A

Al Abrawi, NAS (2018) The challenges of designing and delivering an appropriate English as a modern foreign language curriculum for primary school aged children in Oman. Doctoral thesis, Liverpool John Moores University.

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.

Awad, S (2015) An Ethnographic Study of the Ways in Which Faith is Manifested in Two Primary Schools. Doctoral thesis, Liverpool John Moores University.

B

Brennan, V (2021) Devising a unique model for science outreach programmes with critical engagement from teachers across the 5-19 age range. Doctoral thesis, Liverpool John Moores University.

Brundrett, M, Ankers De Salis, C, Rowley, A and Stokell, K (2018) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 1475-7575

C

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

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.

Clifford, L, Tyler, R, Knowles, ZR, Ashworth, E, Boddy, LM, Foweather, L and Fairclough, SJ (2023) Co-Creation of a School-Based Motor Competence and Mental Health Intervention: Move Well, Feel Good. Children, 10 (8). ISSN 2227-9067

Crossley, SGM, McNarry, MA, Eslambolchilar, P, Knowles, ZR and Mackintosh, KA (2018) The Tangibility of Personalized 3D-Printed Feedback May Enhance Youths' Physical Activity Awareness, Goal Setting, and Motivation: Intervention Study. Journal of Medical Internet Research, 21 (6). ISSN 1438-8871

Crotti, M (2021) Physical education pedagogies and physical activity in primary school children. Doctoral thesis, Liverpool John Moores University.

Crotti, M, Rudd, J, Roberts, S, Fitton Davies, K, O'Callaghan, L, Utesch, T and Foweather, L (2022) Physical activity promoting teaching practices and children's physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE). PloS one, 17 (8). e0272339. ISSN 1932-6203

Crotti, M, Rudd, JR, Weaver, RG, Roberts, SJ, O'Callaghan, L, Fitton Davies, K and Foweather, L (2021) 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, 25 (4). pp. 322-334. ISSN 1091-367X

D

Dixon, MR (2015) Primary School Governance: The Perspectives of Head Teachers and Chairs of Governance. Doctoral thesis, Liverpool John Moores University.

Domville, M (2019) Development and feasibility of a multi-component intervention to promote children’s physical activity in schools (SOKKA Schools). Doctoral thesis, Liverpool John Moores University.

E

Essiet, IA, Lander, NJ, Salmon, J, Duncan, MJ, Eyre, ELJ, Ma, J and Barnett, LM (2021) A systematic review of tools designed for teacher proxy-report of children’s physical literacy or constituting elements. International Journal of Behavioral Nutrition and Physical Activity, 18 (1). p. 131. ISSN 1479-5868

F

Fairclough, SJ, Rowlands, AV, Taylor, S and Boddy, LM (2019) Cut-point-free accelerometer metrics to assess children's physical activity: an example using the school day. Scandinavian Journal of Medicine and Science in Sports. ISSN 0905-7188

Fidler, A (2022) How far did the toppling of the Colston statue in 2020 impact upon primary history subject-leaders’ curriculum decision-making in North-West England? Education 3-13. ISSN 0300-4279

Foweather, L, Van Rossum, T, Richardson, DJ, Hayes, S and Morley, D (2018) Primary teachers’ recommendations for the development of a teacher-oriented movement assessment tool for 4-7 year children. Measurement in Physical Education and Exercise Science, 23 (2). pp. 124-134. ISSN 1091-367X

G

Gallard, D (2015) ANTHROZOOLOGY IN EARLY CHILDHOOD EDUCATION: A MULTIPHASE MIXED METHODS STUDY OF ANIMAL-RELATED EDUCATION IN EARLY CHILDHOOD. Doctoral thesis, Liverpool John Moores University.

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

Greenop, DT, Hughes, LJ, Lavin, R, Medforth, N and Timpson, H (2014) Monkey’s Guide to Healthy Living and NHS Services An evaluation of the implementation of resources designed to support the learning of primary school aged children in England. Project Report. Liverpool john Moores University Centre for Public Health, Liverpool.

H

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, D, Moore, A, Stapley, E, Humphrey, N, Mansfield, R, Santos, J, Ashworth, E, Patalay, P, Bonin, EM, Evans-Lacko, S, Moltrecht, B, Nisbet, K, Thornton, E, Lange, A, Stallard, P, Thompson, A, Boehnke, JR and Deighton, J (2023) Promoting mental health and well-being in schools: examining mindfulness, relaxation and strategies for safety and well-being in English primary and secondary schools—study protocol for a multi-school, cluster randomised controlled trial (INSPIRE). Trials, 24 (1). ISSN 1745-6215

Hennessey, A, Demkowicz, O, Pert, K, Ashworth, E, Deighton, J, Mason, C and Bray, L (2022) Children and young people’s perceptions of social, emotional, and mental wellbeing provision and processes in primary and secondary education: A qualitative exploration to inform NICE guidance. Project Report. NICE.

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

Hughes-Roberts, T, Brown, D, Boulton, H, Burton, A, Shopland, N and Martinovs, D (2020) Examining the potential impact of digital game making in curricula based teaching: Initial observations. Computers & Education, 158. ISSN 0360-1315

Humphrey, N, Hennessey, A, Troncoso, P, Panayiotou, M, Black, L, Petersen, K, Wo, L, Mason, C, Ashworth, E, Frearson, K, Boehnke, JR, Pockett, RD, Lowin, J, Foxcroft, D, Wigelsworth, M and Lendrum, A (2022) The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT. Public Health Research, 10 (7). pp. 1-100. ISSN 2050-4381

Humphreys, D and Lawless, A (2015) Discourses of leadership: the changing context of primary education and the implications for the public sector. In: UFHRD Conference Archives (2015). (Joint UFHRD/AHRD European conference, 03 June 2016 - 05 June 2015, Cork, Ireland).

Humphreys, D and Lawless, A (2011) How do teachers’ articulate ‘effective’ with regard to leadership? An exploration of how contextual factors function and shape leadership within a primary school. In: UFHRD Conference Proceedings . (Joint UFHRD/AHRD European Conference., 25 May 2011 - 27 May 2011, Gloucester, UK).

Humphreys, DM and Rigg, C (2020) The inseparable connection between leadership, agency, power and collaboration in a primary educational setting. Leadership, 16 (6). pp. 712-737. ISSN 1742-7150

L

Lungka, P (2015) The Development of Teachers’ Knowledge and Behaviour in Promoting Preschoolers’ Self-Discipline. Doctoral thesis, Liverpool John Moores University.

M

Malone, E (2022) Deja Vu: Where are we with foreign languages? Discussion Paper. Association for the Study of Primary Education.

Malone, E (2022) Foreign Languages: School Practice. Project Report. Association for the Study of Primary Education.

Malone, E (2022) Primary foreign languages national curriculum expectations in England: implications for practice from the Ofsted curriculum research review for languages and the 24 languages subject inspections. Education 3-13. ISSN 0300-4279

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

Martin, D J (2007) An interpretive investigation of 'Earthkeepers', an earth education program, at a Scottish outdoor education centre. Doctoral thesis, Liverpool John Moores University.

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

Mistry, M and Malone, E (2020) What do parents feel about the impact of Covid-19 on supporting children learning from home? Project Report. Association for the Study of Primary Education.

Morley, D, Van Rossum, T, Richardson, DJ and Foweather, L (2018) Expert recommendations for the design of a children’s movement competence assessment tool for use by primary school teachers. European Physical Education Review. ISSN 1741-2749

N

Nicholson, L and Putwain, DW (2019) We should just be told to try our best. Psychologist, 32. pp. 38-41. ISSN 0952-8229

P

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.

Putwain, DW (2018) Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis. American Educational Research Journal, 55 (6). pp. 1339-1368. ISSN 0002-8312

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

R

Robson, DA, Johnstone, SJ, Putwain, DW and Howard, S (2023) Test anxiety in Primary School Children: A 20 year Systematic Review and Meta-Analysis. Journal of School Psychology, 98. pp. 39-60. ISSN 0022-4405

Rudd, JR, Barnett, LM, Farrow, D, Berry, J, Borkoles, E and Polman, R (2016) Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children. Journal of Science and Medicine in Sport, 20 (2). pp. 164-169. ISSN 1878-1861

Rutherford, Z H (2011) School day intervention opportunities for increasing 7-11 year old children?s moderate to vigorous physical activity. Doctoral thesis, Liverpool John Moores University.

S

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

Shearer, C (2020) PHYSICAL LITERACY ASSESSMENT AMONG PRIMARY SCHOOL CHILDREN AGED 7-11 YEARS. Doctoral thesis, Liverpool John Moores University.

Simmons, FR, Soto-Calvo, E, Adams, A-M, Francis, HN, Patel, H and Hartley, C (2023) Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment. Journal of Experimental Child Psychology, 238. ISSN 0022-0965

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

Stratton, G, McWhannell, N, Foweather, L, Henaghan, J, Graves, LE, Ridgers, ND and Hepples, J (2009) The A-CLASS Project Research Findings: Summary Report. Project Report. Liverpool John Moores University.

T

Taylor, S, Noonan, R, Knowles, ZR, McGrane, B, Fairclough, SJ and Curry, W (2018) Acceptability and feasibility of single-component primary school physical activity interventions to inform the AS:Sk Project. Children, 5 (12). ISSN 2227-9067

Taylor, S and Owen, M (2020) Challenges to school-based physical activity data collection: Reflections from English primary and secondary schools. Health Education Journal, 80 (1). pp. 106-118. ISSN 0017-8969

Tigistu Weldemariam, K, Boyd, DJ, Hirst, NJ, Sageidet, B, Browder, J, Grogan, L and Hughes, F (2017) A Critical Analysis of Concepts Associated with Sustainability in Early Childhood Curriculum Frameworks Across Five National Contexts. International Journal of Early Childhood, 49 (Number). pp. 333-351. ISSN 0020-7187

W

Wood, P (2022) The interpretation and use of social and emotional learning in British primary schools. International Journal of Inclusive Education. pp. 1-17. ISSN 1360-3116

Wood, P and Brownhill, S (2016) Absent fathers’, and children’s social and emotional learning: an exploration of the perceptions of ‘positive male role models’ in the primary school sector. Gender and Education. ISSN 1360-0516

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

Wood, P and Warin, J (2014) Social and emotional aspects of learning: Complementing, compensating and countering parental practices. British Educational Research Journal, 40 (6). pp. 937-951. ISSN 0141-1926

Wood, PJM (2017) ‘We are trying to make them good citizens’: The utilisation of SEAL to develop ‘appropriate’ social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools. Education 3-13, 46 (7). pp. 741-754. ISSN 0300-4279

Z

Zairi, A (2007) Raising children's learning and performance : a study in a large UK primary school. Doctoral thesis, Liverpool John Moores University.