B

Beckett, G and Thomas, M (2025) Project-Based Approaches to CALL. In: McCallum, L and Tafazoli, D, (eds.) The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave, pp. 1-5. ISBN 978-3-031-51447-0

Brookes, L (2025) ‘Safe Together’. A reflection of a therapeutic art programme for children impacted by parental imprisonment. Probation Journal. ISSN 0264-5505

D

Daly, A (2025) Spaces and relations in critical education research: lessons from community research-in-action. Journal for Critical Education Policy Studies, 22 (3). pp. 84-109. ISSN 1740-2743

E

Enrile, D (2025) Evaluating early years education for sustainability in the UK to inform education for sustainability in Gibraltar. Doctoral thesis, LJMU.

G

Garden, A (2025) Challenging Gender and Power Dynamics in Forest Schools: An Ecofeminist Perspective. Education 3-13: International Journal of Primary, Elementary and Early Years Education. pp. 1-15. ISSN 0300-4279

Garden, A (2025) Reimagining Learning: Power, Risk, and Place in Forest Schools. PRISM: Casting New Light on Learning, Theory & Practice.

Gonzalez-Diaz, V, Lampropoulou, S, Parr, E and Johnson, P (2025) ‘I Don't Want to Do the Gender Division, but …’: A Gendered Linguistic Ideological Perspective in Talk About Schoolchildren's Writing in England. Gender and Language, 19 (1). pp. 54-80. ISSN 1747-633X

González‐Diaz, V, Parr, E and Nourie, K (2025) Using constructs of ‘good’ writing to develop ‘a voice of one's own’ in the primary school classroom. Literacy. ISSN 1741-4350

J

Jones, L, Harris, J, Booth-Rosamond, A, Abdelgawad, M, McCoy, E, Butler, N, Ashworth, E, Brookes, L and Quigg, Z (2025) A mixed-methods systematic review: The impact of mentoring and befriending practice and interventions for 'at risk' and care-experienced children and young people. Technical Report. Foundations.

P

Parr, E, Lampropoulou, S, Gonzalez-Diaz, V and Flynn, K (2025) The paradoxes of oracy education in secondary schools: A case study of Liverpool English. FORUM, 67 (1). pp. 92-103. ISSN 0963-8253

R

Rizvi, S (2025) The solidarity bind: narratives on fractures in solidarity and internalised racism in HE. Educational Review. pp. 1-17. ISSN 0013-1911

S

Symes, W, Lichtenfield, S, Wood, P and Putwain, DW (2025) Profiles of control, value and achievement emotions in primary school mathematics lessons. British Journal of Educational Psychology. pp. 1-15. ISSN 0007-0998

T

Tynan, R (2025) Alchemy: Magic and Illusion in Science Education. In: INTED2025 Proceedings . pp. 3419-3428. (19th International Technology, Education and Development Conference (INTED) 2025, 3rd Mar - 5th Mar 2025, Valencia, Spain).

Tynan, R and Mallaburn, A (2025) Pre-service teachers maintained their own self-efficacy during the Covid-19 pandemic. In: INTED2025 Proceedings . pp. 3377-3384. (19th International Technology, Education and Development Conference (INTED) 2025, 3rd Mar - 5th Mar 2025, Valencia, Spain).

W

Wilkinson, C (2025) Adopting an autobiographical approach to reflective practice: A journey from academic to youth work pracademic. Youth and Policy: the journal of critical analysis. ISSN 0262-9798

Wilkinson, C (2025) Towards painless and productive research relationships: Reflections on study design by a researcher with chronic pain for participants with chronic pain. Frontiers in Pain Research, 5.

Wood, P, Putwain, DW and Freitas Fernandes, P (2025) “I get by with a little help from my friends”: The importance of peer-led emotion work during the primary to secondary school transition. British Educational Research Journal (BERJ). pp. 1-18. ISSN 0141-1926