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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

Bodfield, KS, Carey, P, Putwain, DW and Rowley, A (2023) A Thematic Analysis of Self-Reported Teacher Perceptions and Management of Atypical Student Behaviours and their Relation to the Student Self-Concept. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. ISSN 0264-3944

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

Brennan, VK, Mallaburn, A and Seton, L (2018) Teachers’ perception of chemistry outreach work, especially in the context of children’s social demography. Teacher Education Advancement Network Journal, 10 (2). pp. 3-14. ISSN 2054-5266

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

Brooman, SD, Nixon, S and Murphy, RC (2017) ‘I am wary of giving too much power to students” - addressing the “but” in the principle of staff-student collaboration. International journal for students as partners, 1 (1).

Broomhead, KE (2018) Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school. Education 3-13, 47 (8). pp. 877-888. ISSN 0300-4279

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

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Carey, P (2015) Student engagement and the threat of consumerism: testing assumptions. International Journal of Advancement in Education and Social Sciences, 3 (1). pp. 1-7. ISSN 2322-0023

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

Causer, J (2015) Manipulating practice variables to maximise learning. MEDICAL EDUCATION, 49 (6). pp. 552-554. ISSN 0308-0110

Chapman, R, Richardson, DJ, Cope, E and Cronin, CJ (2019) Learning from the past; a Freirean analysis of FA coach education since 1967. Sport, Education and Society. ISSN 1357-3322

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

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

Darley, D, Blundell, P, Cherry, L, Wong, JO, Wilson, AM, Vaughan, S, Vandenberghe, K, Taylor, B, Scott, K, Ridgeway, T, Parker, S, Olson, S, Oakley, L, Newman, A, Murray, E, Hughes, DG, Bin Hasan, N, Harrison, J, Hall, M, Guido-Bayliss, L et al, Edah, R, Eichsteller, S, Dougan, L, Burke, B, Boucher, S, Maestri-Banks, A and Breaking the Boundaries Collective, (2024) Breaking the Boundaries Collective - A Manifesto for Relationship-based Practice. Ethics and Social Welfare. ISSN 1749-6535

Denovan, A, Dagnall, N, Artamonova, E and Papageorgiou, KA (2021) Dark Triad traits, learning styles, and symptoms of depression: Assessing the contribution of mental toughness longitudinally. Learning and Individual Differences, 91. ISSN 1041-6080

Denovan, A, Dagnall, N, Artamonova, E and Papageorgiou, KA (2024) Evaluation of the 10-item Mental Toughness Questionnaire (MTQ10): cross-cultural assessment and scrutiny of method effects. Current Psychology. ISSN 1046-1310

Denton, P (2019) Refreshing peer observation through Walkabout Weeks: observers as voyagers, not vampires. Innovations in Practice, 13 (1). pp. 5-9. ISSN 1757-921X

Dinning, TM (2017) Preparing sport graduates for employment: satisfying employers expectations. Higher Education, Skills and Work-based Learning, 7 (4). pp. 354-368. ISSN 2042-3896

Downs, SJ, Knowles, ZR, Fairclough, SJ, Heffernan, N, Whitehead, S, Halliwell, S and Boddy, LM (2014) Exploring teachers' perceptions on physical activity engagement for children and young people with intellectual disabilities. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 29 (3). pp. 402-414. ISSN 0885-6257

Eager, BE, Lehman, K and Scollard, JM (2020) Introducing the Tri-layered Student Online Experience Framework: Moving from file repository narrative journey. Journal of Applied Learning and Teaching, 3 (1). pp. 62-68. ISSN 2591-801X

Enriquez-Gibson, JG (2015) Ethnography of Corporeality: A carnal move in educational technology research. British Journal of Educational Technology. ISSN 1467-8535

Enriquez-Gibson, JG (2015) Papier-mach(in)e: Thinking with “sticky” paper in the cloud. British Journal of Educational Technology, 46 (6). pp. 1354-1366. ISSN 1467-8535

Enriquez-Gibson, JG and Gibson, IW (2016) (Un)becoming tourist-teachers: Unveiling white racial identity in cross-cultural teaching programmes. International Journal of Pedagogies and Learning, 10 (2). pp. 107-120. ISSN 1833-4105

Erolin, C, Lamb, C, Soames, R and Wilkinson, C (2016) Does Virtual Haptic Dissection Improve Student Learning? A Multi-Year Comparative Study. Studies in Health Technology and Informatics, 220. pp. 110-117. ISSN 0926-9630

Fletcher, T (2023) Using a virtual learning environment to enhance reflective practice in work-based learning. Higher Education, Skills and Work-Based Learning. ISSN 2042-3896

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

Garden, A (2023) Constructions of Space: Exploring Photographic Images in Forest School. Prism, 5 (1). pp. 97-112. ISSN 1448-4404

Garden, A and Downes, G (2023) New boundaries, undecided roles: towards an understanding of forest schools as constructed spaces. Education 3-13. ISSN 0300-4279

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

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

Gransden, C, Hindmarsh, M, Lê, NC and Nguyen, T-H (2023) Adaptive learning through technology: a technical review and implementation. Higher Education, Skills and Work-Based Learning. ISSN 2042-3896

Green, NR (2002) Using ICT within PE: its impact on a working department. British Journal of Teaching Physical Education, 33 (2). p. 25. ISSN 1472-4375

Hanneghan, M (2016) The lecture is broken: a manifesto for change. Innovations in Practice, 10 (1). pp. 4-9. ISSN 1757-921X

Hayton, JW (2017) Helping them to help themselves? An evaluation of student-led tutorials in a Higher Education setting. Journal of Further and Higher Education. ISSN 0309-877X

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

Herin, M and Morrell, NE (2015) Learning, Boundary Crossing and Activity Systems: The Case of the Foundation Degree at Restaurants Ltd. International Journal of Advanced Research in Business, 1 (1). pp. 9-15.

Herin, M and Morrell, NE (2015) Oysters and APEL - Destined to be a delicacy? Evaluative Study of APEL Policy in Practice 2013. International Journal of Advanced Research in Business, 1 (1). pp. 2-8.

Herman, F, Priem, K and Thyssen, G (2017) Body_Machine? Encounters of the Human and the Mechanical in Education, Industry and Science. History of Education, 46 (1). pp. 108-127. ISSN 0046-760X

Jones, CR (1998) Evaluating a collaborative online learning environment. Active Learning (9). ISSN 1357-1125

Jones, CR (2014) The Politics of Networked Learning in an Age of Austerity. Proceedings of the 9th International Conference on Networked Learning.

Jones, RW, Chaudary, S, Ehtezazi, T and Sheikh, M (2014) Review of Core Principles and Best Practice in the Teaching of Aseptic Manufacturing in UK Schools of Pharmacy. European Journal of Parenteral and Pharmaceutical Sciences, 19 (1). pp. 170-179. ISSN 0964-4679

Kara-Mohamed, M (2024) Teaching Without PowerPoint Slides in Engineering: A pilot Study. International Journal of Mechanical Engineering Education. ISSN 0306-4190

Kayas, OG, Matikonis, K, Cranmer, EE and Campos, JP (2023) Socially negotiating privacy boundaries and academic identities. Studies in Higher Education. pp. 1-12. ISSN 0307-5079

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 children with Down syndrome within mainstream education settings: parental reflections. Education 3-13. 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

Legge, D and Brooman, SD (2020) Reflecting on 25 Years of Teaching Animal Law: Is it Time for an International Crime of Animal Ecocide? Liverpool Law Review, 41 (2). pp. 201-218. ISSN 0144-932X

Lloyd, D, Jones, PA, Pratt, A and Duncalf, D (2019) Research informed teaching reaching beyond initial teacher education, examples of success in the North West of England: Empowering teachers to reach for success. Teacher Education Advancement Network, 11 (3). pp. 106-116. ISSN 2054-5266

Mammarella, IC, Caviola, S, Giofré, D and Borella, E (2017) Separating math from anxiety: The role of inhibitory mechanisms. Applied Neuropsychology: Child. ISSN 2162-2965

Marks, L (2017) Playing to Learn: an overview of the Montessori Approach with pre-school children with Autism Spectrum Condition. Support for Learning, 31 (4). pp. 313-328. ISSN 0268-2141

Mason, A and Hickman, J (2017) Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students. Innovations in Education and Teaching International. ISSN 1470-3300

McDonnell, JL (2016) Is it, ‘all about having an opinion’? Challenging the dominance of rationality and cognition in democratic education via research in a gallery setting. International Journal of Art and Design Education. ISSN 1476-8070

McGeown, S, Putwain, DW, St.Clair-Thompson, H and Clough, P (2016) Understanding and supporting adolescents' mental touchness in an educational context. Psychology in the Schools, 2 (54). pp. 196-209. ISSN 0033-3085

McLain, M, Schillaci-Rowland, D, Stables, K and Hardy, A (2023) Design and Technology Educators’ Experiences of Competence, Relatedness and Autonomy with Educational Research. Design and Technology Education: An International Journal, 28 (2). pp. 50-69. ISSN 1360-1431

McLain, MN (2017) Emerging perspectives on teacher modelling and explaining in design and technology. International Journal of Technology and Design Education, 28 (14). pp. 985-1000. 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 (2021) Towards a signature pedagogy for design and technology education: a literature review. International Journal of Technology and Design Education. ISSN 0957-7572

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, Irving-Bell, D, Wooff, D and Morrison-Love, D (2019) How technology makes us human: cultural and historical roots for design and technology education. Curriculum Journal, 30 (4). pp. 464-483. ISSN 0958-5176

McLain, MN, McLain, D, Wooff, D and Irving-Bell, D (2021) 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, 28 (2). pp. 367-374. ISSN 1893-1774

McLain, MN, McLain, MH, Tsai, J, Martin, MC, Bell, D and Wooff, D (2017) Traditional tales and imaginary contexts in primary design and technology: a case study. Design and Technology Education: An International Journal, 22 (2). pp. 26-40. ISSN 1360-1431

McLeod, NJ (2015) Reflecting on reflection: improving teachers' readiness to facilitate participatory learning with young children. Professional Development in Education, 2 (41). pp. 254-272. ISSN 1941-5265

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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

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Book Section

Byram, M and Peiser, G (2015) Culture Learning in the Language Classroom. In: Bennett, JM, (ed.) The Sage Encyclopedia of Intercultural Competence. SAGE Publications, pp. 205-208. ISBN 9781452244280

Carmichael, P and Tracy, FE (2020) 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, pp. 117-135.

Cronshaw, S and Drummond, MG (2024) Digital pedagogies for sustainable futures: the role of gamification to enhance student learning. In: Sustainability in Business Education, Research and Practices. World Sustainability Series . Springer Cham, pp. 291-301. ISBN 978-3-031-55995-2

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 and Finnigan-Moran, S (2023) Facilitating: The role of learning environments in technology education curricula. In: Gill, D, Irving-Bell, D and McLain, M, (eds.) Bloomsbury Handbook of Technology Education. Bloomsbury Publishing Plc.. ISBN 9781350238411

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Smith, CR (2022) Charlie Smith. In: Abegglen, S, Neuhaus, F and Wilson, K, (eds.) Voices from the Digital Classroom: 25 Interviews about Teaching and Learning in the Face of a Global Pandemic. LCR Publishing Services, Calgary, pp. 80-87. ISBN 978-1773852782

Monograph

Soto-Calvo, E and Sánchez--Barrioluengo, M (2016) The influence of early literacy competences on later mathematical attainment: Evidence from TIMSS & PIRLS 2011. Technical Report. European Union, Luxembourg.

Upadhyay, YP Approaches to PhD Supervision. Discussion Paper. Unpublished. (Unpublished)

Zaitseva, E and Milsom, C (2016) In their own words: Analysing students’ comments from the Postgraduate Taught Experience Survey. Project Report. HEA.

Zaitseva, E and Thompson, S (2012) Reward and Recognition: Student Led Teaching Awards Report. Project Report. HEA.

Conference or Workshop Item

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).

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).

Bury, A (2019) Does simulator-based learning promote overconfidence in the minds of students? In: Liverpool John Moores University’s 18th Annual Teaching and Learning Conference, 12th -13th June 2019, Liverpool.

Denton, P (2012) Refining e-marking practices: Embedding interactivity within feedback. In: Higher Education Academy Annual Conference 2012, 04 July 2012 - 05 July 2012, Manchester, UK.

Fitzsimmons, DA (2013) International concurrent course delivery: Bringing pragmatic research to the classroom. In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 , 1 (2013). pp. 81-84. (World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 21 October 2013 - 25 October 2013, Las Vegas, USA).

Guo, FB Capturing Imagination: A Shift from Teaching to Learning. In: ICERI2017 . (10th International Coference of Education and Research and Innovation, 16 November 2017 - 18 November 2017, Seville, Spain). (Accepted)

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)

Henry, JM, Tang, SOT, Hanneghan, M and Carter, C (2017) A Measure of Student Engagement for Serious Games and IoT. In: Springer Lecture Notes in Computer Science (LNCS) series. . pp. 262-270. (Edutainment 2017, 26 June 2017 - 28 June 2017, Bournemouth).

Lawless, A, Rae, J, Griggs, V and Holden, R (2016) Reflective Practice as a Threshold Concept: Implications for Teaching and Learning. In: UFHRD Conference Archives . (Joint UFHRD/AHRD European conference, 08 June 2016 - 10 June 2016, Manchester, UK).

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).

Pereda, J and Isaksen, L (2014) Developing downloadable TUIs for online pedagogic activities. In: TEI'14 Eighth International Conference on Tangible, Embedded, and Embodied Interaction, Munich, Germany, 16 - 19 Feb 2014. . (TEI'14 Eighth International Conference on Tangible, Embedded, and Embodied Interaction, 16 February 2014 - 19 February 2014, Munich, Germany).

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).

Tynan, R (2023) Learning, teaching, and assessing challenging biology concepts and processes using teacher constructed PowerPoint animations. In: ICERI 2023 Proceedings . (ICERI 2023: 16th annual International Conference of Education, Research and Innovation, 13-15th November 2023, Seville, Spain).

Tynan, R (2023) Searching for an underlying mechanism governing pre-service teacher assessment in the northwest of England: an example of adopting a critical realism approach for teacher education research. In: ICERI 2023 Proceedings . pp. 2832-2841. (ICERI 23: 16th annual International Conference of Education, Research and Innovation, 13-15 November 2023, Seville, Spain).

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

Wolstencroft, P and de Main, L (2021) Clearing the Final Hurdle: Getting Students to Engage with Feedback in Higher Education. In: SHS Web of Conferences , 99. (International Scientific Conference “Delivering Impact in Higher Education Learning and Teaching: Enhancing Cross-Boarder Collaborations” (DIHELT 2021), 6-9th April 2021, Russia).

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).

Thesis

Al-Ruwaih, M E (2005) Raising standards in initial teacher training in physical education for primary schools : a comparative analysis between Kuwait and England. Doctoral thesis, Liverpool John Moores University.

Alghamdi, MYA (2017) Supporting the Learning of Computer Programming in an Early Years Education. Doctoral thesis, Liverpool John Moores University.

Atherton, P (2023) Enacting the chasm: how can educational technology help Secondary teacher educators reflect creatively and reflexively? Doctoral thesis, Liverpool John Moores University.

Coates, J K (2010) Let the Children have their Say : Experiences of Children with Special Educational Needs in Physical Education. Doctoral thesis, Liverpool John Moores University.

Cotgrave, A J (2008) Achieving literacy in sustainability : shifting the paradigm for construction management education. Doctoral thesis, Liverpool John Moores University.

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

Dwerryhouse, R (2010) Experiential learning for 16-19 year old students : using experiences of risk and failure to make learning more flexible and entrepreneurial. Doctoral thesis, Liverpool John Moores University.

Fearon, DJ (2016) A CO-PRODUCTION AND MULTIPLE CONSTITUENT APPROACH TO PERFORMANCE AND EFFECTIVENESS IN HIGHER EDUCATION. Doctoral thesis, Liverpool John Moores University.

Goss, HR (2020) Physical literacy assessment amongst young children. Doctoral thesis, Liverpool John Moores University.

Harwood, P J (2011) An investigation into a constructivist approach to raising primary teachers' confidence in teaching science. Doctoral thesis, Liverpool John Moores University.

Hayes, S J (2005) The nature of information used for observational learning. Doctoral thesis, Liverpool John Moores University.

Khalid, KAA (2017) Learning and Teaching in English: A Case Study of Higher Education in Libya. Doctoral thesis, Liverpool John Moores University.

Kok, S K (2009) New managerial archetypes in Higher Education. Doctoral thesis, Liverpool John Moores University.

Malabar, I (2003) The use of computertechnology and constructivism to enhance visualisation skills in mathematics education. Doctoral thesis, Liverpool John Moores University.

Malone, EH (2016) FOREIGN LANGUAGES IN PRIMARY EDUCATION IN ENGLAND: AN ETHNOGRAPHIC CASE STUDY OF THREE SCHOOL CONTEXTS. Doctoral thesis, Liverpool John Moores University.

Manners, L M (2006) A Medau approach to promoting language skills in pre-school children with SLI and EAL. Doctoral thesis, Liverpool John Moores University.

Martin, MC (2017) A phenomenological study of pre-service teachers' subject knowledge in secondary design and technology. Doctoral thesis, Liverpool John Moores University.

Mason, A (2010) Integrating a focus on form into Task-based language teaching : An investigation of four communicative tasks conducted by advanced learners of English using synchronous text-based computer-mediated communications. Doctoral thesis, Liverpool John Moores University.

McClelland, R J (2008) Evolving e-learning : Contributions and evaluations of the learning blend for higher education. Doctoral thesis, Liverpool John Moores University.

Mughal, MS (2019) CONCEPTUAL MODELS FOR DEVELOPMENTAL NEEDS OF ACADEMIC MIDDLE MANAGERS IN HIGHER EDUCATION INSTITUTIONS. Doctoral thesis, Liverpool John Moores University.

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.

Pope, D (2017) CONCEPTIONS OF SUBJECT KNOWLEDGE IN PRIMARY INITIAL TEACHER TRAINING: THE PERSPECTIVES OF STUDENT TEACHERS AND TEACHER EDUCATORS. Doctoral thesis, Liverpool John Moores University.

Rahuma, FAA (2016) A Study into Teaching English Grammar with Reference to Tripoli University. Doctoral thesis, Liverpool John Moores University.

Rannard, A C (2001) Experiences of integration from language units to mainstream school for children with specific language impairment. Doctoral thesis, Liverpool John Moores University.

Sargazi, H (2011) Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice. Doctoral thesis, Liverpool John Moores University.

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.

Sougnez, Y G (2006) A critical analysis of the factors influencing interpretation of the cross-curricular environmental education theme in secondary education in England. Doctoral thesis, Liverpool John Moores University.

Swinson, J (2004) The quality and quantity of teacher verbal feedback and its relationship to pupil behaviour before and after training. Doctoral thesis, Liverpool John Moores University.

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.

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.

Wilson, HK (2017) Perceptions of Quality in Higher Education Learning Environments and the Impact of Personality Types on Satisfaction: The Development of a Practical Framework. 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.

Other

Cockayne, D, Matthews, P and McCall, V (2020) Developing Digital Content for Teaching in Online and Hybrid Modes of Delivery. British Academy of Management.

Dixon, L and Makin, V (2024) Implementing block teaching in large-scale business school settings. Chartered Association of Business Schools.

Putwain, DW (2020) Examination Pressures on Children and Young People: Are They Taken Seriously Enough? The British Academy.

Wolstencroft, P and Beech, R (2022) From passivity to partnership: how the student-university relationship has evolved in the era of the National Student Survey. Chartered Association of Business Schools.