Article

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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 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

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

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

Book Section

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

Monograph

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.

Conference or Workshop Item

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..

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).

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).

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)

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).

Book

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.

Thesis

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.

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

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