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Number of items at this level: 370.

A

Abuorabl, T (2012) The impact of transformational and transactional leadership characteristics on motivation, job satisfaction and trust within Jordanian universities. Doctoral thesis, Liverpool John Moores University.

Adamson, K, Lane, TP, De Meyer, K, Carney, M, Oppenheim, L, Panitz, S, Price, H, Smith, E and Watson, G (2021) Enhancing Physical Geography schools outreach: insights from co-production and storytelling narratives. Progress in Physical Geography. ISSN 0309-1333

Agsebat, HB (2018) An Investigation into Student and Teacher Attitudes towards Pedagogical Translation at Benghazi University. Doctoral thesis, Liverpool John Moores University.

Al-Harthy, A, Lawless, A and Mouzughi, Y (2017) National HRD in Oman: a Stakeholder Perspective on the Implementation of the National Training Programme. International Journal of Human Resource Development: Practice, Policy & Research, 2 (2). pp. 33-47. ISSN 2397-4575

Al-Jumeily, D, Hussain, A, Abuelmaatti, O, Fergus, P and Lunn, J (2016) An open learning system for special needs education. Knowledge Management & E-Learning: An International Journal, 8 (1). pp. 68-85. ISSN 2073-7904

Al-Jumeily, D, Hussain, A, Abuelmaatti, O, Fergus, P and Lunn, J (2016) An open learning system for special needs education. Knowledge Management and E-Learning, 8 (1). pp. 68-85. ISSN 2073-7904

Al-Lawati, B (2012) The development of an adaptive environment (framework) to assist the teaching, learning and assessment of geography within the Omani secondary education system. Doctoral thesis, Liverpool John Moores University.

Al-Shabandar, R, Hussain, A, Laws, A, Keight, R and Lunn, J (2017) Machine Learning Approaches to Predict Learning Outcomes in Massive Open Online Courses. In: Neural Networks (IJCNN) . (2017 International Joint Conference on Neural Networks (IJCNN 2017), 14 May 2017 - 19 May 2017, Anchorage, Alaska, USA).

Allison, P, Martindale, R, Stott, TA, Gray, S, Nash, C, Fraser, K and Wang, J (2018) The Value of Participating in British Exploring Society Expeditions: A Three Year Multi Cohort Study. Acta Universitatis Carolinae Kinanthropologica, 54 (1). pp. 5-15. ISSN 1212-1428

Alloghani, MAMA, Petrov, E, Hussain, A, Al-Jumeily, D, Mustafina, J and Slavina, L (2017) Quality Improvement of Educational Systems: Using iPads and Smart Tablets for Autism Learners to Accomplish Class Activities. International Journal of Scientific Study, 5 (6). pp. 117-122. ISSN 2321-6379

Almofadi, N (2021) Investigating the Experiences of Lecturers Using Mobile Technology to Teach English at Saudi Universities. Doctoral thesis, Liverpool John Moores University.

Arday, JAK (2015) An exploration of peer-mentoring among student teachers’ to inform reflective practice within the context of action research. Doctoral thesis, Liverpool John Moores University.

Asghari, AH (2018) Equivalence: an attempt at a history of the idea. Synthese: an international journal for epistemology, methodology and philosophy of science, 196. pp. 4657-4677. ISSN 0039-7857

Asghari, AH and Khosroshahi, LG (2016) Making Associativity Operational. International Journal of Science and Mathematics Education, 15 (8). pp. 1559-1577. ISSN 1571-0068

Ashworth, E, Demkowicz, O, Lendrum, A and Frearson, K (2018) Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers' Perceptions. School Mental Health, 10 (3). pp. 287-300. ISSN 1866-2625

Ashworth, E and Humphrey, N (2018) More than the sum of its parts: Cumulative risk effects on school functioning in middle childhood. British Journal of Educational Psychology. ISSN 2044-8279

Ashworth, E, Humphrey, N and Hennessey, A (2020) Game Over? No Main or Subgroup Effects of the Good Behavior Game in a Randomized Trial in English Primary Schools. Journal of Research on Educational Effectiveness. ISSN 1934-5739

Ashworth, E, Kirkby, J, Bray, L and Alghrani, A (2021) The Impact of the COVID-19 Pandemic on the Education, Health and Social Care Provision for Children with Special Educational Needs and Disabilities (SEND): The Ask, Listen, Act Study. Discussion Paper. LJMU.

Ashworth, E, Panayiotou, M, Humphrey, N and Hennessey, A (2020) Game On — Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game. Prevention Science. ISSN 1389-4986

Atherton, P (2019) Bridging the chasm –a study of the realities of edtech use among trainee teachers. Teacher Education Advancement Network Journal, 11 (4). pp. 80-95. ISSN 2054-5266

Atherton, P (2018) More than just a quiz - how Kahoot! can help trainee teachers understand the learning process. Teacher Education Advancement Network Journal, 10 (2). pp. 29-39. ISSN 2054-5266

Atherton, P My social autoethnography: How one teacher educator used digital communication to help tell his own stories. Teacher Education Advancement Network Journal, 12 (1). ISSN 2054-5266 (Accepted)

Atherton, P Search smarter? Leveraging Pinterest for learning. In: Schwartz, D, (ed.) Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom: A Teaching and Learning Reboot. Routledge. (Accepted)

Atkinson, KYM and Standing, KE (2019) 'Changing the Culture’ – A feminist academic activist critique. Violence Against Women, 25 (11). pp. 1331-1351. ISSN 1077-8012

Attia, F B (2012) The role of Garyounis University in achieving social development objectives. Doctoral thesis, Liverpool John Moores University.

B

Barrett, GA, Hayes, A and Hollinshead, J (2019) Study Abroad and Developing Reflective Research Practice Through Blogs A Preliminary Study from the United Kingdom. Journal of Criminal Justice Education. ISSN 1051-1253

Barrett, JEM, Gordon, C and Hargreaves, A (2016) Effective collaboration to achieve excellence in practice learning. NHS.

Basir, SA, Davies, J, Douglas, JA and Douglas, A (2017) The influence of academic culture on quality management system ISO 9001 maintenance within Malaysian universities. Journal of Higher Education Policy and Management, 39 (3). pp. 320-340. ISSN 1360-080X

Beck, S, Bergenholtz, C, Bogers, M, Brasseur, T-M, Conradsen, ML, Di Marco, D, Distel, AP, Dobusch, L, Dörler, D, Effert, A, Fecher, B, Filiou, D, Frederiksen, L, Gillier, T, Grimpe, C, Gruber, M, Haeussler, C, Heigl, F, Hoisl, K, Hyslop, K , Kokshagina, O, LaFlamme, M, Lawson, C, Lifshitz-Assaf, H, Lukas, W, Nordberg, M, Norn, MT, Poetz, M, Ponti, M, Pruschak, G, Pujol Priego, L, Radziwon, A, Rafner, J, Romanova, G, Ruser, A, Sauermann, H, Shah, SK, Sherson, JF, Suess-Reyes, J, Tucci, CL, Tuertscher, P, Vedel, JB, Velden, T, Verganti, R, Wareham, J, Wiggins, A and Xu, SM (2020) The Open Innovation in Science research field: a collaborative conceptualisation approach. Industry and Innovation. ISSN 1366-2716

Bell, D, Morrison-Love, D, Wooff, D and McLain, MN (2017) STEM education in the twenty-first century: learning at work-an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design Education, 28 (3). pp. 721-737. ISSN 0957-7572

Bell, D, Wooff, D, McLain, MN and Morrison-Love, D (2017) Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity. Curriculum Journal, 28 (4). pp. 539-558. ISSN 0958-5176

Benini, S and Thomas, M 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 (Accepted)

Benini, S and Thomas, M 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. (Accepted)

Benwell, MC, Davies, A, Evans, B and Wilkinson, C (2020) Engaging political histories of urban uprisings with young people: The Liverpool riots, 1981 and 2011. Environment and Planning C: Politics and Space. ISSN 2399-6544

Bin Mohd Isa, B (2017) Gallery Education: How Gallery Educators Approach Special Education Teachers in Gallery Settings? In: 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts , 1 (Book 6). (International Multidisciplinary Scientific Conferences on Social Sciences and Arts (SGEM2017), 24-30th August 2017, Albena, Bulgaria).

Bohanon, F and Thomas, M Techno-CLIL in an ESOL Context: Vocabulary learning and student perceptions of the Lifesaver app in a Further Education College. TESOL International Journal. ISSN 2094-3938 (Accepted)

Boyd, DJ (2018) Early Childhood Education for Sustainability and the legacies of two pioneering giants. Early Years: an international research journal Special Issue. ISSN 0957-5146

Boyd, DJ (2019) The Legacy Café - A trial of intergenerational and sustainable learning in an early childhood centre in Liverpool. In: Social Responsibility and Sustainability. World Sustainability Series . Springer, Cham, pp. 373-388. ISBN 978-3-030-03562-4

Boyd, DJ (2019) The legacy café- the holistic benefit of reviving lost arts, crafts and traditional skills through an early childhood intergenerational sustainable skills project. Education 3-13. ISSN 0300-4279

Boyd, DJ and Hirst, NJ (2018) Recognising Beach Kindy as a Pedagogical Approach for Critical Agents of Change Within Early Childhood Education. In: Walter, L, (ed.) Handbook of Sustainability Science and Research. World Sustainability Series, 4 (3). Springer, pp. 877-892. ISBN 978-3-319-63007-6

Broomhead, KE (2019) Perceived responsibility for developing and maintaining home–school partnerships: the experiences of parents and practitioners. British journal of Special Education., 45 (4). pp. 435-453. ISSN 0952-3383

Broomhead, KE (2018) The influence of the nature of children's disabilities on societal reactions experienced by their parents. Journal of Research in Special Educational Needs, 19 (2). pp. 126-134. ISSN 1471-3802

Brown, M (2010) Disability and Development. DEVELOPMENT MEDIA WORKSHOP.

Brown, M (2008) Psychological Trauma Education and Treatment In Nepal. Development Media Workshop.

Bury, A (2019) The failure of peer to peer learning to deliver a positive student experience in simulator based education. In: Liverpool John Moores University’s 18th Annual Teaching and Learning Conference, Wednesday 12th and Thursday 13th June 2019., 12- 13th June 2019, Liverpool, UK.

C

Carey, P (2016) The impact of institutional culture, policy and process on student engagement in university decision-making. Perspectives: Policy and Practice in Higher Education. ISSN 1360-3108

Carmichael, P and Tracy, FE Networks of Knowledge, Students as Producers, and Politicised Inquiry. In: Bonderup, Dohn, N, Jandric, P, Ryberg, T and de Laat, M, (eds.) Mobility, Data and Learner Agency in Networked Learning. Research in Networked Learning . Springer. (Accepted)

Cartmell, KM (2011) Educational Transitions within the UK: What is known and what needs to be investigated? Psychology of Education Review, 35 (1). ISSN 1463-9807

Cartmell, KM (2018) An Ethnographic Exploration of the Starting School Transition within an English school. Doctoral thesis, Liverpool John Moores University.

Causer, J, Barach, P and Williams, AM (2014) Expertise in medicine: using the expert performance approach to improve simulation training. MEDICAL EDUCATION, 48 (2). pp. 115-123. ISSN 0308-0110

Chrostowska, M (2018) The illusion of autonomy: an ethnography of teachers’ professional lives in a primary academy in England. Doctoral thesis, Liverpool John Moores University.

Clays, K, Tynan, RJ, Mallaburn, A and Jones, RB (2014) Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work? School Science Review, 95 (353). pp. 85-94. ISSN 0036-6811

Cliffe, AD (2017) A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment. International Journal of Educational Technology in Higher Education, 14 (28). ISSN 2365-9440

Cole, JC, Percy, A, Sumnall, HR and McKay, MT (2021) An Examination of the Longer-Term Impact of a Combined Classroom and Parental Intervention on Alcohol-Related Harms and Heavy Episodic Drinking. Prevention Science, 22. pp. 443-451. ISSN 1389-4986

Collins, H and Callaghan, D What a difference a zoom makes: Intercultural interactions between host and international students. Journal of comparative and International Higher Education. ISSN 2151-0393 (Accepted)

Collins, H, Dailey-Strand, C and Callaghan, D 'Those first few months were horrible': cross-cultural adaptation and the J-curve in international students experience in the UK and Norway. Journal of Studies in International Education. ISSN 1028-3153 (Accepted)

Collins, K and Brown, M (2012) Participatory Evaluation Training and Report for Early Years Organisation. Self Published.

Cornoldi, C, Drusi, S, Tencati, C, Giofré, D and Mirandola, C (2012) Problem Solving and Working Memory Updating Difficulties in a Group of Poor Comprehenders. Journal of Cognitive Education and Psychology, 11 (1). pp. 39-44. ISSN 1945-8959

Cronin, CJ (2020) Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Works of Michael Young edited by David Guile, David Lambert and Michael J. Reiss, London, Routledge, 2018, 292, £88, ISBN: 9781138675834. Sport, Education and Society. ISSN 1357-3322

Crotti, M, Rudd, JR, Roberts, SJ, Boddy, LM, Fitton Davies, K, O'Callaghan, L, Utesch, T and Foweather, L (2021) Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE). Children, 8 (1). ISSN 2227-9067

Crotti, M, Rudd, JR, Weaver, RG, Roberts, SJ, O'Callaghan, L, Fitton Davies, K and Foweather, L Validation of modified SOFIT+: Relating physical activity promoting practices in physical education to moderate-to-vigorous physical activity in 5-6 year old children. Measurement in Physical Education and Exercise Science. ISSN 1091-367X (Accepted)

Crowder, M, Antoniadou, M and Stewart, J (2018) To BlikBook or not to BlikBook: Exploring student engagement of an online discussion platform. Innovations in Education and Teaching International. ISSN 1470-3300

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

Cutler, C-R, Mallaburn, A, Putwain, DW and Daly, A (2019) Teachers’ Theories of Intelligence and Instruction in English Secondary Education. Teacher Education Advancement Network Journal, 11 (2). pp. 59-70. ISSN 2054-5266

Cutler, S (2020) Teaching teamwork to undergraduate pharmacy students - What are the issues? Doctoral thesis, Liverpool John Moores University.

D

Dagger, RM, Davies, IG, Mackintosh, KA, Stone, GL, George, KP, Fairclough, SJ and Boddy, LM (2016) The CHANGE! Project: Changes in body composition and cardiorespiratory fitness in 10-11 year old children after completing the CHANGE! Intervention. Pediatric Exercise Science. ISSN 1543-2920

Daly, A and Brown, J (2017) Results, results, results: Seeking spaces for learning in a European global learning and stem project. Research in Action (June 2).

Daly, A and Brown, J (2019) Results, results, results: seeking spaces for learning in a European global learning and STEM project. In: Bamber, P, (ed.) Teacher education for sustainable development and global citizenship: critical approaches to curriculum, values and assessment. Routledge. ISBN 9781138385511

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

Daly, A, Hillis, A, Shrestha, SM and Shrestha, BK (2020) Children’s migration to brick kilns in Nepal: a review of educational interventions and stakeholder responses to child labour. Vulnerable Children and Youth Studies. ISSN 1745-0128

Daly, A, Parker, SL, Sherpa, S and Regmi, U (2019) Federalisation and education in Nepal: contemporary reflections on working through change. Education 3-13. ISSN 0300-4279

De Main, L and Wolstencroft, P (2021) Value for Money or a Transformative Experience: What do students actually value about university? Chartered Association of Business Schools.

Demkowicz, O, Hanley, T, Ashworth, E, O'Neill, A and Pert, K (2021) Teenagers' experiences of life in lockdown: Implications for college and university support. University & College Counselling Journal.

Demkowicz, O, Panayiotou, M, Ashworth, E, Humphrey, N and Deighton, J (2019) The Factor Structure of the 4-Item Perceived Stress Scale in English Adolescents. European Journal of Psychological Assessment. ISSN 1015-5759

Demkowicz, O, Richie, B, Ashworth, E, Tait, N, Miles, H, Panayiotou, M, Patalay, P, Burrell, K and Deighton, J (2021) Mental health questionnaire research with children and young people in schools: Recommendations for good practice. Project Report. EBPU, Anna Freud National Centre for Children and Families.

Dempsey, NM, Richardson, DJ, Cope, E and Cronin, CJ (2020) Creating and disseminating coach education policy: a case of formal coach education in grassroots football. Sport, Education and Society. ISSN 1357-3322

Dinning, T (2019) A CRITICAL EXAMINATION OF APPROACHES TO EMBEDDING ENTERPRISE AND ENTREPRENEURSHIP IN HIGHER EDUCATION CURRUCULA: TOWARDS AN UBIQUITOUS PARADIGM. Doctoral thesis, Liverpool John Moores University.

Dinning, TM (2018) Assessment of Entrepreneurship in Higher Education: An evaluation of current practices and proposals for increasing authenticity. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0073

Dinning, TM (2017) Embedding employability and enterprise skills in sport degrees through a focused work - based project; a student and employer viewpoint. Cogent Education, 4 (1). ISSN 2331-186X

Dinning, TM and Brown, S (2016) Fostering learning for capability and assessing authentically: a vision for Enterprise Education. Experiential Entrepreneurship Exercises Journal, 1 (SI-ETC). ISSN 2374-4200

Diver, AR (2020) Invitation to Trusteeship rather than Treat? Higher Education, human rights, and student litigation: A response to Fulford (2020). Higher Education Quarterly, 75 (1). pp. 22-34. ISSN 0951-5224

Downs, SJ (2015) Physical activity, sedentary and playtime behaviours in children and adolescents with intellectual disabilities. Doctoral thesis, Liverpool John Moores University.

Dunnett, A (2021) ‘They Think They Know Us Better’: Aboriginal Experiences of Education, Health and Employment in Contemporary South Australia. Doctoral thesis, Liverpool John Moores University.

E

Ebtesam, E and Foster, S (2019) Implementation of CIPP Model for Quality Evaluation at Zawia University. International Journal of Applied Linguistics and English Literature, 8 (5). ISSN 2200-3592

Eijsvogels, TM, van den Brand, TL and Hopman, MT (2013) Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly. Perspectives on Medical Education, 2 (5). pp. 252-263. ISSN 2212-2761

Emery, S, Davis, J, Sageidet, B, Hirst, NJ, Boyd, DJ and Browder, J (2016) Transnational Dialogues for Sustainability Research in Early Childhood Education: A Model for Building Capacity for ESD in Universities? In: Leal, W, (ed.) Handbook of Theory and Practice of Sustainable Development in Higher Education. World Sustainability Series, 2 (60). Springer, pp. 143-156.

Enriquez-Gibson, JG (2020) Borders of Time: The temporalities of academic mobility. Applied Mobilities. ISSN 2380-0127

Enriquez-Gibson, JG (2020) The Documents We Teach By. Hybrid Pedagogy. ISSN 2332-2098

Enriquez-Gibson, JG (2020) Paper-work: what module guides have to say about assessment practices. PRISM. ISSN 2514-5347

Enriquez-Gibson, JG Pedagogy of Academic Mobility. In: Hosein, A, Rao, N, Shu-Hua Yeh, C and Kinchin, I, (eds.) Academics’ International Teaching Journeys Personal Narratives of Transitions in Higher Education. Academics’ International Teaching Journeys . Bloomsbury. ISBN 978-1474289771 (Accepted)

Enriquez-Gibson, JG (2018) Rhythms of Academic Mobility. Applied Mobilities. ISSN 2380-0127

Esgaiar, E (2019) An evaluation of the English language teaching provision in a Libyan University. Doctoral thesis, Liverpool John Moores University.

F

Farmer, S and Porcellato, LA (2016) "Thinking About Drinking”: Exploring Children’s Perceptions of Alcohol Using the Draw and Write Tool);. Health Education, 116 (6). pp. 541-560. ISSN 0965-4283

Feather, DJ and Hazzard, C (2021) Embedding value: perspectives on a foundation level course in arts and humanities. Innovations in Practice, 15 (1). ISSN 0047-0716

Fillis, IR, Lee, B and Fraser, I (2017) Art, science and organisational interactions: Exploring the value of artist residencies on campus. Journal of Business Research, 85. pp. 444-451. ISSN 0148-2963

Fitton Davies, K (2021) An exploration of young children's motivational processes within physical education. Doctoral thesis, Liverpool John Moores University.

Fitton Davies, K, Watson, PM, Rudd, JR, Roberts, SJ, Bardid, F, Knowles, ZR and Foweather, L Development and validity of the Motivation Assessment Tool for Physical Education (MAT-PE) among young children. Psychology of Sport and Exercise. ISSN 1469-0292 (Accepted)

Fitton-Davies, K, Foweather, L, Watson, PM, Bardid, F, Roberts, SJ, Davids, K, O'Callaghan, L, Crotti, M and Rudd, J Assessing the Motivational Climates in Early Physical Education Curricula underpinned by Motor Learning Theory: SAMPLE-PE. Physical Education and Sport Pedagogy. ISSN 1740-8989 (Accepted)

Flintcroft, D, Woods, K and Putwain, DW (2017) Developing school practice in preparing students for high-stake examinations in English and Mathematics. Educational and Child Psychology, 34 (3). pp. 7-19. ISSN 0267-1611

G

Gandy, RJ, Harrison, PA and Gold, J Measuring Staff Turnover at Faculty and Departmental Level in Universities to Support Better Staff Management. British Educational Research Journal. ISSN 0141-1926 (Submitted)

Gandy, RJ, Harrison, PA and Gold, J (2018) Talent management in Higher Education: Is turnover relevant? European Journal of Training and Development, 42 (9). pp. 597-610. ISSN 2046-9012

Garden, AS (2016) The impact of a diagnosis of dyslexia on the self-esteem, coping strategies and perceived academic achievement of undergraduate students at one northwest university. In: Liverpool John Moores University Teaching & Learning Conference, 2016, Liverpool, UK.

Garden, AS and Downes, G (2021) A systematic review of forest schools literature in England. Education 3-13. ISSN 0300-4279

Gerrard, A and Amoako, IO (2018) Preparing Freelancers of the Future: A teaching Case study. In: Institute of Small Business and Entrepreneurship (ISBE), 07 November 2018 - 08 November 2018, Birmingham.

Ghareeb, S, Hussain, A, Khan, W, Al-Jumeily, D, Baker, T and Al Jumeily, R (2021) Dataset of student level prediction in UAE. Data in Brief, 35. ISSN 2352-3409

Gillies, CGM (2016) To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom. Research in Learning Technology, 24 (1). ISSN 2156-7069

Giofré, D, Borella, E and Mammarella, IC (2017) The relationship between intelligence, working memory, academic self-esteem, and academic achievement. Journal of Cognitive Psychology. ISSN 2044-5911

Gomes, R, Cabrito, B, Cerdeira, L, Machado-Taylor, ML, Neiva Ganga, R, Brites, R, Patrocinio, T, Silva, JP, Peixoto, P, Silva, S, Lopes, JT and Vaz, H (2017) L'émigration portugaise qualifiée dans le contexte européen. L'Europe en mouvement (avril-). ISSN 2262-3353

Gosling, HJ (2019) What can we learn from Learning Together? Exploring, Embracing, Enhancing localised criminal justice-higher education partnerships. Issues in Community and Criminal Justice (11). NAPO. ISBN 978-0-901617-27-9

Gosling, HJ, Burke, L and Maclennan, S (2021) Learning Together: forging belonging among students with experience of the criminal justice system. Innovations in Practice, 14 (1). pp. 14-22. ISSN 1757-921X

Goss, H, Shearer, C, Knowles, ZR, Boddy, LM, Durden-Myers, E and Foweather, L (2021) Stakeholder Perceptions of Physical Literacy Assessment in Primary School Children. Physical Education and Sport Pedagogy. ISSN 1740-8989

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 , 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

Grant, DK (2006) Lifelong Learning, Just a Slogan: the Reality for Older Women. In: Kassem, K, Mulfti, E and Robinson, J, (eds.) Education Studies: Issues and Critical Perspectives. Open University Press. ISBN 0335219721

Green, NR (2013) Qualities through Physical Education. Physical Education Matters. pp. 55-57.

Green, NR, Sprake, A, Topping, C and Kopla, J (2016) Physical Literacy – From Concept to Action: The International Physical Literacy Association guiding Dumfries and Galloway - Scotland. Physical Education Matters, 11 (3). pp. 64-67. ISSN 1751-0988

Greene, L (2017) (Not) Teaching The Elephant Man. The Cine-Files (13). ISSN 2156-9096

Griggs, V, Lawless, A, Rae, J and Holden, RH (2014) The transfer of reflective learning: an impact study. In: UFHRD Conference Proceedings (2014). (Joint UFHRD/AHRD European Conference, 04 June 2014 - 06 June 2014, Edinburgh, UK).

Gupta, SK, Antony, J, Lacher, F and Douglas, JA (2018) Lean Six Sigma for reducing student dropouts in higher education – an exploratory study. Total Quality Management and Business Excellence. ISSN 1478-3363

H

Hammond, CA Michel de Certeau, Guy Debord & Everyday Life: Curricular Tactics & Pedagogical Manoeuvres. In: International Conference on Responsible Research and Transformation in Education, 05 April 2017 - 07 April 2017, London, UK. (Unpublished)

Hammond, CA (2018) Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation. PRISM, 1 (2). pp. 8-24. ISSN 2514-5347

Hanmer-Dwight, R (2019) Liverpool Knowledge Quarter Sustainability Network: Case Study. International Journal of Sustainability in Higher Education. ISSN 1467-6370

Harrison, S (2021) Journalism and Numeracy in Context: Four Case Studies. Numeracy: Advancing Education in Quantitative Literacy, 14 (2). ISSN 1936-4660

Hartwig, TB, Sanders, T, Vasconcellos, D, Noetel, M, Parker, PD, Lubans, DR, Andrade, S, Ávila-García, M, Bartholomew, J, Belton, S, Brooks, NE, Bugge, A, Cavero-Redondo, I, Christiansen, LB, Cohen, K, Coppinger, T, Dyrstad, S, Errisuriz, V, Fairclough, S, Gorely, T , Javier Huertas-Delgado, F, Issartel, J, Kriemler, S, Kvalø, SE, Marques-Vidal, P, Martinez-Vizcaino, V, Møller, NC, Moran, C, Morris, J, Nevill, M, Ochoa-Avilés, A, O'Leary, M, Peralta, L, Pfeiffer, KA, Puder, J, Redondo-Tébar, A, Robbins, LB, Sanchez-Lopez, M, Tarp, J, Taylor, S, Tercedor, P, Toftager, M, Villa-González, E, Wedderkopp, N, Weston, KL, Yin, Z, Zhixiong, Z, Lonsdale, C and Del Pozo Cruz, B (2021) School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 controlled trials. British Journal of Sports Medicine, 55 (13). pp. 721-729. ISSN 1473-0480

Hayes, D, Moore, A, Stapley, E, Humphrey, N, Mansfield, R, Santos, J, Ashworth, E, Patalay, P, Bonin, E, Boehnke, JR and Deighton, J (2019) School-based intervention study examining approaches for well-being and mental health literacy of pupils in Year 9 in England: study protocol for a multischool, parallel group cluster randomised controlled trial (AWARE). BMJ Open, 9 (8). ISSN 2044-6055

Hayes, D, Moore, A, Stapley, E, Humphrey, N, Mansfield, R, Santos, J, Ashworth, E, Patalay, P, Bonin, E-M, Moltrecht, B, Boehnke, JR and Deighton, J (2019) Promoting mental health and wellbeing in schools: examining Mindfulness, Relaxation and Strategies for Safety and Wellbeing in English primary and secondary schools: study protocol for a multi-school, cluster randomised controlled trial (INSPIRE). Trials, 20 (1). ISSN 1745-6215

Hayton, JW (2016) Plotting the motivation of student volunteers in sports-based outreach work in the North East of England. Sport Management Review, 19 (5). pp. 563-577. ISSN 1441-3523

Hayton, JW (2015) Sports Volunteering on University-Led Outreach Projects: A Space for Developing Social Capital? Journal of Sport and Social Issues, 40 (1). pp. 38-61. ISSN 0193-7235

Hayton, JW (2017) “They need to learn to take it on the chin”: Exploring the emotional labour of student volunteers in a sports-based outreach project in the North East of England. Sociology of Sport Journal, 34 (2). pp. 136-147. ISSN 0741-1235

Hennessy, C and Forrester, G (2013) Developing a framework for effective audio feedback: a case study. Assessment and Evaluation in Higher Education, 39 (7). pp. 777-789. ISSN 0260-2938

Hirst, N (2019) Early Childhood Studies as a site for Education for Sustainability, Eco Literacy and Critical Pedagogy. Doctoral thesis, Liverpool John Moores University.

Hirst, NJ (2018) Education for sustainability in higher education; Early Childhood Studies as a site for provocation, collaboration and inquiry. Education 3-13. ISSN 0300-4279

Hirst, NJ and Boyd, DJ (2016) Embedding the English Early Years Foundation Stage into the Eco-School programme; visualising the journey. LJMU.

Hirst, NJ, Boyd, DJ, Browder, J and Emery, S (2018) Watery Webs of Interconnectedness: Waterways as Pedagogical Sites. Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 20 (3). ISSN 1848-5189

Hirvonen, R, Putwain, DW, Määttä, S, Ahonen, T and Kiuru, N (2019) The Role of Academic Buoyancy and Emotions in Students’ Learning-Related Expectations and Behaviours in Primary School. British Journal of Educational Psychology. ISSN 0007-0998

Hirvonen, R, Yli-Kivisto, L, Putwain, DW, Ahonen, T and Kiuru, N (2019) School-related stress among sixth-grade students - associations with academic buoyancy and temperament. Learning and Individual Differences, 70. pp. 100-108. ISSN 1041-6080

Houghton, L, O'Dwyer, MV, Foweather, L, Watson, PM, Alford, S and Knowles, ZR (2014) An impact and feasibility evaluation of a 6 week (9 hour) active play intervention on fathers' engagement with their preschool children: A feasibility study. Early Child Development and Care, 185 (2). pp. 244-266. ISSN 1476-8275

Hudson, J, Waters, T, Holmes, M, Agris, S, Seymour, D, Thomas, LB and Oliver, E (2018) Using virtual experiences of older age: exploring pedagogical and psychological experiences of students. In: Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018 . pp. 61-72. (VR/AR Conference 2018, 12/09/2018, Swansea, UK).

Humphreys, DM (2016) Discourses of educational leadership the under-explained influence of context. Doctoral thesis, Liverpool John Moores University.

Huntley, E (2021) Exploring reflective practice engagement and development within trainee sport and exercise scientists. Doctoral thesis, Liverpool John Moores University.

Huntley, E, Sparkes, AM, Gilbourne, D, Cropley, B and Knowles, ZR (2014) Reflecting back and forwards: The ebb and flow of peer-reviewed reflective practice research in sport. Reflective Practice, 15 (6). pp. 863-876. ISSN 1470-1103

Hussain, A, Lunn, J, Khalaf, M, Al-Jumeily, D, Pich, A and McCarthy, S (2016) The use of serious gaming for Open Learning environments. Knowledge Management & E-Learning: An International Journal, 8 (1). pp. 39-54. ISSN 2073-7904

I

Imlach, A-R, Ward, DD, Stuart, KE, Summers, MJ, Valenzuela, MJ, King, AE, Saunders, NL, Summers, JJ, Srikanth, VK, Robinson, A and Vickers, JC (2017) Age is no barrier: predictors of academic success in older learners. npj Science of Learning, 2 (1). ISSN 2056-7936

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

J

Jiao, L, Qu, J and Ge, X (2021) Research-led Course Design and Practice of English for Academic Purposes in Chinese-Foreign Cooperatively-run Schools. In: 2020 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE) . pp. 73-77. (2020 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE), 17 December 2020 - 19 December 2020, Frankfurt, Germany).

Jones, CR (2019) Capital, Neoliberalism and Educational Technology. Postdigital Science and Education. ISSN 2524-4868

Jones, CR and Czerniewicz, L (2011) Theory in learning technology. Research in Learning Technology, 19 (3). pp. 173-177. ISSN 2156-7069

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

Jørgensen, M, Mason, A, Pedersen, R and Harrison, R The Transformative Learning Potential in the Hybrid Space between Technology and Intercultural Encounters. Journal of Studies in International Education. ISSN 1028-3153 (Accepted)

K

Kendall, LS (2019) Inclusion or exclusion across a range of educational setting: The lived experiences of students, parents and practitioners. Doctoral thesis, Liverpool John Moores University.

Kendall, LS (2018) Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment. Education 3-13, 47 (6). pp. 678-691. ISSN 0300-4279

Kendall, LS (2017) Supporting students with disabilities within a UK university: Lecturer perspectives. Innovations in Education and Teaching International. ISSN 1470-3297

Kenny, L J (2004) An evaluation study of palliative care education : linking theory and practice. Doctoral thesis, Liverpool John Moores University.

Khojah, M and Thomas, M 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 (Accepted)

King, DC (2017) The Engineering Council’s influence on Building Services Engineering education and qualifications: towards an internationalist education and training model. Doctoral thesis, Liverpool John Moores University.

Kirkby, J, Ashworth, E, Bray, L and Alghrani, A (2021) A Rapid Scoping Review - The Impact of the COVID-19 Pandemic on the Education, Health and Social Care Provision for Children with Special Educational Needs and Disabilities (SEND). Project Report. LJMU.

Knight, K (2019) Factors affecting the participation of physically disabled children and young people in out-of-school activities in Cheshire. Doctoral thesis, Liverpool John Moores University.

Koops, TU, Wilkinson, C, Perry, G, Wilkinson, S and Silverio, SA 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. (Accepted)

Kosanic, A, Hansen, N, Zimmermann-Janschitz, S and Chouinard, V (2018) Researchers with disabilities in the academic system. American Association of Geographers Newsletter.

Kostopoulos, I, Magrizos, S, Carrigan, M and Lazell, J (2020) Fostering sustainability through technology-mediated interactions: Conviviality and reciprocity in the sharing economy. Information Technology and People, 33 (3). pp. 919-943. ISSN 0959-3845

Krysa, J (2020) Exhibitionary practices at the intersection of academic research and public display (second expanded iteration). In: Rito, C and Balaskas, B, (eds.) Institution as Praxis – New Curatorial Directions for Collaborative Research. Sternberg Press. ISBN 978-3-95679-506-0

Krüger, S (2011) Democratic Pedagogies: Perspectives from Ethnomusicology and World Music Educational Contexts in the United Kingdom. ETHNOMUSICOLOGY, 55 (2). pp. 280-305. ISSN 0014-1836

Kutuk, G, Putwain, DW, Kaye, L and Garrett, B (2019) Development and Validation of a New Multidimensional Language Class Anxiety Scale. Journal of Psychoeducational Assessment. ISSN 0734-2829

Kutuk, G, Putwain, DW, Kaye, L and Garrett, B 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 (Accepted)

L

Lameris, AL, Hoenderop, JG, Bindels, RJ and Eijsvogels, TM (2015) The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study. BMC Medical Education, 15. ISSN 1472-6920

Larkin, D (2020) Divergent Criticality – A Mechanism of Neural Function for Perception and Learning. Doctoral thesis, Liverpool John Moores University.

Lawless, A and Allison, E (2011) Exploring the relationship between self-ethnographic research, critical reflection and critical action learning. In: University of Liverpool Conferences and Events . (Ethnography: Theory, Form and Practice, 05 September 2011 - 07 September 2011, Cardiff, UK).

Lawless, A and Collins, C Publish or perish: exploring the barriers and enablers within the context of DBA programmes. In: UFHRD Conference Proceedings . (UFHRD/AHRD European Conference, 07 June 2017 - 09 June 2017, Lisbon, Portugal). (Accepted)

Lawless, A, Holden, RJ, Griggs, V, Lawless, A and Rae, J (2015) Reflective practice in management practice: a systematic review. In: UFHRD Conference Archives (2015). (UFHRD/AHRD Conference, 03 June 2015 - 05 June 2015, Cork, Ireland).

Lawless, A, Rae, J, Griggs, V and Holden, RJ (2015) Making sense of the learning that occurred within a research collaboration. In: British Academy of Management Conference Proceedings (2015). (British Academy of Management, 08 September 2015 - 10 September 2015, Portsmouth, UK).

Lawless, A and Roberts, C (2011) The use-value of self-ethnographic research: insider-researcher, supervisor and external examiner perspectives. In: The 6th Annual Ethnography Symposium Papers . (Ethnography: Theory, Form and Practice, 05 September 2011 - 07 September 2011, Cardiff, UK).

Lloyd, D (2019) Evidence Based Teaching. Teaching Business and Economics, 23 (2). pp. 19-21.

M

MacDonald, R, Brandt, S, Theakston, A, Lieven, E and Serratrice, L The role of animacy in children’s interpretation of relative clauses in English: Evidence from sentence-picture matching and eye movements. Cognitive Science. ISSN 0364-0213 (Accepted)

Machado Gomes, R, Teixeira Lopes, J, Cerdeira, L, Vaz, H, Peixoto, P, Cabrito, B, Machado-Taylor, L, Machado-Taylor, L, Brites, R, Patrocinio, T, Neiva Ganga, R, Silvia, S and Silva, JP (2018) Asymmetric Mobility and Emigration of Highly Skilled Workers in Europe: The Portuguese case. Migration Studies - Polonia Review, 169 (3). pp. 143-164. ISSN 2081-4488

Mackintosh, CI and Liddle, J (2014) Emerging school sport development policy, practice and governance in England: Big Society, autonomy and decentralisation. Education 3-13: International Journal of Primary, Elementary and Early Years, 43 (6). pp. 603-620. ISSN 1475-7575

Mai, TTD (2015) Promoting Gender Equality in Education in Vietnamese High Schools. Doctoral thesis, Liverpool John Moores University.

Mallaburn, A, Seton, L and Goodwin, M (2018) Chemistry: The essential spark for engagement. Education in Science, 272. pp. 26-27.

Marguet, N and Wilson, H (2021) Looking at the bigger picture: designing and facilitating action learning across boundaries. Action Learning : Research & Practice. ISSN 1476-7333

Marks, L (2020) Playing to Learn – An Examination of Two Play-Based Approaches and their Impact on the Learning and Development of Children with and without Autism Spectrum Condition (ASC). Doctoral thesis, Liverpool John Moores University.

Marsden, R (2020) Understanding research engagement in England’s evidence-informed teaching profession : a ‘3D’ view. Doctoral thesis, Liverpool John Moores University.

McGee, C (2015) Preventing smoking among 9-10 year old primary school children: evaluation of SmokeFree Sports. Doctoral thesis, Liverpool John Moores University.

McGeown, S, St Clair-Thompson, H and Putwain, DW (2016) The Development and Validation of a Mental Toughness Scale for Adolescents. Journal of Psychoeducational Assessment, 36 (2). pp. 148-161. ISSN 0734-2829

McGrath, L and Wolstencroft, P (2021) ‘I Want to Break Free’ How Online Breakout Rooms have Become a Modern Educational Curse,. Chartered Association of Business Schools.

McIntyre, JC, Worsley, J, Corcoran, R, Harrison Woods, P and Bentall, RP (2018) Academic and non-academic predictors of student psychological distress: the role of social identity and loneliness. Journal of Mental Health, 27 (3). pp. 230-239. ISSN 0963-8237

McKay, MT, Sumnall, H, Harvey, SA and Cole, JC (2017) Perceptions of school-based alcohol education by educational and health stakeholders: “Education as usual” compared to a randomised controlled trial. Drugs: Education, Prevention, and Policy. ISSN 0968-7637

McLain, MN (2019) Developing perspectives on ‘the demonstration’ as a signature pedagogy in design and technology. International Journal of Technology and Design Education. ISSN 0957-7572

McLain, MN (2017) Emerging perspectives on the demonstration as a signature pedagogy in design and technology education. International Journal of Technology and Design Education. ISSN 0957-7572

McLain, MN (2019) Helping new D&T teachers to analyse and develop knowledge and understanding in design and technology (product design). In: Mentoring Design and Technology Teachers in the Secondary School A Practical Guide. Mentoring Trainee and Newly Qualified Teachers . Routledge. ISBN 1138541109

McLain, MN (2016) Teacher educator perspectives on pedagogical modelling and explaining in Design and Technology: a Q Methodology Study. In: PATT-32 Proceedings . pp. 329-343. (Pupils' Attitutdes Towards Technology (PATT): Technology Education for 21st Century skills, 22 August 2016 - 26 August 2016, Delft University of Technology and HU University of Applied Sciences, Utrecht).

McLain, MN Towards a signature pedagogy for design and technology education: a literature review. International Journal of Technology and Design Education. ISSN 0957-7572 (Accepted)

McLain, MN (2013) The challenges facing Postgraduate Trainees in Initial Teacher Education coming from practical or vocational degrees. Teacher Education Advancement Network Journal, 5 (2). pp. 39-56. ISSN 2054-5266

McLain, MN (2017) A new paradigm for design and technology education? [a book review of Critique in Design and Technology Education, by P.J. Williams and K. Stables (eds)]. Design and Technology Education: An International Journal, 22 (3). pp. 116-118. ISSN 1360-1431

McLain, MN, Bell, D, Smith, J and Martin, M (2014) Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three. The European Journal of Social & Behavioural Sciences EJSBS, 2 (IX). pp. 1355-1366. ISSN 2301-2218

McLain, MN, Bell, D, Wooff, D and Morrison-Love, D (2018) How technology makes us human: cultural and historical roots for design and technology education. In: 2018 PATT36 International Conference: Research and Practice in Technology Education , 36. pp. 223-230. (36th International Pupils’ Attitudes Towards Technology Conference, 18 June 2018 - 21 June 2018, Athlone Institute of Technology, Co. Westmeath, Ireland).

McLain, MN, Irving-Bell, D and Wooff, D (2019) Humanising the design and technology curriculum: Why technology education makes us human. Design and Technology Education: An International Journal, 24 (2). pp. 8-19. ISSN 1360-1431

McLain, MN, McLain, D, Wooff, D and Irving-Bell, D 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. ISSN 1893-1774 (Accepted)

McLellan, G, Arthur, R, Donnelly, S, Bakhshi, A, Fairclough, SJ, Taylor, SL and Buchan, DS (2021) Feasibility and acceptability of a classroom-based active breaks intervention for 8-12- year old children. Research Quarterly for Exercise and Sport. ISSN 0270-1367

McLeod, NJ and Anderson, B (2019) Towards an understanding of ‘school’ readiness: collective interpretations and priorities. Educational Action Research. ISSN 0965-0792

McLeod, NJ, N Wright, D, McCall, K, Fuji, FM and McLeod, NJ (2017) Patterns and Rhythms: Facilitating young children’s engagement at Tate Liverpool. l. European Early Childhood Educational Research Journal., 26 (1). ISSN 1350-293X

McLeod, NJ, Stockell, K, Astbury, E and McCann, J (2020) Nurturing young children’s self-identity and respect for difference through artwork as a provocation using philosophical enquiry: a pilot study. Early Years: an international research journal Special Issue. ISSN 0957-5146

McLoughlin, S, Tyndall, I, Pereira, A and Mulhern, T (2020) Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study. Journal of Cognitive Enhancement. ISSN 2509-3290

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

Mills, S, Trehan, K and Stewart, J (2014) Academics in pursuit of the part-time doctorate: Pressures and support issues associated with the career development of business and management academics. Human Resource Development International, 17 (4). pp. 438-458. ISSN 1367-8868

Mistry, V (2018) Book review of Black British Students (2018) by Amanda Arbouin. Innovations in Practice, 12 (2). pp. 76-78. ISSN 1757-921X

Mistry, V (2019) Book review of Speaking Out Against Racism in the University Space (2018) by Shirin Housee. Innovations in Practice, 13 (2). pp. 83-85. ISSN 1757-921X

Mistry, V (2021) Higher education: sector reports review - September 2019 to January 2020. Innovations in Practice, 14 (1). pp. 32-56. ISSN 1757-921X

Mistry, V (2021) Memories of the future: educational concepts in the shadow of a pandemic year. Innovations in Practice, 15 (1). pp. 14-25. ISSN 1757-921X

Mistry, V (2019) Sector reports review: September 2018 to January 2019. Innovations in Practice, 13 (1). pp. 44-72. ISSN 1757-921X

Mistry, V (2018) Student mental health and wellbeing: a synopsis from recent sectoral reports. Innovations in Practice, 12 (2). pp. 5-12. ISSN 1757-921X

Mistry, V (2018) Waving not drowning: reflections from an in-house journal. Educational Developments, 19 (4). pp. 22-24. ISSN 1469-3267

Moore, DJ, Reidy, J and Heavey, L (2015) Attentional allocation of autism spectrum disorder individuals: Searching for a Face-in-the-Crowd. Autism. ISSN 1461-7005

Moore, SA (2010) Does a feedforward approach improve students' assignment grades? Innovations in Practice, 2. pp. 1-24. ISSN 1757-921X

Moran, J (2021) To the Anxious Humanities Scholar. Critical Quarterly, 63 (2). pp. 4-23. ISSN 0011-1562

Morrell-Scott, NE (2018) Confidence and deeper learning: simulated practice within pre-registration nurse education. British Journal of Nursing, 27 (14). ISSN 0966-0461

Morrell-Scott, NE (2019) Final year pre-registration student nurses perceptions of which taught theoretical knowledge is important for practice. Nurse Education in Practice. ISSN 1471-5953

Muniandy, K (2018) EXPLORING THE EARLY ESTABLISHMENT OF EMPLOYMENT PREPARATION PROGRAMMES BY HARNESSING THE POTENTIAL OF SPECIAL NEEDS LEARNERS VIA THE SPECIAL EDUCATION INTEGRATED PROGRAMME IN MALAYSIA. Doctoral thesis, Liverpool John Moores University.

Muniandy, K (2017) Exploring the implementation of employment preparation programmes for special needs learners in five integrated secondary schools in Malaysia. Doing Education Differently: Proceedings of the 2017 STORIES Conference. pp. 93-101.

Myers, EJ (2013) How can motivation levels of female pupils be improved within KS3 Basketball Physical Education lessons? International Council of Sport Science and Physical Education Bulletin, 65. ISSN 1728-5909

Myers, EJ (2010) Maximising Learning Styles. Physical Education Matters.

N

Najjar, S A (2012) Metaphors in translation : an investigation of a sample of Quran metaphors with reference to three English versions of the Quran. Doctoral thesis, Liverpool John Moores University.

Neiva Ganga, R and Fonseca, L (2013) A Produção de Conhecimento Situado e Implicado: caminhos e descobertas de uma etnografia global sobre educação cultural e artística contemporânea. Educação, Sociedade & Culturas, 40. pp. 31-53. ISSN 0872-7643

Networked Learning: Inviting Redefinition, and Jones, CR (2020) Networked Learning: Inviting Redefinition. Postdigital Science and Education, 3 (2). pp. 312-325. ISSN 2524-485X

Nilsson, Kerstin (2013) CHALLENGES OF TEACHING ONLINE IN A MULTICULTURAL ENVIRONMENT: PERCEPTIONS, ATTITUDES AND STRATEGIES OF E-TUTORS. Masters thesis, Liverpool John Moores University.

O

Onjewu, A-KE, Haddoud, MY and Nowiński, W (2021) The effect of entrepreneurship education on nascent entrepreneurship. Industry and Higher Education. ISSN 0950-4222

P

Palumbo, R, Cavallone, M, Ciasullo, MV and Douglas, JA Framing higher education quality from a business perspective: setting the conditions for enhanced value co-creation. Studies in Higher Education. ISSN 0307-5079 (Accepted)

Panya, F and Lawless, A Exploring Learning through Coaching Practices in Small and Medium Enterprises (SMEs): Evidence from Two Case Studies in Thailand. In: UFHRD Conference Proceedings . (Joint UFHRD/AHRD European Conference, 07 June 2017 - 09 June 2017, Lisbon, Portugal). (Accepted)

Papagiannis, F and Gallagher, EM Internationalising the Curriculum: A Review of the Main Teaching and Learning Approaches and Activities undertaken by Leading Business Management Programs in the UK and US. In: Learning , Teaching and Student Experiece -LTSE 2019, 14 May 2019 - 15 May 2019, Manchester. (Unpublished)

Parker, SL, Standing, KE and Pant, B (2013) Caught in the cross fire: Children's right to education during conflict - the case of Nepal 1996-2006. Children and Society, 27 (5). pp. 372-384. ISSN 0951-0605

Patel, T, Umeh, FK, Poole, H, Vaja, I, Ramtoola, S and Newson, LM (2021) Health professionals interface with cultural conflict in the delivery of type 2 diabetes care. Psychology & Health. ISSN 0887-0446

Peiser, G (2020) Mentoring Students on Professional Courses in Higher Education in the Workplace: New Opportunities and Challenges. In: Woolhouse, C and Nicholson, L, (eds.) Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Palgrave Macmillan, London, pp. 95-113. ISBN 978-3-030-46890-3

Peiser, G (2016) Overcoming Barriers: Engaging younger students in an online intercultural exchange. Intercultural Education, 26 (5). pp. 361-376. ISSN 1469-8439

Peiser, G (2012) The significance of intercultural understanding in modern foreign languages Key Stage 3 curriculum : the perspectives of policy makers, teachers and pupils. Doctoral thesis, Liverpool John Moores University.

Peiser, G, Ambrose, J, Burke, B and Davenport, J (2018) The role of the mentor in professional knowledge development across four professions. International Journal of Mentoring and Coaching in Education, 7 (1). pp. 2-18. ISSN 2046-6854

Peiser, G, Duncalf, D and Mallaburn, A The role of the mentor in an increasingly school-led English initial teacher education policy context. Professional Development in Education. ISSN 1367-4587 (Accepted)

Pennington, G (2013) A Longitudinal Cohort Study Examining the Relationship between Working Memory and UK Primary School Curricular Mathematics. Doctoral thesis, Liverpool John Moores University.

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

Pinto-Escalona, T, Gobbi, E, Valenzuela, P, Bennett, SJ, Aschieri, P, Martin-Loeches, M, Paoli, A and Martinez-de-Quel, O Effects of a school-based sport intervention on academic achievement, psychosocial functioning and motor performance: A multi-country cluster randomised controlled trial. Journal of Sport and Health Science. ISSN 2095-2546 (Accepted)

Pinto-Escalona, T, Gobbi, E, Valenzuela, PL, Bennett, SJ, Aschieri, P, Martin-Loeches, M, Paoli, A and Martinez-de-Quel, O (2021) Effects of a school-based karate intervention on academic achievement, psychosocial functioning, and physical fitness: A multi-country cluster randomized controlled trial. Journal of Sport and Health Science. ISSN 2095-2546

Pires, CP, Putwain, DW, Hofmann, SG, Martins, DS, MacKenzie, MB, Kocovski, NL and do Céu Salvador, M (2020) Assessing psychological flexibility in test situations: The test anxiety acceptance and action questionnaire for adolescents. Revista de Psicopatologia y Psicologia Clinica, 25 (3). pp. 147-169. ISSN 1136-5420

Pratt, A and Tynan, RJ (2019) The journey from reflection on practice to research informed practice: the contribution of MA practitioner research. Teacher Education Advancement Network Journal, Volune (4). pp. 35-46. ISSN 2054-5266

Priem, K and Thyssen, G (2013) Puppets on a String in a Theatre of Display? Interactions of Image, Text, Material, Space and Motion in The Family of Man (ca.1950s-1960s). Paedagogica Historica: international journal of the history of education, 49 (6). pp. 828-845. ISSN 1477-674X

Provazza, S, Adams, A-M, Giofre, D and Roberts, DJ Double trouble: visual and phonological impairments in English dyslexic readers. Frontiers in Psychology. ISSN 1664-1078 (Accepted)

Putwain, DW Examination Pressures on Children and Young People: Are They Taken Seriously Enough? The British Academy. (Accepted)

Putwain, DW (2008) Examination stress and test anxiety. PSYCHOLOGIST, 21 (12). pp. 1026-1029. ISSN 0952-8229

Putwain, DW and Aveyard, B (2016) Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance? School Psychology Quarterly. ISSN 1045-3830

Putwain, DW, Becker, S, Symes, W and Pekrun, R (2017) Reciprocal relations between students' academic enjoyment, boredom, and achievement over time. Learning and Instruction. ISSN 0959-4752

Putwain, DW, Gallard, DC and Beaumont, J (2020) Academic buoyancy protects achievement against minor academic adversities. Learning and Individual Differences, 83-84. ISSN 1041-6080

Putwain, DW, Gallard, DC and Beaumont, J (2018) A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability. School Psychology International. ISSN 0143-0343

Putwain, DW, Gallard, DC, Beaumont, J, Loderer, K and von der Embse, N Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotion Disorders? Cognitive Therapy and Research. ISSN 0147-5916 (Accepted)

Putwain, DW, Kinsella, C and Kaye, L (2019) “You heard me swear but you never heard me!” Negotiating agency in the Pupil Referral Unit Classroom. Mind, Culture, and Activity. ISSN 1074-9039

Putwain, DW, Loderer, K, Gallard, DC and Beaumont, J (2019) School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct. British Journal of Educational Psychology. ISSN 2044-8279

Putwain, DW and Moe, A An Evaluative Message Fosters Mathematics Performance in Male Students but Decreases Intrinsic Motivation in Female Students. Educational Psychology: an international journal of experimental educational psychology. ISSN 0144-3410 (Accepted)

Putwain, DW, Nicholson, L, Pekrun, R, Becker, S and Symes, W (2019) Expectancy of Success, Attainment Value, Engagement, and Achievement: A Moderated Mediation Analysis. Learning and Instruction, 60. pp. 117-125. ISSN 0959-4752

Putwain, DW, Nicholson, LJ, Nakhla, G, Reece, M, Porter, B and Liversidge, A (2016) Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised. Contemporary Educational Psychology, 44-45. pp. 21-31. ISSN 0361-476X

Putwain, DW and Remedios, R (2014) Fear appeals used prior to a high-stakes examination: What makes them threatening? Learning and Individual Differences, 36. pp. 145-151. ISSN 1041-6080

Putwain, DW, Schmitz, E, Wood, P and Pekrun, R (2020) The Role of Achievement Emotions in Primary School Mathematics: Control-Value Antecedents and Achievement Outcomes. British Journal of Educational Psychology, 91 (1). pp. 347-367. ISSN 0007-0998

Putwain, DW, Stockinger, K, von der Embse, N, Suldo, S and Daumiller, M Test Anxiety, Anxiety Disorders, and School-Related Wellbeing: Manifestations of the Same or Different Constructs? Journal of School Psychology. ISSN 0022-4405 (Accepted)

Putwain, DW and Symes, W (2018) Does Increased Effort Compensate for Performance Debilitating Test Anxiety? School Psychology Quarterly, 33 (3). pp. 482-491. ISSN 1045-3830

Putwain, DW and Symes, W (2016) Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination. Social Psychology of Education. pp. 1-19. ISSN 1381-2890

Putwain, DW, Symes, W, Coxon, E and Gallard, DC (2020) Attention Bias in Test Anxiety: The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament. Educational Psychology, 40 (6). pp. 713-734. ISSN 0144-3410

Putwain, DW, Symes, W and McCaldin, T (2017) Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students. Journal of Psychoeducational Assessment, 37 (2). pp. 169-180. ISSN 0734-2829

Putwain, DW, Symes, W, Nicholson, L and Becker, S (2018) Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis. Learning and Individual Differences, 68. pp. 12-19. ISSN 1041-6080

Putwain, DW, Symes, W and Wilkinson, HM (2016) Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals. British Journal of Educational Psychology. ISSN 2044-8279

Putwain, DW, Wood, P and Pekrun, R (2020) Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy. Journal of Educational Psychology. ISSN 0022-0663

Putwain, DW and von der Embse, N Cognitive-Behavioural Intervention for Test Anxiety in Adolescent Students: Do Benefits Extend to School-Related Wellbeing and Clinical Anxiety. Anxiety, Stress and Coping. ISSN 1061-5806 (Accepted)

Putwain, DW and von der Embse, NP (2018) Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology. ISSN 0144-3410

Putwain, DW and von der Embse, NP (2018) Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within. Social Psychology of Education. ISSN 1381-2890

Putwain, DW, von der Embse, NP, Rainbird, E and West, G The Development and Validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment. ISSN 1015-5759 (Accepted)

R

Rajendran, G, Law, AS, Logie, RH, van der Meulen, M, Fraser, D and Corley, M (2010) Investigating Multitasking in High-Functioning Adolescents with Autism Spectrum Disorders Using the Virtual Errands Task. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 41 (11). pp. 1445-1454. ISSN 0162-3257

Reimann, N and Sadler, I (2016) Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff. Assessment and Evaluation in Higher Education, 42 (5). pp. 724-736. ISSN 0260-2938

Reimann, N, Sadler, I and Sambell, K (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment and Evaluation in Higher Education, 44 (8). pp. 1279-1290. ISSN 0260-2938

Richardson, LD, Foreshaw, R and Davies, IG Report of a non-diet weight management programme. Innovations in Practice (7). ISSN 1757-921X (Unpublished)

Ridgers, N D (2007) An evaluation of a playground redesign on the physical activity and behaviour of children during playtime. Doctoral thesis, Liverpool John Moores University.

Riley, M (2013) Developing a model for the application of post-occupancy evaluation (POE) as a facilities performance enhancement tool in the higher education sector. Doctoral thesis, Liverpool John Moores University.

Roberts, DJ, Owen-Booth, B and Tainturier, M (2013) How strong is the relationship between general phonological processes and pseudo-word reading? (51st Academy of Aphasia Proceedings). Procedia - Social and Behavioral Sciences, 94. pp. 157-158. ISSN 1877-0428

Rowe, J and McLain, MN (2018) The challenges of curriculum design in initial teacher education (ITE): a perspective from Liverpool John Moores University. Impact Journal of the Chartered College of Teaching. ISSN 2514-6955

Rowley, AM (2003) The management of change in primary education : nine headteachers' perspectives of their management and leadership styles through a period of educational reform. Doctoral thesis, Liverpool John Moores University.

Rudd, JR, Woods, C, Correia, V, Seifert, L and Davids, K (2021) An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next. Physical Education and Sport Pedagogy, 26 (3). pp. 293-306. ISSN 1740-8989

Ryder, C (2007) The Use of Technology in Adult Art and Design Education. International Journal of Technology Knowledge and Society, 2 (6). pp. 155-162. ISSN 1832-3669

Ryder, C (2008) World Style File: Design Research and Education on a Global Scale. The International Journal of Learning, 14 (12). pp. 187-192. ISSN 1447-9494

Rylance, R and Pendleton, J (2015) Creating a dementia friendly generation. Journal of Dementia Care, 23 (2). p. 15. ISSN 1351-8372

Rylance, R, Pendleton, J, Woods, L and Nielson, S (2015) A brilliant thing...just doing my own little bit. Journal of Dementia Care, 23 (3). pp. 10-11. ISSN 1351-8372

S

Saad, K (2019) PEER COACHING IN MALAYSIA: EXPLORING THE IMPLEMENTATION OF A PROFESSIONAL LEARNING COMMUNITIES PROGRAMME FOR ARABIC LANGUAGE SECONDARY SCHOOL TEACHERS. Doctoral thesis, Liverpool John Moores University.

Saad, KA, Walsh, BA, Mallaburn, A and Brundrett, M (2017) Exploring the Implementation of A Professional Learning Communities in Malaysian’s Schools. International Journal of Education, Psychology and Counselling, 2 (5). pp. 1-18. ISSN 0128-164X

Seddighi, M, Allanson, D, Rothwell, G and Takrouri, K (2020) Study on the use of a combination of IPython Notebook and an industry‐standard package in educating a CFD course. Computer Applications in Engineering Education. ISSN 1061-3773

Seeve-Mckenna, N, Whitaker, R and McKenna, P (2015) ICT in the classroom – Gaps between policy and practice? TIC en el aula inglesa – ¿Huecos entre la política y la práctica? Revista Edmetic, 4 (2). pp. 29-50. ISSN 2254-0059

Seton, L (2020) Is Chemistry Accessible for All? Project Report. Royal Society of Chemistry.

Seton, L, Mallaburn, A and Goodwin, M (2018) Research Focus: Nurturing socio-economically challenged learners' curiosity in chemistry. Education in Science, 272. pp. 28-29.

Shafee, A (2020) THE TEACHING OF EARLY READING IN ENGLISH USING THE PHONICS APPROACH IN MALAYSIAN PRIMARY SCHOOLS: TEACHER BELIEFS, KNOWLEDGE AND PRACTICES. Doctoral thesis, Liverpool John Moores University.

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

Silverio, SA, Wilkinson, C and Wilkinson, S (2020) The powerful student consumer and the commodified academic: A depiction of the marketised UK Higher Education system through a textual analysis of the ITV drama Cheat. Sociological Research Online, 26 (1). pp. 147-165. ISSN 1360-7804

Simmons, FR, Soto-Calvo, E, Adams, A-M, Francis, HN, Patel, H and Giofré, D Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading: Evidence From A Longitudinal Study. Early Education and Development. ISSN 1040-9289 (Accepted)

Smith, CR (2020) How does the medium affect the message? Architecture students’ perceptions of the relative utility of different feedback methods. Assessment and Evaluation in Higher Education. ISSN 0260-2938

Smith, CR (2019) Naomi Winstone and David Carless (2020) Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach, Abingdon: Routledge (ISBN 978-0-8153-6163-3 [Pbk], 208pp). Innovations in Practice, 13 (2). ISSN 1757-921X

Smith, CR (2016) Self-directed learning: a toolkit for practitioners in a changing higher education context. Innovations in Practice, 10 (1). pp. 15-26. ISSN 1757-921X

Smith, CR (2017) Take the Red Pill: A Journey into the Rabbit Hole of Teaching Informed Research. Charrette, 4 (1). pp. 126-136. ISSN 2054-6718

Smith, CR (2016) Take the red pill: A journey into the rabbit hole of teaching informed research. In: Research Based Education 2016 , 2. (Research Based Education - Association of Architectural Educators 2016, 7th-9th April 2016, UCL, London).

Smith, CR (2021) Three Paths Through the Forest: An Exploration of the Teaching-Research Nexus. In: . AMPS Proceedings Series 22 Teaching-Learning-Research: Design and Environments , 1 (22). pp. 179-188. (Teaching-Learning-Research: Design and Environments, 02 December 2020 - 04 December 2020, Manchester School of Architecture (University of Manchester / Manchester Metropolitan University)).

Smith, CR (2020) When Students Become Critics: Reviewing peer reviews in theory and practice. Charrette, 6 (1). pp. 71-92. ISSN 2054-6718

Smith, CR (2017) The influence of hierarchy and layout geometry in the design of learning spaces. Journal of Learning Spaces, 6 (3). ISSN 2158-6195

Smith, M and Broomhead, KE (2019) Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support for Learning, 34 (1). pp. 54-70. ISSN 0268-2141

Soto-Calvo, E, Simmons, FR, Adams, AM, Francis, HN and Giofré, D (2019) Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study. Early Education and Development. ISSN 1040-9289

Stanford, B and Foster, S (2019) Enhancing Key Legal Skills and Student Engagement through an Innovative, Authentic Assessment. In: Simmons, C, (ed.) Teaching and Excellence the Coventry Way. Coventry University Higher Education Corporation. ISBN 978-1-84600-092-8

Stewart, J, Ross, C, Nichol, L, Elliott, C and Sambrook, S (2021) Discourses of Practice: an examination of KEF and its effects on the AL/HRD community. Action Learning: research and practice. ISSN 1476-7341

Such, JM, Criado, N and Garcia-Fornes, A An Active Learning Technique Enhanced with Electronic Polls. International Journal of Engineering Education. ISSN 0949-149X (Submitted)

Symes, W and Putwain, DW (2020) The Four Ws of Test Anxiety. Psychologica, 63 (2). pp. 31-52. ISSN 0871-4657

T

Tang, SOT and Hanneghan, M (2011) State-of-the-Art Model Driven Game Development: A Survey of Technological Solutions for Game-Based Learning. Journal of Interactive Learning Research, 22 (4). pp. 551-605. ISSN 1093-023x

Tarek, SA (2017) DESIGNING AND SUPPORTING TECHNOLOGY ASSISTED INCLUSIVE LEARNING FOR DISASTER PREPAREDNESS: A CASE STUDY OF BANGLADESH. Doctoral thesis, Liverpool John Moores University.

Tarek, SA (2016) Why 'one size fits all' concept and policies of inclusive education is insufficient to achieve ‘true’ inclusivity in a national context. Insight from a tablet based disaster preparedness training programme administered in Bangladesh. In: Proceedings of the 10th International Conference on Networked Learning 2016 . pp. 134-141. (10th International Conference on Networked Learning 2016, 09th - 11th May 2016, Lancaster, UK).

Thomas, M Epilogue: Critical project-based pedagogy and social justice in the post-pandemic university. In: Project-based Language Learning and CALL: From Virtual Exchange to Social Justice. CALICO/Equinox. ISBN 9781800500242 (Accepted)

Thomas, M Worlding Higher Education: From the Corporate Digital University to the University of Global Citizenship and Social Justice. In: Di Leo, J and Moraru, C, (eds.) The Bloomsbury Handbook of World Theory. Bloomsbury. ISBN 9781501361951 (Accepted)

Thomas, M and Baetty, B (2019) English Language Learner Motivation in the Digital Technology Classroom: A Case Study of a Vocational University in Indonesia. In: Zou, B and Thomas, M, (eds.) Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning. IGI Global.

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 Housef, A (2017) Academic writing in the flipped EFL classroom: A case study on student engagement in Oman. In: Loucky, JP and Ware, J, (eds.) Flipped Instruction Methods and Digital Technologies in the Language Learning Classrooms. IGI Global, pp. 232-251. ISBN 9781522508243

Thomas, M and Janosy, R (2020) Self-Taught Language Learners in China and Their Learning Strategies: A Multiple, Instrumental Case Study of Approaches in Contextual Situations. Asian EFL Journal, 24 (2). pp. 136-161. ISSN 1738-1460

Thomas, M, Reinders, H and Gelan, A (2017) Learning Analytics and Online Language learning. In: Hyland, K and Wong, L, (eds.) Faces of English Education: Students, Teachers, and Pedagogy. Routledge, London. ISBN 9781315205618

Thomas, M and Schneider, C (2018) Language teaching in 3D virtual worlds with machinima: Reflecting on an online machinima teacher training course. International Journal of Computer Assisted Language Learning and Teaching, 8 (2). ISSN 2155-7098

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

Thompson, C and Wolstencroft, P (2018) Trust into mistrust: the uncertain marriage between public and private sector practice for middle managers in education. Research in Post-Compulsory Education, 23 (2). pp. 213-230. ISSN 1359-6748

Thyssen, G (2018) Boundlessly Entangled: Non-/Human Performances of Education for Health through Open-Air Schools. Paedagogica Historica, 54 (5). pp. 659-676. ISSN 0030-9230

Thyssen, G (2009) New Education Within an Architectural Icon? A Case Study of a Milanese Open-Air School (1922-1977). History of Education and Children's Literature, 4 (1). ISSN 1971-1093

Thyssen, G (2019) Odorous childhoods and scent(ed) worlds of learning: A sensory history of health and outdoor education initiatives in Western Europe (1900s-1960s). The Senses and Society, 14 (2). pp. 173-193. ISSN 1745-8927

Thyssen, G and Grosvenor, I (2019) Learning to Make Sense: Interdisciplinary Perspectives on Sensory Education and Embodied Enculturation. The Senses and Society, 14 (2). pp. 119-130. ISSN 1745-8927

Thyssen, G and Herman, F (2019) Re-Turning Matters of Body_Mind: Articulations of Ill-/Health and Energy/Fatigue Gathered through Vocational and Health Education. History of Education, 48 (4). pp. 496-515. ISSN 0046-760X

Thyssen, G, Herman, F, Kusters, W, Van Ruyskensvelde, S and Depaepe, M (2010) From Popular to Unpopular Education? The Open-Air School(s) of ‘Pont-Rouge’, Roubaix (1921-1978). History of Education and Children's Literature, 5 (2). ISSN 1971-1093

Tickle, SJ (2019) Engaging young people through photovoice in coastal resorts. Qualitative Research Journal. ISSN 1443-9883

Tierney, P (2021) Wearable Technology in Football Further Education Settings in the United Kingdom. Doctoral thesis, Liverpool John Moores University.

Tod, D, Booth, A and Smith, B (2021) Critical appraisal. International Review of Sport and Exercise Psychology. ISSN 1750-984X (Accepted)

Tom-Lawyer, O and Thomas, M Re-evaluating the Hegemony of the English Language in Western Africa: A Critical Review of the Research. International Journal of Applied Linguistics and English Literature. ISSN 2200-3592 (Accepted)

Trapasso, E, Knowles, ZR, Boddy, LM, Newson, LM, Sayers, J and Austin, C (2018) Exploring gender differences within forest schools as a physical activity intervention. Children, 5 (10). ISSN 2227-9067

Trawley, SL, Law, AS and Logie, RH (2011) Event-based prospective remembering in a virtual world. QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 64 (11). pp. 2181-2193. ISSN 1747-0218

Trongtortam, S (2019) A DECISION SUPPORT MODEL FOR MOBILE TECHNOLOGY ENHANCED TEACHING. Doctoral thesis, Liverpool John Moores University.

Tucker, MP, Wilson, H, Hannibal, C, Lawless, A and Qu, Z (2021) Delivering professional doctorate education: challenges and experiences during the COVID-19 pandemic. SHS Web of Conferences, 99. ISSN 2261-2424

Turner, JC, Mason, A, Harrison, R and Varga-Atkins, T (2020) Culture Club: Experiences of running a journal club for continuing professional development in higher education. Journal of Perspectives in Applied Academic Practice, 8 (2). pp. 81-89. ISSN 2051-9788

Tynan, RJ (2016) Working towards evidence based practice in science teaching and learning. In: Using STEM research conference: using research to improve, 20 May 2016 - 21 May 2016, National STEM Learning Centre, York. (Unpublished)

Tynan, RJ and Jones, RB (2018) Assessing trainee secondary teachers on school placement: Subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 (1). pp. 20-34. ISSN 2054-5266

Tynan, RJ and Jones, RB (2018) Can effect sizes give any clues to the way mentors ascribe numerical grades when assessing secondary trainee teachers against the Teachers’ Standards in England? Teacher Education Advancement Network Journal, 11 (1). pp. 4-14. ISSN 2054-5266

Tynan, RJ, Jones, RB, Mallaburn, A and Clays, K (2016) Working towards evidence based practice in science teaching and learning. School Science Review, 97 (361). pp. 109-115. ISSN 0036-6811

U

Udomtamanupab, S (2020) DEVELOPING CREATIVITY IN EARLY CHILDHOOD EDUCATION: A COMPARATIVE ANALYSIS OF TWO CASE STUDIES IN PRESCHOOLS IN THAILAND. Doctoral thesis, Liverpool John Moores University.

V

Vaughan, H and Jolliffe, P (2021) Action learning as a catalyst for change: the wicked problem of employment with a chronic health condition. Action Learning : Research & Practice. ISSN 1476-7333

Vedadi, S, Abdullah, ZB, Kolivand, H, Cheok, AD and Aris, BB (2018) Impact of Gender on Vocabulary Acquisition Using Augmented Reality Among Iranian Seventh Grades Students. Advanced Science Letters, 24 (6). pp. 4030-4033. ISSN 1936-6612

Vickers, E (2018) An Examination of the Dual Career Pathway and Transitions UK Student-Athletes Experience Throughout University Education. Doctoral thesis, Liverpool John Moores University.

von der Embse, N, Putwain, DW and Francis, G Interpretation and Use of the Multidimensional Test Anxiety Scale (MTAS). School Psychology Quarterly. ISSN 1045-3830 (Accepted)

W

Walanda, K, Napitupulu, M and Mallaburn, A (2017) Misconceptions sequencing the chemical processes in daniell and electrolysis cells amongst first-year science and mathematics education university students. Journal of Science Education, 18 (2). pp. 113-116. ISSN 0124-5481

Walker, C (2021) Using Clean Language Interviewing to Model Curriculum Design in Higher Education: Curriculum Design is Like What? Doctoral thesis, Liverpool John Moores University.

Wilkinson, C (2020) Imposter syndrome and the accidental academic: An autoethnographic account. International Journal for Academic Development, 25 (4). pp. 363-374. ISSN 1360-144X

Wilkinson, C (2017) On the same wavelength? Hyperdiverse young people at a community radio station. Social & Cultural Geography, 20 (9). pp. 1251-1265. ISSN 1464-9365

Wilkinson, C (2015) Young People, Community Radio and Urban Life. Geography Compass, 9 (3). pp. 127-139. ISSN 1749-8198

Wilkinson, C (2018) The performance of youth voice on the airwaves. Children's Geographies, 17 (3). pp. 334-346. ISSN 1473-3285

Wilkinson, C, Benwell, M, Carter, B, Brookes, L, Davies, A, Evans, B, Silverio, SA and Thomas, G Creative Dissemination. In: Benzon, N, Holton, M, Wilkinson, C and Wilkinson, S, (eds.) Creative Methods for Human Geographers. SAGE. (Accepted)

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

Wilkinson, C, Silverio, SA and Wilkinson, S (2020) The neoliberal university and the neurotic academic: A textual analysis of ITV drama Cheat. Journal of Further and Higher Education. ISSN 0309-877X

Wilkinson, C and Wilkinson, S (2017) Doing it write: Representation and responsibility in writing up participatory research involving young people. Social Inclusion, 5 (3). pp. 219-227. ISSN 2183–2803

Wilkinson, C and Wilkinson, S (2017) Principles of Participatory Research. In: Coyne, E and Carter, B, (eds.) Being Participatory: Researching with Children and Young People. Springer, pp. 15-35. ISBN 9783319712277

Wilkinson, C and Wilkinson, S Sounds (un)familiar: Introducing young people to the intersecting landscapes and soundscapes of a community radio station. In: Smith, T, Pitt, H and Dunkley, R, (eds.) Introducing Young People to ‘Unfamiliar Landscapes’. Palgrave Macmillan. (Accepted)

Wilkinson, H, Putwain, DW and Mallaburn, A How do teachers communicate to students about forthcoming GCSE exams?: An observational study. The Psychology of Education Review. ISSN 1463-9807 (Accepted)

Wilson, H, Tucker, MP, Hannibal, C and Qu, Z Learning together, learning apart: Integrated action learning through a socio-technical systems lens. Action Learning : Research & Practice. ISSN 1476-7333 (Accepted)

Wise, NA (2018) Assessing the use of geospatial technologies in higher education teaching. European Journal of Geography, 9 (3). ISSN 1792-1341

Wise, NA (2019) Seeking sense of place: Reflections on study abroad, becoming an international geographer and living a mobile lifestyle. In: Human Geography and Professional Mobility: International Experiences, Critical Reflections, Practical Insights. Routledge. ISBN 9780367133054

Wolstencroft, P (2021) Knowledge is Power: The Struggle for Education for All. English Heritage.

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

Wolstencroft, P and Lloyd, C (2019) Process to practice: The evolving role of the academic middle manager in English further education colleges. Management in Education, 33 (3). pp. 118-125. ISSN 0892-0206

Wolstencroft, P and Thompson, C (2017) 'Chained and Engrained' – Breaking the PowerPoint Dependency Cycle in English Education. Journal of Pedagogical Development, 7 (1). ISSN 2047-3265

Wood, P (2020) Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice. Journal of Research in Childhood Education, 34 (1). pp. 153-166. ISSN 0256-8543

Wood, P (2020) Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools. Emotional and Behavioural Difficulties. ISSN 1363-2752

Wood, P (2017) Promoting and marginalising young children’s social and emotional experiences through SEL. Early Child Development and Care. ISSN 0300-4430

Wood, P (2018) Social and emotional learning schemes as tools of cultural imperialism: a manifestation of the national and international child well-being agenda? Pastoral Care in Education. ISSN 0264-3944

Wright, D (2020) Beyond Words:Engaging young children and families in gallery education. Doctoral thesis, Liverpool John Moores University.

Wyse, B D (2007) The teaching of English : research evidence and government policy. Doctoral thesis, Liverpool John Moores University.

Z

Zhao, L, Wang, Y and Ge, X (2021) Online Teaching Course Design and Practice of College Physics. In: 2020 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE) . (2020 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE), 17 December 2020 - 19 December 2020, Frankfurt, Germany).

Zhou, X, Wolstencroft, P and Orim, S-MI (2020) Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation. Compass: Journal of Learning and Teaching, 13 (2). ISSN 2044-0073

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