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

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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, 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

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

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

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

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

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

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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

Monograph

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.

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.

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.

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.

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.

Conference or Workshop Item

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).

Thesis

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.

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.

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.

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

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.

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.

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

Lungka, P (2015) The Development of Teachers’ Knowledge and Behaviour in Promoting Preschoolers’ Self-Discipline. 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.

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.

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.

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.

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.

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