A

Adarkwah, MA, Islam, AYMA, Schneider, K, Luckin, R, Thomas, M and Spector, JM (2024) Are preprints a threat to the credibility and quality of artificial intelligence literature in the ChatGPT era? A scoping review and qualitative study. International Journal of Human-Computer Interaction. ISSN 1044-7318

Adegbite, OD and McLain, M (2024) Exploring Education in Cultural Heterogeneity of Experiences and Practices in Relation to Working and Communicating with Technology: An International Perspective. In: BERA Conference 2024 and WERA Focal Meeting, 8th Sept - 12th Sept 2024, University of Manchester, Manchester, UK..

Almutairi, A (2024) Protecting Religion and Belief on Campus: A Case Study of Muslim Students in Three Universities in England. UNSPECIFIED thesis, Liverpool John Moores University.

Amponsah, S, van Wyk, MM and Thomas, M (2024) Supporting visually impaired students in virtual learning environments in Ghana. E-Learning and Digital Media. ISSN 2042-7530

Atherton, P, Topham, L and Khan, W (2024) AI and student feedback. In: EDULEARN24 Proceedings . (Edulearn 2024 - 16th International Conference on Education and New Learning Technologies, 1st Jul -3rd Jul 2024, Palma, Spain).

B

Boardman, K, Cont, S and Davey, C (2024) The ethics and integrity of research with schools, families and communities. Impact, 22. pp. 58-61.

Bodfield, K and Culshaw, A (2024) The place for diagnosis in the UK education system? Emotional and Behavioural Difficulties. ISSN 1363-2752

Bodfield, K and Culshaw, AA (2024) Applying the power threat meaning framework to the UK education system. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. ISSN 0264-3944

Brett, A, Bodfield, K, Culshaw, A and Johnson, B (2024) Exploring LGBTQ+ teacher professional identity through the power threat meaning framework. British Educational Research Journal. pp. 1-17. ISSN 0141-1926

Brookes, L and Daly, A (2024) “Picture this, picture me”: community based peer-to-peer and family support for children impacted by parental imprisonment. Journal of Children's Services. ISSN 1746-6660

C

Culshaw, A and Bodfield, K (2024) Trauma-informed education: a case for compassion-focused teaching? Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. pp. 1-12. ISSN 0264-3944

D

Dunn, H (2024) Exploring the impact of Visual Impairment Awareness Training: Phenomenographic research with PGCE secondary art and design trainees. PRISM: casting new light on learning, theory and practice. ISSN 2514-5347

de Vries, MJ, Williams, PJ, Buckely, J, McLain, MN, Dooley, K, Gu, J, Du, Y, Tao, Y, Yang, Q and Zhu, W (2024) The Proceedings of the 41st International Pupils’ Attitudes Towards Technology Educational Research Conference: K-12 technology and engineering education and student development. Nanjing Normal University, pp. 1-310.

E

Enriquez, J (2024) Becoming-Story: a decolonial desire of a colonized ‘I’. Journal of Awareness-Based Systems Change, 4 (2). ISSN 2767-6013

F

Feather, DJ, Hazzard, C, Ludvigsen, J, Cont, S and Taylor, K (2024) A Wellspring for New Pedagogical Approaches: The Importance of Foundation Years for Universities. Journal of the Foundation Year Network, 6. pp. 19-27.

G

Gabrielle, F, von der Embse, N, Putwain, D and Eunsook, K (2024) Interpretation Evidence for the Multidimensional Test Anxiety Scale: A Brief Report. Journal of Psychoeducational Assessment. ISSN 0734-2829

Garden, A (2024) Foucault and Power: UK Forest School as a socially constructed space for early years teachers and Forest School leaders. Education 3-13: the professional journal for primary education. pp. 1-14. ISSN 0300-4279

J

Jones, P (2024) Design Thinking in Action: Fostering 21st Century Skills Alongside Subject Specific Knowledge at Key Stage 3 in D&T. Design and Technology Education: An International Journal, 29 (2). pp. 219-247. ISSN 1360-1431

K

Kaymakcioglu, AG and Thomas, M (2024) Systematic Reviews in Applied Linguistics: Tools and Frameworks. In: Sadeghi, K, (ed.) Handbook of Technological Advances in Researching Language Learning. Routledge. ISBN 9781032604312

M

Malone, E, Saini, P and Poole, H (2024) How primary trainee teachers’ intersectionality exacerbates issues of wellbeing. Education 3-13. pp. 1-15. ISSN 0300-4279

Martin, D, Putwain, D and Ulrike, N (2024) Complex Dynamics: Investigation of Within and Between Person Relationships Between Achievement Emotions and Emotion Regulation During Exam Preparation Through Dynamic Network Modelling. Journal of Educational Psychology. ISSN 0022-0663

McLain, M (2024) Developing sustainable policy and practice for design and technology educational research: engaging with stakeholders in England. In: The 41st Pupils' Attitudes towards Technology Conference Proceedings . pp. 161-170. (The 41st International Pupils’ Attitudes Towards Technology Educational Research Conference, 22nd Oct - 25th Oct 2024, Nanjing Normal University, Nanjing, China).

McLain, M, Barrow, T and Ndiaye, Y (2024) Adoption of Generative Artificial Intelligence in K12 Design and Technology Education. In: The 41st Pupils' Attitudes towards Technology Conference Proceedings . pp. 171-183. (The 41st International Pupils’ Attitudes Towards Technology Educational Research Conference, 22nd Oct - 25th Oct 2024, Nanjing Normal University, Nanjing, China).

N

Newland, A, Cronin, CJ, Cook, GM and Whitehead, AE (2024) The athlete-coach relationship in FA coach education; a black hole? In: AISEP Conference, 13-17 May 2024, Jyväskylä, Finland. (Accepted)

O

O’Donnell, C, Blanchard, KP, Strom, KJ, D’Amico, A, Mogck, A, Alcazar, R, Brennan, V, Elsayed, A, Fitzgerald, A, Greenbaum, E, Osman, E and Sepiurka, M (2024) The Network for Emergent Socio-Scientific Thinking (NESST): collaboration for a shared transformative future through STEM Education. Sustainable Earth Reviews, 7 (1). ISSN 2520-8748

P

Putwain, D, Daumiller, M, Hussain, T and Pekrun, R (2024) Revisiting the Relation Between Academic Buoyancy and Coping: A Network Analysis. Contemporary Educational Psychology, 78. ISSN 0361-476X

Putwain, D, Mallaburn, A and Held, T (2024) Science Motivation, Academic Achievement, Career Aspirations in Early Adolescent. Learning and Individual Differences: Journal of Psychology and Education, 116. ISSN 1041-6080

Putwain, DW, von der Embse, NP, Nicholson, LJ and Daumiller, M (2024) Emotional Intersection: Delineating Test Anxiety, Emotional Disorders, and Student Well-Being. Journal of School Psychology, 107. ISSN 0022-4405

R

Rizvi, S (2024) Punishing ‘unruly’ British minoritised children and young people. Educational and Child Psychology, 41 (2). pp. 7-16. ISSN 0267-1611

Roy, E and McLain, M (2024) The disciplinary matrix of applied arts and artistic cultures. The Curriculum Journal. pp. 1-21. ISSN 0958-5176

S

Smith, A-M, Padt, S and Jones, K (2024) "Catch it, drop it, leave it there": Writing for Wellbeing as a tool for compassionate practice in Higher Education. PRISM: Casting new light on Learning, Theory & Practice. ISSN 2514-5347

Subedi, BP (2024) Experiences of children impacted by maternal imprisonment living in children’s homes in Nepal. Doctoral thesis, Liverpool John Moores University.

T

Thomas, M (2024) Book Review: Ethics and Educational Technology: Reflection, Interrogation, and Design as a Framework for Practice. (Stephanie L. Moore, Heather K. Tillberg-Webb). Journal of Interactive Media in Education, 2024 (1).

Thomas, M and Kaymakcioglu, AG (2024) Gender inequalities and academic leadership in Nigeria, South Africa and the United Kingdom: A systematic literature review (2013-2023). Social Sciences & Humanities Open, 10.

Tom-Lawyer, O, Hunjo, H, Adetayo, OT and Thomas, M (2024) Minimum academic standards and the English language curriculum in two Nigerian universities: Benchmarking, implementation and evaluation. Project Report. The British Council.

Tom-Lawyer, O and Thomas, M (2024) The status of English as a medium of instruction in Sub-Saharan Africa: A systematic review of Nigeria and Tanzania (2002-2023). European Journal of English Language Teaching, 9 (1). pp. 1-22. ISSN 2501-7136

Tynan, R (2024) USING THE SCHOOL PLAYING FIELD TO MEET THE PRACTICAL REQUIREMENTS ASSOCIATED WITH ECOLOGY SUBSTANTIVE KNOWLEDGE IN CURRENT BIOLOGY EXAMINATION SPECIFICATIONS IN ENGLAND. In: INTED2024 Proceedings . pp. 705-714. (18th International Technology, Education and Development Conference, 4-6th March 2024, Valencia, Spain).

Tynan, R and Mallaburn, A (2024) ONE EFFECT ON PRE-SERVICE TEACHERS’ SELF-EFFICACY SCORES LINKED TO CHANGES IN ANTI-COVID-19 MEASURES AS THE PANDEMIC PROGRESSED IN SCHOOLS IN THE NORTHWEST OF ENGLAND. In: INTED2024 Proceedings . pp. 695-704. (18th International Technology, Education and Development Conference, 4-6th March 2024, Valencia, Spain).

Tynan, R and Mallaburn, A (2024) What did the Covid-19 pandemic tell us about initial teacher programmes? In: EDULEARN24 Proceedings . (Edulearn24, 16th annual International Conference on Education and New Learning Technologies, 1st Jul - 3rd Jul 2024, Palma, Majorca, Spain).

U

Underwood, C, Thomas, E, Smith, A-M, Williams, N, Kyffin, F and Young, N (2024) Childhood and Youth Studies and the Curriculum for Wales 2022: Synergies and Opportunities. Cylchgrawn Addysg Cymru / Wales Journal of Education, 26 (1). ISSN 2059-3708

W

Wilkinson, H (2024) Efficacy Appeals in the High-Stakes Classroom: Re-Examining Teachers' use of Test Preparation Strategies. Doctoral thesis, Liverpool John Moores University.

Wood, P (2024) ‘Rutting stags’ and ‘sly foxes’: Gender positioning boys and girls through social, emotional and behavioural work on the school playground. Children & Society. pp. 1-17. ISSN 0951-0605

Wood, P and Malone, E (2024) Gendering Emotions Work in Primary Schools: “Effortless” or “Important”? Journal of Research in Childhood Education. pp. 1-14. ISSN 0256-8543