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Ankers De Salis, C, Gretton, G and Smith, C (2023) Phonics: A ‘subject’ or part of the bigger picture of reading? Views and practices of student teachers. Teacher Education Advancement Network Journal. pp. 62-77. ISSN 2054-5266

Atherton, P (2023) Search smarter? Leveraging Pinterest for learning. In: Schwartz, D, (ed.) Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom: A Teaching and Learning Reboot. Routledge. ISBN 9781032117614

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Beaumont, J (2023) Emotion Malleability Beliefs, Emotion Regulation and School-Related Wellbeing in Young People. Doctoral thesis, Liverpool John Moores University.

Beaumont, J, Putwain, D, Gallard, D, Malone, E, Marsh, HW and Pekrun, R (2023) Students’ Emotion Regulation and School-Related Wellbeing: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives. Journal of Educational Psychology. ISSN 0022-0663

C

Cont, S, Rowley, A, Knowles, Z and Bowe, C (2023) The perceptions of trainee teachers towards Forest School, does connection to nature matter? Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679

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Fenouillet, F, Prokofieva, V, Lorant, S, Masson, J and Putwain, D (2023) French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age and Gender. Journal of Psychoeducational Assessment. ISSN 0734-2829

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Gallard, D (2023) University student settlement and wellbeing with dogs as transitional support. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. pp. 1-17. ISSN 0264-3944

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

Garden, A (2023) The University Forest School Space in England: taking seminars outdoors for early years undergraduates. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 3 (13). ISSN 1475-7575

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

Gretton, G (2023) Joining the Dots: Encouraging Transfer of Learning for Student Teachers. Impact Journal of the Chartered College of Teaching. ISSN 2514-6955

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Jones, P (2023) Interaction with end-users in design and technology education: a systematic review. Design and Technology Education: An International Journal, 28 (1). pp. 154-172. 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).

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Kay‐Flowers, S, Lama, N and Kadambari, P (2023) Exploring separated children's experience of migration in Nepal. Children & Society. ISSN 0951-0605

M

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

Morgana, V and Thomas, M (2023) Technology-Mediated Writing Tasks in the Online English Classroom: Focus on Form via Synchronous Videoconferencing. In: Sadeghi, K, Thomas, M and Ghaderi, F, (eds.) Technology-Enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic. Bloomsbury. ISBN 978-1350271012

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Newland, A, Cronin, CJ, Cook, GM and Whitehead, A (2023) Developing coaches’ knowledge of the athlete-coach relationship through formal coach education: the perceptions of FA Coach Developers. International Sport Coaching Journal. ISSN 2328-918X

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Putwain, D and Daumiller, M (2023) A Network Analysis of Control-Value Appraisals and Class-room-Related Enjoyment, Boredom, and Pride. Education Sciences, 13 (3). ISSN 2227-7102

Putwain, D, Jansen in de Wal, J and Van Alphen, T (2023) Academic Buoyancy: Overcoming Test Anxiety and Setbacks. Journal of Intelligence, 11 (3).

Putwain, DW, Wendy, S, Zhane, M-H, Herb, M and Reinhard, P (2023) COVID-19 Meets Control-Value Theory: Emotional Reactions to Canceled High-Stakes Examinations. Learning and Individual Differences: journal of psychology and education, 105. ISSN 1041-6080

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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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Saron, H, Bray, L, Carter, B and Wilkinson, C (2023) Communication during children’s X-ray procedures and children’s experiences of the procedure: A scoping review. Radiography, 29 (1). S87-S95. ISSN 1078-8174

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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 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).

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Wilkinson, C and Wilkinson, S (2023) A joint autoethnographic account of two young women in academia: On overcoming imposter syndrome. In: Academic Women: Voicing Narratives of Gendered Experiences. Bloomsbury Publishing.. ISBN 9781350274297

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

Wolstencroft, P and Whitfield, E (2023) Will England’s universities and students embrace lifelong learning? Times Higher Education Blog.