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Alexandra Dinis, Alexandra Dinis, José Pinto Gouveia, José Pinto Gouveia, Duarte, Cristiana ORCID: https://orcid.org/0000-0002-6566-273X and Telma Castro, Telma Castro (2011) Validation study of the Portuguese version of the Ruminative Responses Scale: short form. Psychologica, 54. pp. 175-202.

Beck, Sarah R., Apperly, Ian A., Chappell, Jackie, Guthrie, Carlie and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2011) Making tools isn’t child’s play. Cognition, 119 (2). pp. 301-306.

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Butcher, Natalie, Lander, Karen, Fang, Hui and Costen, Nick (2011) The effect of motion at encoding and retrieval for same- and other-race face recognition. British Journal of Psychology, 102 (4). pp. 931-942.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Morgan, Brian (2011) Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts. In: Hawkins, Margaret, (ed.) Social justice language teacher education. Bristol, Multilingual Matters, pp. 63-85

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Dinis, Alexandra, Gouveia, José Pinto and Duarte, Cristiana ORCID: https://orcid.org/0000-0002-6566-273X (2011) Contributions to the validation of the Portuguese version of the Coping Styles Questionnaire – CSQ. Psychologica, 54. pp. 35-62.

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Gillies, Donald (2011) State education as high-yield investment: human capital theory in European policy discourse. Journal of Pedagogy / Pedagogický casopis, 2 (2).

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McNiff, Jean (2011) New cultures of critical reflection in Qatar. Educational Action Research, 19 (3). pp. 279-296.

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Morrish, Liz and Sauntson, Helen ORCID: https://orcid.org/0000-0002-0373-1242 (2011) Gender, desire and identity in a corpus of lesbian erotica. In: Scherer, Burkhard and Ball, Matthew, (eds.) Queering Paradigms II: Interrogating Agendas. Peter Lang, pp. 63-81

Papdakis, G, Mania, K, Coxon, M ORCID: https://orcid.org/0000-0001-5882-0966 and Koutrolis, E (2011) The effect of tracking delay on awareness states in immersive virtual environments: an initial exploration. In: VRCAI '11 Proceedings of the 10th International Conference on Virtual Reality Continuum and Its Applications in Industry. ACM, pp. 475-482

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Savill, Nicola ORCID: https://orcid.org/0000-0002-6854-0658 and Thierry, Guillaume (2011) Reading for sound with dyslexia: Evidence for early orthographic and late phonological integration deficits. Brain Research, 1385. pp. 192-205.

Sointu, Eeva ORCID: https://orcid.org/0000-0001-7495-2096 (2011) Detraditionalisation, gender and alternative and complementary medicines. Sociology of Health and Illness, 33 (3). pp. 356-371.

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 and Backhouse, Anita (2011) Dialogic feedback for children and teachers: evaluating the ‘spirit of assessment’. International Journal of Children's Spirituality, 16 (4). pp. 331-346.

Taylor, Becky ORCID: https://orcid.org/0000-0001-7275-6016 (2011) Do English learners of Japanese produce isolated nouns with Standard Japanese lexical accent? Second Language, 10. pp. 15-31.

Taylor, Becky ORCID: https://orcid.org/0000-0001-7275-6016 (2011) Variability and systematicity in individual learners’ Japanese lexical accent. Poznań Studies in Contemporary Linguistics, 47 (1). pp. 146-158.

Walton, Joan ORCID: https://orcid.org/0000-0001-9875-0296 (2011) How do we, individually and collectively, integrate research and practice to improve the wellbeing of children? Action Learning Action Research Journal, 17 (1). pp. 65-91.

Walton, Joan ORCID: https://orcid.org/0000-0001-9875-0296 (2011) A collaborative inquiry: ‘how do we improve our practice with children?’. Educational Action Research, 19 (3). pp. 297-311.

Walton, Joan ORCID: https://orcid.org/0000-0001-9875-0296 (2011) A living theory approach to teaching in higher education. Educational Action Research, 19 (4). pp. 567-578.

Wardman, Clare ORCID: https://orcid.org/0000-0003-3767-7624 (2011) Children with EAL: Comparing withdrawal sessions with teachers and teaching assistants. In: Pattinson, Tania, (ed.) IATEFL 2010: Harrogate Conference Selections. Canterbury, IATEFL.

Wardman, Clare ORCID: https://orcid.org/0000-0003-3767-7624 (2011) Interactions between EAL pupils, specialist teachers and TAs during withdrawal from the mainstream in UK primary schools. Education 3-13, 41 (6). pp. 647-663.

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