Education Review, 46 (1). ISSN 1463-9807

Irving-Bell, D, McLain, MN and Wooff, D (2022) 'Shaping Things': The impact of using Design Fiction as a pedagogical tool within technology and design education. Australasian Journal of Technology Education, 7. ISSN 2382-2007

Kay-Flowers, S (2022) Understanding 'home' in Covid times - exploring children's experiences of family relationships in the context of 'intensity of togetherness' and the 'isolation of being apart'. Social Work Review, 3.

Kay-Flowers, S, Kadambari, P and Lama, N (2022) Experiences of separated children in Nepal. Project Report. LJMU.

Malone, E (2022) Deja Vu: Where are we with foreign languages? Discussion Paper. Association for the Study of Primary Education.

Malone, E (2022) Foreign Languages: School Practice. Project Report. Association for the Study of Primary Education.

Malone, E (2022) Primary foreign languages national curriculum expectations in England: implications for practice from the Ofsted curriculum research review for languages and the 24 languages subject inspections. Education 3-13. ISSN 0300-4279

McLain, M (2022) Secondary teacher and teacher educator perspectives on ‘demonstration’ as a signature pedagogy for Design and Technology: Implications for initial teacher education. Doctoral thesis, Liverpool John Moores University.

Peiser, G, Pratt, A and Putwain, DW (2022) Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112. ISSN 0742-051X

Putwain, D, Beaumont, J and Gallard, D (2022) Adaptability vs. Buoyancy: Which Offers the Greater Protection Against Test Anxiety and Could Relations be Reciprocal? Learning and Individual Differences, 101. ISSN 1041-6080

Putwain, DW, Gulsah, K, Linda, K and Bethan, G (2022) The Development and Preliminary Validation of a New Measure of Self-Efficacy: Questionnaire of Self-Efficacy in Learning a Foreign Language. International Journal of Applied Linguistics. ISSN 0019-0829

Putwain, DW, Nicholson, L and Kutuk, G (2022) Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement? Journal of Educational Psychology. ISSN 0022-0663

Putwain, DW and Wood, P (2022) Anxiety In The Mathematics Classroom: Reciprocal Relations With Control and Value, and Relations with Subsequent Achievement. ZDM – Mathematics Education. ISSN 0044-4103

Putwain, DW and Wood, P (2022) Riding the Bumps in Mathematics Learning: Relations Between Academic Buoyancy, Engagement, and Achievement. Learning and Instruction, 83. ISSN 0959-4752

Rheya, V (2022) ‘Yeah … but no … but maybe’–the conflicts and ‘lessons’ of COVID-19 home-schooling. Education 3-13. ISSN 0300-4279

Santana-Monagas, E, Putwain, DW, Núñez, JL, Loro, JF and León, J (2022) Do teachers’ engaging messages predict motivation to learn and performance? Revista de Psicodidactica, 27 (1). pp. 86-95. ISSN 1136-1034

Saona-Vallejos, MA (2022) Social Networking Sites to Learn Spanish as a Foreign Language: An Investigation of Busuu and Wespeke as Tools for Blended Language Learning. Doctoral thesis, Liverpool John Moores University.

Scott, H, Bennett, P and Hammond, C (2022) ‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks. PRISM. ISSN 1448-4404

Tom-Lawyer, O and Thomas, M (2022) The Changing Status of the Nigerian Native Speaker: Implications and Recommendations. European Journal of Applied Linguistic Studies, 5 (1). pp. 64-79. ISSN 2602 - 0254

Tynan, R (2022) A critical evaluation of criteria-based assessment of subject knowledge and other competencies of teachers in training. Doctoral thesis, Liverpool John Moores University.

Tynan, RJ (2022) A Critical Evaluation of Criteria-Based Assessment of Subject Knowledge and Other Competencies of Teachers in Training: A Practitioner Research Journey. In: EDULEARN22 Proceedings . pp. 490-497. (EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies, Palma, Majorca and on-line).

Tynan, RJ and Mallaburn, A (2022) THE SELF-EFFICACY OF TRAINEE TEACHERS RECOMMENDED FOR QUALIFIED TEACHER STATUS (QTS) IN ENGLAND DURING THE COVID-19 PANDEMIC: LOOKING FOR EXPLANATIONS. In: ICERI Proceedings (2022). (15th annual International Conference of Education, Research and Innovation (ICERI), Seville).

Tynan, RJ and Mallaburn, A (2022) The Self-Efficacy of Trainee Teachers Who Were Recommended for Qualified Teacher Status (Qts) in England During the Covid-19 Pandemic. In: EDULEARN22 Proceedings . pp. 484-489. (EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies, Palma, Majorca and on-line).

Wilkinson, C and Wilkinson, S (2022) Using Persona Dolls in research with children to combat the insider/outsider researcher status dilemma. CHILDRENS GEOGRAPHIES, 20 (3). pp. 375-380. ISSN 1473-3285

Wilkinson, S and Wilkinson, C (2022) Not a hair out of place? Embracing messy positionality when researching the geographies of hair in Greater Manchester. North West Geography, 22 (1).

Wood, P (2022) The interpretation and use of social and emotional learning in British primary schools. International Journal of Inclusive Education. pp. 1-17. ISSN 1360-3116

Zhang, Q (2022) Current practices in the marketing of higher education in China and England and opportunities obstacles for future developments in the Chinese sector. Doctoral thesis, Liverpool John Moores University.