A

Alkhboli, NAA (2014) QUALIFIED TO TEACH: THE INDUCTION EXPERIENCE OF ENGLISH LANGUAGE NOVICE TEACHERS IN LIBYAN SECONDARY SCHOOLS. Doctoral thesis, Liverpool John Moores University.

Ashworth, E, McCarthy, M, Wynne, S, Robinson, J, McKay, S, Lane, S, Richardson, G, Boardman, N, Henderson, K, Crosbie, V, Humphrey, N, York, S, Michail, M, Hart, D, Clacy, D, Jalota, M and Saini, P (2024) Study protocol for the Multimodal Approach to Preventing Suicide in Schools (MAPSS) project: A regionally based feasibility trial of an integrated response to suicide risk among UK secondary school pupils. PLoS One, 19 (7).

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

B

Baumeister, H and Carabine, A (2024) Drawing on forced marriage. The Law Teacher. pp. 1-13. ISSN 0306-9400

Bray, L, Wilkinson, C, Bruce, C, Davidson, N, Satchwell, C and Carter, B (2022) ‘It’s my back…’; developing the coming to spinal clinic resource to improve the health literacy of young people with adolescent idiopathic scoliosis and their parents. Journal of Child Health Care. pp. 1-15. ISSN 1367-4935

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.

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

Brundrett, M and Dung, MTT (2018) The challenge of ensuring gender equality in Vietnamese and English high schools: espoused and real commitments. International Journal of Comparative Education and Development, 20 (1). pp. 2-15. ISSN 2396-7404

Butler, N, Quigg, Z, Wilson, C, McCoy, E and Bates, R (2024) The Mentors in Violence Prevention Programme: impact on students’ knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England. BMC Public Health, 24 (1). p. 729. ISSN 1471-2458

C

Cowley, ES, Watson, PM, Foweather, L, Belton, S, Mansfield, CE, Whitcomb-Khan, G, Cacciatore, I, Thompson, A, Thijssen, DHJ and Wagenmakers, AJM (2021) Formative Evaluation of a Home-Based Physical Activity Intervention for Adolescent Girls-The HERizon Project: A Randomised Controlled Trial. Children, 8 (2). 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

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

D

Denovan, A and Dagnall, N (2023) The benefits of sport participation and physical activity in schools. Technical Report. The Youth Sport Trust.

Dung, MTT and Brundrett, M (2021) The Efficacy of SECI Model for the Training of High School Teachers in Relation to Gender Equality in Vietnam. VNU Journal of Science: Education Research, 37 (4). pp. 10-18. ISSN 2615-9325

E

Elliott, M (2020) Discoursing performativity for 21st century education: an ethnographic study of high-achieving 6th form students completing A-Level study and progressing into higher education in the UK from Brook College. Doctoral thesis, Liverpool John Moores University.

F

Fairclough, S J (2005) Health-enhancing physical activity during secondary school physical education. Doctoral thesis, Liverpool John Moores University.

Fitton Davies, K, Sacko, RS, Lyons, MA and Duncan, MJ (2022) Association between Functional Movement Screen Scores and Athletic Performance in Adolescents: A Systematic Review. Sports, 10 (3). ISSN 2075-4663

H

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

Hemingway, K, Butt, J, Spray, C, Olusoga, P and Beretta De Azevedo, L (2023) Exploring students experiences of secondary school Physical Education in England. Physical Education and Sport Pedagogy. pp. 1-16. ISSN 1740-8989

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.

Holliman, AJ, Knight, A, Pan, J, Waldeck, D, Atkinson, E and Putwain, DW (2022) Examining the Influence of Adaptability and Social Support on Students’ Psychological Wellbeing in a Sixth Form Setting. Psychology of Education Review, 46 (1). ISSN 1463-9807

I

Irvine, PA (2017) Effective Support Mechanisms for those in the Formative Stages of Middle Leadership: A Case Study in the Secondary Independent Education Sector. Doctoral thesis, Liverpool John Moores University.

J

Jones, P (2024) Design Thinking in Action: Fostering 21st Century Skills Alongside Subject Specific Knowledge at Key Stage 3 in D&T. Design and Technology Education: An International Journal, 29 (2). pp. 219-247. ISSN 1360-1431

Jones, P (2023) Preliminary study of how 21st-Century Skills are developed during a participatory user-centred curriculum intervention at Key Stage 3 in Design and Technology. PATT40 Proceedings - The 40th International Pupils’ Attitudes Towards Technology Research Conference, 1 (1).

M

Mai, TTD (2015) Promoting Gender Equality in Education in Vietnamese High Schools. 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.

Maunder, RE (2005) The nature and extent of bullying in North West secondary schools : investigating pupil and staff perceptions of the problem. Doctoral thesis, Liverpool John Moores University.

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

McHale, F, Ng, K, Taylor, S, Bengoechea, E, Norton, C, O’Shea, D and Woods, C (2021) A Systematic Literature Review of Peer-led Strategies for Promoting Physical Activity Levels of Adolescents. Health Education & Behavior. pp. 1-13. ISSN 1090-1981

McLain, M (2022) Secondary teacher and teacher educator perspectives on ‘demonstration’ as a signature pedagogy for Design and Technology: Implications for initial teacher education. Doctoral thesis, Liverpool John Moores University.

McLain, MN and Welsh, R (2016) Design and technology GCSE subject content. Department for Education (DfE), London.

McLoughlin, S, Tyndall, I and Pereira, A (2020) Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial. Journal of Behavioral Education. ISSN 1573-3513

Molloy-Vickers, D, Chopra, J, Saini, P and Ashworth, E (2023) Long-term factors associated with positive mental health outcomes for early adolescents during Covid-19-related school closures. Psychology in the Schools. ISSN 0033-3085

N

Nicholson, L and Putwain, DW (2019) A Cross-Lagged Panel Analysis of Fear Appeal Appraisal and Student Engagement. British Journal of Educational Psychology, 90 (3). pp. 830-847. ISSN 0007-0998

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

Nicholson, LJ, Putwain, DW, Nakhla, G, Porter, B, Liversidge, A and Reece, M (2018) A Person-Centered Approach to Students’ Evaluations of Perceived Fear Appeals and their Association with Engagement. Journal of Experimental Education. ISSN 0022-0973

O

Ogden, C (2024) ‘People…should not be left in the dark. Someone needs to give them a hand’ choose life schools evaluation project – final report. Project Report. Liverpool John Moores University.

Ogden, C (2024) Rehumanising drug and alcohol education: choose life schools evaluation project summary report. Project Report. Liverpool John Moores University.

P

Padgett, RN, Andretta, JR, Cole, JC, Percy, A, Sumnall, H and McKay, MT (2021) Intervention impact on alcohol use, alcohol harms, and a combination of both: A latent class, secondary analysis of results from a randomized controlled trial. Drug and Alcohol Dependence, 227. ISSN 0376-8716

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.

Putwain, D, Mallaburn, A and Held, T (2024) Science Motivation, Academic Achievement, Career Aspirations in Early Adolescent. Learning and Individual Differences: Journal of Psychology and Education, 116. ISSN 1041-6080

Putwain, DW (2018) An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance. European Journal of Psychology of Education. ISSN 0256-2928

Putwain, DW, Daly, AL, Chamberlain, S and Sadreddini, S (2015) Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology, 85 (3). pp. 247-263. ISSN 2044-8279

Putwain, DW, Daly, AL, Chamberlain, S and Sadreddini, S (2015) “‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”. Educational Psychology. ISSN 0144-3410

Putwain, DW, Gallard, D 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, Nicholson, LJ and Edwards, JL (2016) Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school. Educational Studies, 42 (1). pp. 1-18. ISSN 0305-5698

Putwain, DW and Pescod, M (2017) Is Reducing Uncertain Control the Key to Successful Test Anxiety Intervention for Secondary School Students? Findings From a Randomized Control Trial. School Psychology Quarterly. ISSN 1045-3830

R

Robinson, HL, Rose, SE, Elliott, JM and Vivaldi, RA (2024) Teachers’ Humour Use in the Classroom: A Scoping Review. Educational Psychology Review, 36. ISSN 1040-726X

Roy, E and McLain, M (2024) The disciplinary matrix of applied arts and artistic cultures. The Curriculum Journal. pp. 1-21. ISSN 0958-5176

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.

Saviotti, A (2024) Hacking Art Education. Arte Útil as an educational methodology to foster change for curriculum planning. 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.

Standing, K and Porter, J (2020) Love Island and Relationship Education. Frontiers in Sociology. ISSN 2297-7775

Symes, W and Putwain, DW (2016) The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages. British Journal of Educational Psychology. ISSN 2044-8279

Symes, W, Putwain, DW and Remedios, R (2015) The enabling and protective role of academic buoyancy in the appraisal of fear appeals used prior to high stakes examinations. School Psychology International, 36 (6). pp. 605-619. ISSN 0143-0343

T

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

Tynan, R (2023) The Importance of Ecology Fieldwork in English Secondary School Curricula. In: EDULEARN23 Proceedings . pp. 2789-2797. (EDULEARN 2023, 3-5 July, Palma, Majorca, Spain).

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, 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 and McLain, MN (2019) Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 academy: a Q-methodology approach. Teacher Education Advancement Network Journal, 11 (4). pp. 3-20. ISSN 2054-5266

V

von der Embse, NP and Putwain, DW (2015) Examining the context of instruction to facilitate student success. School Psychology International, 36 (6). pp. 552-558. ISSN 1461-7374

W

Welsh, R and McLain, MN (2015) Design and technology GCE AS and A Level subject content. Department for Education (DfE), London.

Wilkinson, C (2015) 'Babe, I like your lipstick': rethinking researcher personality and appearance. Children's Geographies, 14 (1). pp. 115-123. ISSN 1473-3285

Wilkinson, H, Putwain, DW and Mallaburn, A (2020) How do teachers communicate to students about forthcoming GCSE exams?: An observational study. The Psychology of Education Review, 44 (2). ISSN 1463-9807