Article

Adams, A, Simmons, FR and Willis, C (2015) Exploring relationships between working memory and writing: individual differences associated with gender. Learning and Individual Differences, 40. ISSN 1041-6080

Amponsah, S, van Wyk, MM and Thomas, M (2024) Supporting visually impaired students in virtual learning environments in Ghana. E-Learning and Digital Media. ISSN 2042-7530

Ashworth, E, Bray, L, Alghrani, A and Kirkby, J (2024) 'Trying to stay afloat': Education professionals’ perspectives on the impact of the COVID-19 pandemic on children with special educational needs and disabilities. Journal of Research in Special Educational Needs. pp. 1-13. ISSN 1471-3802

Ashworth, E, Bray, L, Alghrani, A and Kirkby, J (2023) 'Vulnerable and abandoned' - The impact of the COVID-19 pandemic on education, health and social care provision for children with SEND: Children and parents' perspectives. Children and Society. ISSN 0951-0605

Ashworth, E, Thompson, J and Saini, P (2024) “It's like an epidemic, we don't know what to do”: The perceived need for and benefits of a suicide prevention programme in UK schools. British Journal of Educational Psychology. pp. 1-15. ISSN 0007-0998

Bailey, R and Morley, D (2006) Towards a model of talent development in physical education. SPORT EDUCATION AND SOCIETY, 11 (3). pp. 211-230. ISSN 1357-3322

Bishop, LC (2016) Another country: the trans-Atlantic alliance and the benefits of studying abroad in the USA. Innovations in Practice, 10 (1). ISSN 1757-921X

Bizzaro, M, Giofré, D, Girelli, L and Cornoldi, C (2018) Arithmetic, working memory, and visuospatial imagery abilities in children with poor geometric learning. Learning and Individual Differences, 62. pp. 79-88. ISSN 1041-6080

Bodfield, K and Culshaw, A (2024) The place for diagnosis in the UK education system? Emotional and Behavioural Difficulties. ISSN 1363-2752

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

Bowes, M, Forshaw, M and Tarling, R (2023) Investigating health behaviours and health beliefs in individuals with Social, Emotional, and Mental Health (SEMH) difficulties. Emotional and Behavioural Difficulties. pp. 1-14. ISSN 1363-2752

Brereton, F and Mistry, V (2019) Barriers to student engagement in clubs and societies: a social capital perspective. Innovations in Practice, 13 (2). pp. 24-45. ISSN 1757-921X

Brooks, PA (2014) Dancing Together: Two halves of a whole. MAPA D2, 1 (1). pp. 214-228.

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

Bustard, JRT, Hsu, DH and Fergie, R (2022) Design Thinking Innovation Within the Quadruple Helix Approach: a Proposed Framework to Enhance Student Engagement Through Active Learning in Digital Marketing Pedagogy. Journal of the Knowledge Economy. ISSN 1868-7865

Callaghan, D and Collins, H (2020) Adaptive Action Learning in an online community: facilitating a large cohort to deliver results. Action Learning: research and practice, 18 (1). pp. 20-37. ISSN 1476-7333

De Simoni, A, Jackson, T, Inglis Humphrey, W, Preston, J, Mah, H, Wood, HE, Kinley, E, Gonzalez Rienda, L and Porteous, C (2023) Patient and public involvement in research: the need for budgeting PPI staff costs in funding applications. Research Involvement and Engagement, 9 (1).

Diver, G (2020) Emotional challenges and pre-placement preparations: a cross-disciplinary, longitudinal study of ‘learner-worker’ undergraduates (in an Irish HEI). Higher Education, Skills and Work-based Learning. ISSN 2042-3896

Dixon, L, Fletcher, T and O'Gorman, V (2019) Personal tutoring: a recognition of ‘levelness’ in the support for undergraduates. Innovations in Practice, 13 (2). pp. 18-23. ISSN 1757-921X

Domville, MS, Watson, PM, Richardson, DJ and Graves, LEF (2018) Educator perspectives on factors influencing children’s school-based physical activity. Health Promotion International. ISSN 0957-4824

Dunn, H (2024) Exploring the impact of Visual Impairment Awareness Training: Phenomenographic research with PGCE secondary art and design trainees. PRISM: casting new light on learning, theory and practice. ISSN 2514-5347

Dunn, H (2023) Opening Up Opportunities: Trainee Teachers Experiences of Teaching Pupils with Visual Impairment. International Journal of Art and Design Education, 42 (4). pp. 503-621. ISSN 1476-8062

Dunn, H (2021) Opening up opportunities - gaining experience and skills for pupils with visual impairment. AD Magazine, Spring (30). pp. 20-21. ISSN 2046-3138

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

Emonson, C, Papadopoulos, N, Rinehart, N, Mantilla, A, Fuelscher, I, Boddy, LM, Pesce, C and McGillivray, J (2022) The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study. BMC Public Health, 22 (40). ISSN 1471-2458

Fairclough, SJ, McGrane, B, Sanders, G, Taylor, S, Owen, M and Curry, W (2016) A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move. BMC Public Health, 16 (1). ISSN 1471-2458

Foulkes, JD, Foweather, L, Fairclough, SJ and Knowles, ZR (2020) “I Wasn’t Sure What It Meant to be Honest”—Formative Research towards a Physical Literacy Intervention for Preschoolers. Children, 7 (7). ISSN 2227-9067

Garden, A (2022) An exploration of children’s experiences of the use of digital technology in forest schools. Journal of Adventure Education and Outdoor Learning. pp. 1-15. ISSN 1472-9679

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

Garden, Angela (2022) The case for space in the co-construction of risk in UK Forest School. Education 3-13 International Journal of Primary, Elementary and Early Years Education. pp. 1-12. ISSN 0300-4279

Germain, J, Harris, J, Mackay, S and Maxwell, C (2017) Why Should We Use Online Research Methods? Four Doctoral Health Student Perspectives. Qualitative Health Research. ISSN 1049-7323

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

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

Groves, CJ, White, GDO, Panya, F and Stewart, J (2018) Can business schools increase student employability by embedding action learning into undergraduate management education? An account of practice. Action Learning: Research and Practice, 15 (3). pp. 258-266. ISSN 1476-7333

Harrison, PA, Tosey, P, Anderson, V and Elliott, C (2020) HRD professional education provision in the UK: past, present and future. Human Resource Development International. ISSN 1367-8868

Harrison, S (2014) History of Numeracy Education and Training for Print Journalists in England. Numeracy: Advancing Education in Quantitative Literacy, 7 (2). ISSN 1936-4660

Harrison, S (2012) Twitter: What is it good for? Using social media to foster retention and learning for journalism students. Journalism Education, 1 (1). pp. 61-67.

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

Jerebine, A, Fitton-Davies, K, Lander, N, Eyre, ELJ, Duncan, MJ and Barnett, LM (2022) “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 19 (1). ISSN 1479-5868

Jones, C and Jones, PA (2011) Simulation in Prehospital care: teaching, testing and fidelity. Journal of Paramedic Practice, 3 (8). pp. 430-434. ISSN 2041-9457

Jones, L, Tones, S, Foulkes, G and Newland, A (2023) Physical education mentors in initial teacher training: who cares? International Journal of Mentoring and Coaching in Education. ISSN 2046-6854

Kay-Flowers, S (2020) Moving between home and school, the experiences of children of separated parents; discussions with educational professionals. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 39 (4). pp. 292-311. ISSN 0264-3944

Kayas, OG, Assimakopoulos, C and Hines, T (2020) Student evaluations of teaching: emerging surveillance and resistance. Studies in Higher Education, 47 (1). pp. 1-12. ISSN 0307-5079

Kendall, LS (2016) Higher education and disability: Exploring student experiences. Cogent Education, 3. ISSN 2331-186X

Kendall, LS (2017) Supporting children with Down syndrome within mainstream education settings: parental reflections. Education 3-13. ISSN 0300-4279

Lavery, JV and Henshall, C (2022) First year pre-registration nursing student perceptions of community nursing roles: a thematic analysis. British Journal of Community Nursing, 27 (4). ISSN 1362-4407

Lawless, A and Willocks, K (2021) The wicked problem of employee wellbeing: creating safe space within a change laboratory. Action Learning: research and practice, 18 (2). pp. 121-135. ISSN 1476-7333

Liasidou, A and Gregoriou, A (2024) A systematic literature review of intersectionality and disability in education. British Journal of Sociology of Education. pp. 1-25. ISSN 0142-5692

Mammarella, IC, Caviola, S, Giofré, D and Szűcs, D (2017) The underlying structure of visuospatial working memory in children with mathematical learning disability. British Journal of Developmental Psychology. ISSN 2044-835X

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

McGeechan, GJ, Giles, EL, Scott, S, McGovern, R, Boniface, S, Ramsay, A, Sumnall, H, Newbury-Birch, D, Kaner, E and SIPS JR-HIGH Study Team, (2018) A qualitative exploration of school-based staff's experiences of delivering an alcohol screening and brief intervention in the high school setting: findings from the SIPS JR-HIGH trial. Journal of Public Health. ISSN 1741-3850

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

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

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

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

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

Morley, D, Maher, A, Walsh, BA, Dinning, TM, Lloyd, D and Pratt, A (2017) Making reasonable adjustments for pupils with special educational needs and disabilities: pre-service teachers' perceptions of an online support research. British journal of Special Education., 44 (2). pp. 203-219. ISSN 0952-3383

Morley, D, Till, K, Ogilvie, P and Turner, G (2015) Influences of gender and socioeconomic status on the motor proficiency of children in the UK. HUMAN MOVEMENT SCIENCE, 44. pp. 150-156. ISSN 0167-9457

Nicholson, LJ and Putwain, DW (2016) The importance of psychological need satisfaction in educational re-engagement. Research Papers in Education. ISSN 0267-1522

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

Pittaway, LA, Gazzard, J, Shore, A and Williamson, T (2015) Student clubs: experiences in entrepreneurial learning. Entrepreneurship & Regional Development, 27 (3-4). pp. 127-153. ISSN 0898-5626

Provazza, S, Giofré, D, Adams, AM and Roberts, DJ (2019) The clock counts: length effects in English dyslexic readers. Frontiers in Psychology, 10. ISSN 1664-1078

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

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

Rowe, L, Knight, L, Irvine, PA and Greenwood, J (2023) Communities of practice for contemporary leadership development and knowledge exchange through work-based learning. Journal of Education and Work. pp. 1-17. ISSN 1363-9080

Sarcol, E, Coutinho, I, Maguire, E, Collins, H and Jolliffe, P (2024) Exploring Women’s Education and Employment Opportunities in India, Syria, and the Philippines. The Qualitative Report, 29 (1). pp. 116-140. ISSN 1052-0147

Sawan, N, Al-Hajaya, K, Salem, RIA and Alshhadat, M (2023) Pre-COVID-19 student perceptions on blended learning and flipped classroom in accountancy: a case study from two emerging UK HEIs. Journal of Applied Research in Higher Education. ISSN 1758-1184

Shah, RK and Barkas, L (2018) Analysing the impact of e-learning technology on students’ engagement, attendance and performance. Research in Learning Technology, 26. ISSN 2156-7069

Shearer, C, Goss, H, Edwards, L, Keegan, R, Knowles, ZR, Boddy, LM, Myers, EJ and Foweather, L (2018) How Is Physical Literacy Defined? A Contemporary Update. Journal of Teaching in Physical Education, 37 (3). pp. 237-245. ISSN 0273-5024

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

Sumera, K, Ilczak, T, Bakkerud, M, Lane, JD, Pallas, J, Martorell, SO, Sumera, A, Webster, CA, Quinn, T, Sandars, J and Siriwardena, AN (2024) CPR Quality Officer role to improve CPR quality: A multi-centred international simulation randomised control trial. Resuscitation Plus, 17. pp. 1-6.

Taylor, MJ, Turnbull, Y, Bleasdale, J, Francis, H and Forsyth, H (2017) Transforming support for students with disabilities in UK Higher Education. Support for Learning, 31 (4). pp. 367-384. ISSN 0268-2141

Taylor, S, Noonan, R, Knowles, ZR, Owen, M, McGrane, B, Curry, WB and Fairclough, SJ (2018) Evaluation of a pilot school-based physical activity clustered randomised controlled trial: Active Schools: Skelmersdale. International Journal of Environmental Research and Public Health, 15 (5). ISSN 1660-4601

Thyssen, G and Depaepe, M (2012) Essor et Déclin d’une Ecole de Plein Air: Le Centre Dupré de Roubaix (v. 1921-1978). Revue du Nord, 94 (397). ISSN 1166-486X

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

Wall, T, Hindley, A, Hunt, T, Peach, J, Preston, M, Hartley, C and Fairbank, A (2017) Work-based learning as a catalyst for sustainability: a review and prospects. Higher Education, Skills and Work-Based Learning, 7 (2). pp. 211-224. ISSN 2042-3896

Walsh, BA, Dinning, TM, Money, J, Money, S and Maher, A (2018) Supporting reasonable adjustments for learners with disabilities in physical education: An investigation into teacher’s perceptions of one online tool. Cogent Education. ISSN 2331-186X

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, S and Wilkinson, C (2023) The role of positionality in research ‘gone wrong’: critical reflections on research involving young people. Children's Geographies. pp. 1-7. ISSN 1473-3285

Wilson, HK and Cotgrave, AJ (2016) Factors that influence students' satisfaction with their physical learning environments. Structural Survey, 34 (3). pp. 256-275. ISSN 0263-080X

Wood, P and Legg, N (2019) Special educational needs and disability provision within an English multi-academy trust: capturing the vision of its practitioners. Education 3-13. ISSN 0300-4279

Zaitseva, E and Law, A (2022) Questions that matter: Using Q methodology to identify student priorities in module level experience. Quality in Higher Education. ISSN 1353-8322

Book Section

Benini, S and Thomas, M (2021) 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

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

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

Monograph

Ashworth, E, Kirkby, J, Bray, L and Alghrani, A (2022) Ask, Listen, Act - Working together to get through it together; a child-centred rights-based approach to recovery and renewal for children and young people with Special Education Needs and Disabilities (SEND) linked to the COVID-19 pandemic. Priorities for Policy and Practice for Children and Young People with SEND. Project Report. LJMU.

Foweather, L (2010) Fundamental movement skill competence among 10-11 year old children: Year 2 PEPASS Physical Activity Project. Project Report. LJMU.

Gibson, B, Ashworth, E and Newson, LM (2022) Community by Nature: An examination of an outdoor learning intervention for young people at risk of exclusion. Project Report. Community by Nature.

Grant, DK (2009) Clinic in a Box :Sex education and support. Views of year 10 and 11 children. Project Report. Liverpool John Moores University.

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.

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.

Conference or Workshop Item

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, 15th - 16th June 2016, Liverpool, UK.

Mursic, S (2023) Exploring The Role Of Comic Books In Enhancing Educational Equity For Autistic Students: A Family Perspective. In: 2023 Annual Conference for Research in Education (ACRE), 3rd July 2023, Edge Hill University, Liverpool.

Newland, A, Cronin, CJ, Cook, GM and Whitehead, AE (2024) The athlete-coach relationship in FA coach education; a black hole? In: AISEP Conference, 13-17 May 2024, Jyväskylä, Finland. (Accepted)

O'Connor, S, Hayes, JA, Maxwell, C and Foster, S (2024) Exploring the challenges associated with the doctoral journey specific to mental health. In: Institute of Mental Health Research Day 2024, 7th June 2024, Nottingham.

Pereda, J, Murrieta-Flores, P, Ritsos, P and Roberts, J (2017) Tangible User Interfaces as a Pathway for Information Visualisation for Low Digital Literacy in the Digital Humanities. In: IEEE VIS 2017 - 2nd Workshop on Visualization for the Digital Humanities . (2nd Workshop on Visualization for the Digital Humanities, 2nd October 2017, Phoenix, AZ. USA).

Roberts, A, Rankin, M, O'Toole, P and Roughley, M (2024) Creating Realistic 3D Models as Teaching Aids for Large Colorectal Polyp Assessment. In: European Society for Gastrointestinal Endoscopy (ESGE) Days 2024, 25-27 April 2024, Berlin, Germany.

Shukor, NA, Noor, NMD, MA’ROF, AM, HALIM, NDABD, McLain, MN, Downes, G, Rothwell, P and Tracy, F (2023) Designing an Online Course on Learning Analytics for Educators: Preliminary Insights from a Scoping Review. In: Proceedings of the 31st International Conference on Computers in Education . pp. 899-901. (International Conference on Computers in Education, 4th - 8th December 2023, Matsue, Japan).

Tynan, R and Mallaburn, A (2023) The Self-Efficacy of Pre-Service Teachers: Lessons Learned During the Covid-19 Pandemic in the Northwest of England. In: EDULEARN23 Proceedings . (EDULEARN 2023, Palma, Majorca, Spain).

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

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

Awad, AK (2002) The relevance of cultural context to the reading comprehension of advanced Arab learners of English. Doctoral thesis, Liverpool John Moores University.

Bodfield, K (2022) The Relations between ADHD Behaviours, Social and Communication Traits of Autism, Attachment Characteristics, Teacher Perception and Management of Student Behaviour and the Self-Concept in Adolescents. 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.

Cui, F (Vanessa) (2014) The 'wicked' problem of employability development in HE degree programmes: Experiences, Understandings and Peceptions of Lecturers and Students. Doctoral thesis, Liverpool John Moores University.

Dempsey, N (2023) An examination of coach education provision in grassroots football. Doctoral thesis, Liverpool John Moores University.

Edwards, E (2002) A challenge to teacher professionalism : the training and deployment of Specialist Teacher Assistants in the North West of England. Doctoral thesis, Liverpool John Moores University.

Evwerhamre, F (2020) WORK-LIFE BALANCE EXPERIENCES OF INTERNATIONAL PHD STUDENTS IN UK HIGHER EDUCATION. Doctoral thesis, Liverpool John Moores University.

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

Forde, Maria (2014) Phenomenon of becoming a midwife. Doctoral thesis, Liverpool John Moores University.

Howarth, AI (2001) Quality in careers education and guidance : a case study. Doctoral thesis, Liverpool John Moores University.

Humphrey, N (2001) Self-concept and self-esteem in developmental dyslexia : implications for teaching and learning. Doctoral thesis, Liverpool John Moores University.

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.

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.

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.

Mat Som, H (2016) AN INVESTIGATION OF E-PORTFOLIO IMPLEMENTATION IN THE MALAYSIAN SKILLS TRAINING PROGRAMME (MSTP). Doctoral thesis, Liverpool John Moores University.

Mohamed, S (2016) Evaluating EFL students’ reading comprehension skills with reference to the Department of English at Zawia University, Libya. Doctoral thesis, Liverpool John Moores University.

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.

O'Connor, M L (2012) Pupil voice-exploring the education journeys experienced by pupils labelled with behaviour, emotional and social difficulties (BESD). Doctoral thesis, Liverpool John Moores University.

Pherali, T J (2012) Education and conflict in Nepal : impact of violence on schools and the role of education in peacebuilding. 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.

Stone, G (2015) A study to evaluate the nutritional habits of year 6 children, before and after a nutrition-based intervention: The CHANGE! (Children's Health, Activity, and Nutrition: Get Educated!) Project. Doctoral thesis, Liverpool John Moores University.

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

Thoma, B (2016) The Irish and the Japanese Apprenticeship systems: A comparative study. Doctoral thesis, Liverpool John Moores University.

Thompson, N (2020) Group Dynamics: Relational Learning through Liminoid Problem-Solving Teamwork. Doctoral thesis, Liverpool John Moores University.

Thorne, EA (2002) A framework for effective management learning. Doctoral thesis, Liverpool John Moores University.

Torrance, F (2020) RHETORICS AND REALITIES OF THE EMPLOYMENT OF LEARNING DISABLED ADULTS: A CRITICAL ETHNOGRAPHIC ENGAGEMENT. Doctoral thesis, Liverpool John Moores University.

Walsh, B (2015) An investigation of beginning teachers’ journeys through complex landscapes of practice. Doctoral thesis, Liverpool John Moores University.

Wood, S (2020) ‘[Riding] by the seat of our [Lycra]’: Understanding British Cycling’s Coach Education Pathway. Doctoral thesis, Liverpool John Moores University.

Other

Fatokun, B and Jackson, V (2023) “I’m an international student… get me out of here!” Cultivating a positive learning experience through additional study support and inclusive curriculum design. Chartered Association of Business Schools (CABs).

Gretton, G and Wolstencroft, P (2022) When the subject becomes the object: Redefining the teacher standards as learner standards. BERA.