Items where Division is "Education" and Year is 2025

B

Beckett, G and Thomas, M ORCID: 0000-0001-6451-4439 (2025) Project-Based Approaches to CALL. In: McCallum, L and Tafazoli, D, (eds.) The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave, pp. 1-5. ISBN 978-3-031-51447-0

Brookes, L ORCID: 0000-0002-2628-9215 (2025) ‘Safe Together’. A reflection of a therapeutic art programme for children impacted by parental imprisonment. Probation Journal. ISSN 0264-5505

D

Daly, A ORCID: 0000-0002-5493-7291 (2025) Spaces and relations in critical education research: lessons from community research-in-action. Journal for Critical Education Policy Studies, 22 (3). pp. 84-109. ISSN 1740-2743

E

Enrile, D (2025) Evaluating early years education for sustainability in the UK to inform education for sustainability in Gibraltar. Doctoral thesis, LJMU.

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Garden, A ORCID: 0000-0001-8055-6962 (2025) Challenging Gender and Power Dynamics in Forest Schools: An Ecofeminist Perspective. Education 3-13: International Journal of Primary, Elementary and Early Years Education. pp. 1-15. ISSN 0300-4279

Garden, A ORCID: 0000-0001-8055-6962 (2025) Reimagining Learning: Power, Risk, and Place in Forest Schools. PRISM: Casting New Light on Learning, Theory & Practice.

Gonzalez-Diaz, V, Lampropoulou, S, Parr, E ORCID: 0000-0002-9794-503X and Johnson, P (2025) ‘I Don't Want to Do the Gender Division, but …’: A Gendered Linguistic Ideological Perspective in Talk About Schoolchildren's Writing in England. Gender and Language, 19 (1). pp. 54-80. ISSN 1747-633X

González‐Diaz, V ORCID: 0000-0001-8856-342X, Parr, E ORCID: 0000-0002-9794-503X and Nourie, K ORCID: 0000-0002-3323-5100 (2025) Using constructs of ‘good’ writing to develop ‘a voice of one's own’ in the primary school classroom. Literacy. ISSN 1741-4350

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Hatton, H ORCID: 0000-0002-4295-0878 and Fidler, A ORCID: 0000-0003-1740-3810 (2025) Student teacher perspectives on history education: a comparison of primary and secondary student teacher thinking about the purpose of history at the start of their teacher education course in England. History Education Research Journal, 22 (1). pp. 1-18. ISSN 1472-9474

Held, T, Mejeh, M, Putwain, DW ORCID: 0000-0001-5196-4270 and Hascher, T (2025) Relationships between inter- and intra-individual emotions and learning outcomes of vocational students. Learning and Individual Differences, 120. ISSN 1041-6080

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Jones, L, Harris, J, Booth-Rosamond, A, Abdelgawad, M, McCoy, E, Butler, N, Ashworth, E ORCID: 0000-0002-5279-4514, Brookes, L and Quigg, Z (2025) A mixed-methods systematic review: The impact of mentoring and befriending practice and interventions for 'at risk' and care-experienced children and young people. Technical Report. Foundations.

K

Kay-Flowers, S ORCID: 0000-0003-2687-8818 (2025) Empowering children in coping with their parents' separation; the views of young adults looking back on their childhood experiences. Child & Family Social Work. pp. 1-11. ISSN 1356-7500

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Loh, R (2025) Working with teachers to adopt cooperative learning: implication for teachers’ development in private higher education in Singapore. Doctoral thesis, Liverpool John Moores University.

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Parr, E ORCID: 0000-0002-9794-503X, Lampropoulou, S, Gonzalez-Diaz, V and Flynn, K (2025) The paradoxes of oracy education in secondary schools: A case study of Liverpool English. FORUM, 67 (1). pp. 92-103. ISSN 0963-8253

Peiser, G ORCID: 0000-0003-4166-1393 (2025) Understanding yourself and how your experiences influence your approach to mentoring. In: Molway, L and Gordon, AL, (eds.) Mentoring Languages Teachers in the Secondary School: A Practical Guide. Routledge, London, pp. 17-28. ISBN 9781003495468

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Rizvi, S ORCID: 0000-0002-8614-1730 (2025) The solidarity bind: narratives on fractures in solidarity and internalised racism in HE. Educational Review. pp. 1-17. ISSN 0013-1911

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Symes, W, Lichtenfield, S, Wood, P ORCID: 0000-0002-2727-9342 and Putwain, DW (2025) Profiles of control, value and achievement emotions in primary school mathematics lessons. British Journal of Educational Psychology. pp. 1-15. ISSN 0007-0998

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Thomas, M ORCID: 0000-0001-6451-4439 (2025) It’s Too Late, Baby, Now, It’s Too Late—Losing Sleep over Late Capitalism and Higher Education. American Book Review, 45 (4). pp. 66-71. ISSN 0149-9408

Tracy, F ORCID: 0000-0003-1777-8081, Shukor, N, ABD Halim, ND, Rothwell, P, McLain, M ORCID: 0000-0002-8691-3155, Downes, G, MD Noor, N and MA ROF, AM (2025) International Collaborative Design, Development and Evaluation of a MOOC on Data Analytics for Educators. In: Proceedings of IC4E conference 2025 . (2025 16th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4e), 26th Apr - 29th Apr 2025, Tokyo, Japan).

Tynan, R ORCID: 0000-0002-7682-1580 (2025) Alchemy: Magic and Illusion in Science Education. In: INTED2025 Proceedings . pp. 3419-3428. (19th International Technology, Education and Development Conference (INTED) 2025, 3rd Mar - 5th Mar 2025, Valencia, Spain).

Tynan, R ORCID: 0000-0002-7682-1580 and Mallaburn, A (2025) Pre-service teachers maintained their own self-efficacy during the Covid-19 pandemic. In: INTED2025 Proceedings . pp. 3377-3384. (19th International Technology, Education and Development Conference (INTED) 2025, 3rd Mar - 5th Mar 2025, Valencia, Spain).

W

Wilkinson, C ORCID: 0000-0002-9313-6585 and Budworth, P (2025) Pooh-poohing school toilet polices: (More than) leaky bodies as resistance for school children with Inflammatory Bowel Disease (IBD). Children's Geographies. ISSN 1473-3285

Wilkinson, C ORCID: 0000-0002-9313-6585 (2025) Adopting an autobiographical approach to reflective practice: A journey from academic to youth work pracademic. Youth and Policy: the journal of critical analysis. ISSN 0262-9798

Wilkinson, C ORCID: 0000-0002-9313-6585 (2025) Towards painless and productive research relationships: Reflections on study design by a researcher with chronic pain for participants with chronic pain. Frontiers in Pain Research, 5.

Wood, P ORCID: 0000-0002-2727-9342, Putwain, DW and Freitas Fernandes, P (2025) “I get by with a little help from my friends”: The importance of peer-led emotion work during the primary to secondary school transition. British Educational Research Journal (BERJ). pp. 1-18. ISSN 0141-1926