A

Abrahams, Ian, Backhouse, Anita, Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X, Griffin-James, Hannah and Mat Noor, Syafiq (2021) Research-2-Practice Supporting Secondary Science Teachers to Engage with Education Research. Documentation. University of Lincoln.

Abrahams, Ian, Backhouse, Anita, Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X, Griffin-James, Hannah and Mat Noor, Syafiq (2021) Research-2-Practice Supporting Primary School Teachers to Engage with Science Education Research. Documentation. University of Lincoln.

Ashbridge, Chloe, Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Bell, Beth T. ORCID: https://orcid.org/0000-0002-6587-0336, Sauntson, Helen ORCID: https://orcid.org/0000-0002-0373-1242 and Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 (2021) Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox? Cambridge Journal of Education, 52 (3). pp. 291-307.

B

Bayne-Jardine, C., Hoy, C. and Wood, M. ORCID: https://orcid.org/0000-0001-5067-1978 (2000) Improving Quality in Education. 1st ed. Routledge/Taylor and Francis

Bebbington, Warren, Dirks, Nicholas B., Price, David, Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761, Stolker, Carel, O'Sullivan, Helen and Yates, Lyn (2018) What is it like to take a leadership role at a university? Times Higher Education.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2023) Challenging the perception that 'STEM isn't for me'. The National College.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2024) A Comprehensive Guide to Assessment Policies in Primary and Secondary Schools. The National College.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2023) Evidence-based teaching: how to enhance practice to improve learner outcomes. The National College.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2023) Flexing formative feedback to achieve different outcomes​. In: Association of Science Education National Conference, 4-7 January, 2023, Sheffield Hallam University. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2024) Fostering Metacognitive Awareness in Pre-Service Teachers. In: Teacher Educator Advancement Network National Conference, May 20th-21st 2024, Manchester. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2024) Fostering Metacognitive Awareness in Pre-Service Teachers. In: Association of Science Education Teacher Developers National Conference, 21st June 2024, Institute of Physics, London. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2015) From Good to Outstanding: Pedagogical Excellence. In: The Association of Science Education Annual International Conference, 7-10/1/15, Reading University. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2014) Making Action Research more robust? In: National Teacher Educators Network: ResearchEd. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2015) Research in the classroom: Using Action Research to improve Practice. In: Association of Science Education Annual International Conference, 7-10/1/15, Reading University. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2021) Students and staff working together to increase independent learning. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2021) Students understanding success criteria and receiving feedback to promote self-regulated learning. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2024) Subjects as Individual Disciplines: Examining Ofsted's Curriculum Research Reviews. The National College.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2014) Westminster Education Forum Keynote Seminar: Reforms to Science at GCSE and A-level: content, delivery and practical skills. Discussion Paper. Westminster Education Forum.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2023) What is adaptive teaching and why is it so important? The National College.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Backhouse, Anita (2023) Enriching the science curriculum with research-informed lesson plans​. Research-2-Practice: A Wellcome Trust funded project​. In: Association of Science Education National Conference, 4-7 January, 2023, Sheffield Hallam University. (Unpublished)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Dainty, Frances (2014) Moving a Science department to 'Good'. In: Association of Science Education Annual International Conference, 7-10/1/15, Reading University. (Unpublished)

Blythman, Margo, Orr, Susan and Blair, Bernadette (2007) Critiquing the Crit. Higher Education Academy.

Bradbury, Janine ORCID: https://orcid.org/0000-0001-6904-3592 (2013) Black, female and postgraduate: why I cannot be the only one. The Guardian.

Bright, Graham, Pugh, Carole and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2017) Youth work, agonistic democracy and transgressive enjoyment in England. In: Pickard, Sarah and Bessant, Judith, (eds.) Young People Re-Generating Politics in Times of Crises. Palgrave studies in young people and politics . London, Palgrave Macmillan, pp. 315-332

Bright, Graham, Thompson, Naomi, Hart, Peter and Hayden, Bethany (2018) Faith-based Youth Work: Education, Engagement and Ethics. In: Alldred, Pam, Cullen, Fin, Edwards, Kathy and Fusco, Dana, (eds.) Sage Handbook of Youth Work Practice. Sage, pp. 197-212

C

Calvert, Mike (2015) Tandem: a vehicle for change. In: Böcker, Jessica and Stauch, Anette, (eds.) Konzepte aus der Sprachlehrforschung - Impulse für die Praxis : Festschrift für Karin Kleppin. Peter Lang, pp. 45-64

Calvert, Mike and Brammerts, H. (2003) Learning by communication in tandem. In: Lewis, T. and Walker, L., (eds.) Autonomous Language Learning in Tandem. Academy Electronic Publications Limited, pp. 45-59

Chan, Cheri and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2014) The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong. Asia-Pacific Journal of Teacher Education, 42 (3). pp. 291-304.

Chapman, Georgia, Cock, Steven ORCID: https://orcid.org/0000-0002-9355-8358 and Swain, Spencer ORCID: https://orcid.org/0000-0002-2191-0041 (2023) A Matter of Distinction? A Case Study Examining the Development of a Sporting Habitus Amongst Male Sixth-Form Pupils in a Private School in the United Kingdom. International Journal of the Sociology of Leisure, 7 (2). pp. 129-153.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2006) Beyond Antagonism? The Discursive Construction of ‘New’ Teachers in the United Arab Emirates. Teaching Education, 17 (3). pp. 225-237.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2018) Democracy and education: In spite of it all. Power and Education, 10 (2). pp. 112-124.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2014) Dialectics and dilemmas: psychosocial dimensions of ability grouping policy. Critical Studies in Education, 55 (2). pp. 186-200.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2018) Education beyond reason and redemption: A detour through the death drive. Pedagogy, Culture and Society.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2009) The Ethico‐politics of Teacher Identity. Educational Philosophy and Theory, 41 (2). pp. 185-200.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2018) Eyes wide shut: The fantasies and disavowals of education policy. Journal of Education Policy, 35 (2). pp. 151-167.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2015) ‘Knowledge is power’? A Lacanian entanglement with political ideology in education. Critical Studies in Education, 56 (1). pp. 71-85.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2019) Lacan and education policy : the other side of education. London, Bloomsbury

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2015) Lacanian perspectives on education policy analysis. In: Gulson, Kalervo N., Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Petersen, Eva Bendix, (eds.) Education policy and contemporary theory : implications for research. Routledge, pp. 103-120

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2007) Language Policy and Language Teacher Education in the United Arab Emirates. TESOL Quarterly, 41 (3). pp. 583-591.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2008) Language teacher identities: Co-constructing discourse and community. New perspectives on language & education . Clevedon, Multilingual Matters

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2018) NonModern Education, or, Education Without Qualities: An Essay on Robert Musil’s Essayism. Other Education: The Journal of Educational Alternatives, 7 (2). pp. 75-87.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2006) Reflective practice: A foundation for action research and effective teaching. In: Warne, Anne, O'Brien, Michael, Syed, Zafar and Zuriek, Mary, (eds.) Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi, HCT Press, pp. 11-20

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2012) Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy. Journal of Education Policy, 27 (2). pp. 173-191.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2013) Terror/enjoyment: performativity, resistance and the teacher’s psyche. London Review of Education, 11 (3). pp. 229-238.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2012) The (absent) politics of neo-liberal education policy. Critical Studies in Education, 53 (3). pp. 297-310.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2009) The discursive construction of interpersonal relations in an online community of practice. Journal of Pragmatics, 41 (11). pp. 2333-2344.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2016) The intimate alterity of identity. In: Barkhuizen, Gary, (ed.) Reflections on language teacher identity. New York, Routledge, pp. 264-269

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2012) The other side of education: A Lacanian critique of neoliberal education policy. Other Education: The Journal of Educational Alternatives, 1 (1). pp. 46-60.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2014) The sublime objects of education policy: quality, equity and ideology. Discourse: Studies in the Cultural Politics of Education, 35 (4). pp. 584-598.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Gallagher, Kay (2008) Revitalizing curriculum : A UAE perspective. In: Hayes, David and Sharkey, Judy, (eds.) Revitalizing a curriculum for school-age learners. Alexandria, VA, TESOL Publications, pp. 11-30

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X (2023) The evil of authoritarian education: Banality and compliance in the neoliberal era. Forum: For Promoting 3-19 Comprehensive Education, 65 (1). pp. 130-139.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X, Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093, Walz, Linda, Collet, Jordi and Pritchard, Kate (2021) The banality of education policy: Discipline as extensive evil in the neoliberal era. Power and Education, 13 (3). pp. 187-204.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Hammersley-Fletcher, Linda (2020) Tropes and tall tales: Leadership in the neoliberalised world of English academies. In: Niesche, Richard and Heffernan, Amanda, (eds.) Researching identity and subjectivity in educational leadership. Routldge

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Hamston, Julie and Love, Kristina (2007) New teachers on the job: Investigating trajectories of HCT B.Ed. graduates. In: Stephenson, Lauren and Davidson, Peter, (eds.) Teacher education and continuing professional development: Insights from the Arabian Gulf. Dubai, TESOL Arabia Publications, pp. 95-112

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Hennig, Barbara (2013) Motivation as Ethical Self-Formation. Educational Philosophy and Theory, 45 (1). pp. 77-90.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Mills, Martin (2022) ‘We have never been public’: Continuity and change in the policy production of ‘the public’ in education in England. European Educational Research Journal, 21 (1). pp. 13-28.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Mills, Martin, Mockler, Nicole and Singh, Parlo (2022) What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe (and beyond). European Educational Research Journal, 21 (1). pp. 3-12.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Moore, Alex (2013) Professional standards, teacher identities and an ethics of singularity. Cambridge Journal of Education, 43 (4). pp. 487-500.

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

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Otaky, D. (2006) Reflection ‘on’ and ‘in’ teacher education in the United Arab Emirates. International Journal of Educational Development, 26 (1). pp. 111-122.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Phelan, Anne (2017) Teacher Education and the Political : the power of negative thinking. London, Routledge

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Phelan, Anne (2015) The power of negative thinking in and for teacher education. Power and Education, 7 (3). pp. 257-271.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Schostak, John and Hammersley-Fletcher, Linda (2020) From competition to collaboration to cooperation? In: Schostak, John, Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Hammersley-Fletcher, Linda, (eds.) Paradoxes of democracy, leadership and education: Struggling for social justice in the twenty-first century. Routldge, pp. 97-105

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Sheridan, Lynn (2016) Heroes and Villains: The insistence of the imaginary and the novice teacher’s need to believe. Asia-Pacific Journal of Teacher Education, 45 (2). pp. 194-206.

Clarke, Matthew and Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2022) Immunitas and Teacher Knowledge. In: Nordic Educational Research Association (NERA), June 2022, Reykjavik, Iceland.

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2022) Rethinking Agency in Teacher Education: A psychosocial perspective. In: Rethinking Agency in Teacher Education: A psychosocial perspective (seminar), June 2022, University of Aberdeen. (Submitted)

Clarke, Matthew and Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2024) Teacher education, agency and knowledge: Conditions of epistemic (in)justice in teacher education. In: Magnússon, Gunnlaugur, Phelan, Anne, Heimans, Stephen and Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590, (eds.) Teacher Education and Its Discontents: Politics, Knowledge, and Ethics. Local/global issues in education . Routledge

Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X, Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 and Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X (2021) Banality of Education Policy. In: Banality of Education Policy, Research Seminar School of Education, Language and Psychology, 19/05/2021, York St John, MS Teams Meeting. (Unpublished)

Corby, Vanessa ORCID: https://orcid.org/0000-0002-4019-9195 (2024) Art, prejudice and privilege: disciplinary elitism, students from poor and working-class communities and epistemic justice. In: Meredith, Margaret ORCID: https://orcid.org/0000-0003-4541-3821, (ed.) Knowing better: Universities and epistemic justice in a plural world. Knowing better: Universities and epistemic justice in a plural world . Springer

Corby, Vanessa ORCID: https://orcid.org/0000-0002-4019-9195 (2024) ‘I’m good at art, but stupid’: time to check and challenge the state of the National Curriculum. Council of Higher Education in Art and Design (CHEAD), online. (In Press)

Creasy, Rob (2018) The taming of education: evaluating contemporary approaches to learning and teaching. London, Palgrave Macmillan

D

Darkes-Sutcliffe, Janice (2023) Recognising the Significance of Early Years Practitioners as Creators of Knowledge. Doctoral thesis, York St John University.

Day, Myriam Grace (2023) Teacher agency in the ESOL classroom: the intersection of policy and practice. Masters thesis, York St John University.

Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150 (2023) Competency and affective skill outcomes for 11-19-year-olds through progressive and reconstructionist pedagogies: a systematic review. Educational Review. pp. 1-22.

Dransfield, Mark ORCID: https://orcid.org/0000-0003-2320-5722, Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 and Su, Feng (2022) Following the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education. Journal of Further and Higher Education, 46 (7). pp. 972-987.

Dransfield, Mark ORCID: https://orcid.org/0000-0003-2320-5722, Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 and Su, Feng ORCID: https://orcid.org/0000-0003-0317-4033 (2022) Following the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education. Journal of Further and Higher Education, 46 (7). pp. 972-9876.

E

Edgar, Robert ORCID: https://orcid.org/0000-0003-3483-8605 (2024) Monitoring as developmental practice in the supervision of PhD students. In: Innovative Approaches to Doctoral Supervision: Selected Case Studies. Edward Elgar (In Press)

Edgar, Robert ORCID: https://orcid.org/0000-0003-3483-8605 (2014) Theorising Practice and Writing for Education. In: Staff and Postgraduate Lecture Series, Salford University.

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2021) Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal. Research in Education.

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2021) Understanding feedback : a critical exploration for teacher educators. Critical Guides for Teacher Educators . Critical Publishing

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2022) Double Indemnity: Dualities, tensions and loss in the moral economies of feedback. Asia-Pacific Journal of Teacher Education, 50 (3). pp. 266-281.

Elliott, Heather (2014) Forest School in an inner city? Making the impossible possible. Education 3-13. pp. 1-9.

Evans, Ros (2007) E-learning communities in Initial Teacher Training: How can undergraduate trainees be encouraged to participate in online discussion during final school experience. Reflecting education, 3 (1). pp. 134-149.

Evans, Ros and Bellett, Eileen (2006) Establishing effective e-learning communities within the teaching profession: comparing two projects to discover the necessary ingredients. Electronic journal of e-learning, 4 (2). pp. 119-126.

F

Fleet, Lucy and Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150 (2023) Growing and Fixing: Comparing the Creative Mindsets of Teachers and Artist Practitioners. Thinking Skills and Creativity, 48 (101312).

Forrester, Gillian and Garratt, Dean (2016) Education policy unravelled. London, Bloomsbury

G

Garratt, Dean and Forrester, Gillian (2012) Education policy unravelled. London, Continuum

Gillies, Donald (2008) Quality and equality: the mask of discursive conflation in education policy texts. Journal of Education Policy, 23 (6). pp. 685-699.

Green, Matthew ORCID: https://orcid.org/0000-0002-8065-0446, Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150 and Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X (2023) 'I want to make the biggest difference': A case study of project-based learning through the NextGenLeaders programme. Project Report. Enactus/York St John University, Institute for Social Justice.

Green, Matthew ORCID: https://orcid.org/0000-0002-8065-0446, Swain, Spencer ORCID: https://orcid.org/0000-0002-2191-0041 and Mierzwinski, Mark ORCID: https://orcid.org/0000-0002-9751-5865 (2023) Investigating the impact and value of anti-racist pedagogy within the undergraduate sport and leisure curriculum: A York St John University case study. Project Report. Leisure Studies Association.

Gulson, Kalervo, Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Bendix-Petersen, Eva (2015) Education policy and contemporary theory: Implications for research. London, Routledge

H

Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X (2024) Demonic education: rethinking education through a political theology lens. FORUM for promoting 3-19 comprehensive education, 66 (1). pp. 115-129.

Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X, Little, Alice, Dobson, Elliot, Glover, Oscar, Patterson, Joshua, Telford, Jamie and Noret, Nathalie (2024) Toilet Talk: problematising and co-constructing school toilet policy and practice. Gender and Education, 36 (7). pp. 801-816.

Hammersley-Fletcher, Linda, Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and McManus, Vanessa (2017) Agonistic democracy and passionate professional development in teacher-leaders. Cambridge Journal of Education.

Heavey, Emily (2015) Narrative bodies, embodied narratives. In: De Fina, Anna and Georgakopoulou, Alexandra, (eds.) The handbook of narrative analysis. Wiley Blackwell

Heinemeyer, Catherine ORCID: https://orcid.org/0000-0001-6300-5544 (2018) Adventures in Storyhacking - facilitating indirect inter-community dialogue through story. Teaching Artist Journal, 16 (3-4). pp. 83-90.

Heinemeyer, Catherine ORCID: https://orcid.org/0000-0001-6300-5544 (2020) Storytelling in participatory arts with young people: the gaps in the story. 1st ed. Palgrave Studies in Play, Performance, Learning and Development . London, Palgrave Macmillan

Heinemeyer, Catherine ORCID: https://orcid.org/0000-0001-6300-5544 (2019) The whole story, the whole student: ‘big’ stories as a playground for dialogic learning. The Use of English, Spring.

Heinemeyer, Catherine R ORCID: https://orcid.org/0000-0001-6300-5544 and Durham, Sally (2017) Is narrative an endangered species in schools? Secondary pupils' understanding of 'storyknowing'. Research in Education, 99 (1). pp. 31-55.

Hickman, Mike (2013) Engaging students with pre-recorded ‘live’ reflections on problem-solving with Livescribepens. Research in Mathematics Education, 15 (2). pp. 195-196.

Howell, Gillian, Higgins, Lee and Bartleet, Brydie-Leigh (2017) Community Music Practice: Intervention Through Facilitation. In: Mantie, Roger and Smith, Gareth Dylan, (eds.) The Oxford Handbook of Music Making and Leisure. New York, Oxford University Press, pp. 601-618

Huntsley, Jennifer ORCID: https://orcid.org/0000-0001-5613-5703 and Brentnall, Catherine (2019) Creating Space to Question. In: ISBE 2019 - SPACE – exploring new frontiers and entrepreneurial places, 13-15th November 2019, Newcastle.

Huntsley, Jennifer ORCID: https://orcid.org/0000-0001-5613-5703 and Brentnall, Catherine (2021) Generative critical conversation: A method for developing reflexivity and criticality. Journal of Small Business Management.

Hutchinson, Mark ORCID: https://orcid.org/0000-0002-2026-2871 and Howell, Tim (2016) Imagined Structures: Creative Approaches towards Teaching Musical Analysis. In: Haddon, Liz and Burnard, Pamela, (eds.) Creative Teaching for Creative Learning in Higher Academic Music Education. London, Routledge, pp. 153-167

J

Jagdev, Manjinder and Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2022) Diversity, inclusion, anti-racism, decolonial practice and women in STEM – an opportunity to share good practice ​. In: UCET Annual Conference, 1 - 2 November 2022, Stratford-upon-Avon.. (Unpublished)

K

Kavanagh, Owen ORCID: https://orcid.org/0000-0002-2599-8511 and Jones, Sue (2017) The Pros and Cons of Using Personal Response Systems in an Interactive Scientific Debate. British Journal of Education, Society & Behavioural Science, 19 (2). pp. 1-11.

Kean, Jenny (2016) It’s real life but is it fair? One approach to marking a final year team assessment for journalism students. In: Whatley, J and Nerantzi, C, (eds.) Teaching with Team Projects in Higher Education. Santa Rosa, California, Informing Science Press, pp. 107-115

Kennedy, Eileen, Sherman, Sarah, Weitz, Nancy, Crabbe, Sarah ORCID: https://orcid.org/0000-0002-3172-5392, Devaney, Vicky, Tariq, Hifzah and Worsfold, Caro (2022) Get Interactive: The Value of a MOOC for Continuing Professional Learning and Development. In: Developing Online Teaching in Higher Education. Professional and Practice-based Learning (29). Springer, pp. 43-55

Knowles, John Richard (2023) The art foundation course: laying the foundations for creative careers in a neo-liberal regime. Doctoral thesis, York St John University.

L

Lawson Welsh, Sarah ORCID: https://orcid.org/0000-0003-2270-057X (2022) ‘Culinary Cultures’: Theorising Postcolonial Food Cultures'. In: Decolonizing the Literature Curriculum. 2022 ed. Teaching the New English Series . Palgrave Macmillan, pp. 133-151

Leach, Tony ORCID: https://orcid.org/0000-0002-1021-6361 (2016) 'Cooling out the marks' the ideology and politics of vocational education in an age of austerity. In: Association for Research in Post-compulsory Education 2nd International Research Conference, 8-10 July 2016, Harris Manchester College, University of Oxford. (Submitted)

Leach, Tony ORCID: https://orcid.org/0000-0002-1021-6361 (2018) Democracy in the classroom. Power and Education, 10 (2). pp. 181-194.

Leach, Tony ORCID: https://orcid.org/0000-0002-1021-6361 (2015) Graduates'experiences and perceptions of career enactment: identity, transitions, personal agency and emergent career direction. Research in Post-Compulsory Education, 20 (1). pp. 50-63.

Leach, Tony ORCID: https://orcid.org/0000-0002-1021-6361 (2016) 'It seems at the moment my career is dependent on factors outside of my control.' Reflections on graduates' experiences of employment and career enactment in an era of economic uncertainty and austerity. British Journal of Guidance & Counselling, 45 (2). pp. 188-198.

Leach, Tony ORCID: https://orcid.org/0000-0002-1021-6361 and Crisp, Andy (2016) ‘Students don’t always tell teachers the truth very often, do they.’ Reflections on the implications when teachers and students collaborate to investigate teaching practice. London Review of Education, 14 (3). pp. 54-64.

Lee, Ruth ORCID: https://orcid.org/0000-0001-8854-1968, Chambers, Craig G., Huettig, Falk and Ganea, Patricia A. (2022) Children’s and adults’ use of fictional discourse and semantic knowledge for prediction in language processing. PLOS ONE.

M

Mason, Mark and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2010) Poststructuralism and education. In: Petersen, P, Baker, E and McGaw, B, (eds.) International encyclopaedia of education. Elsevier, pp. 175-182

Matthew, Clarke ORCID: https://orcid.org/0000-0003-4693-248X (2009) Doing identity work in teacher education: The case of a UAE teacher. In: Sultana, Ronald and Mazawi, Andre, (eds.) World yearbook of education 2010: Education and the Arab world: Political projects, struggles and geometries of power. New York, Routledge, pp. 145-162

Matthew, Clarke ORCID: https://orcid.org/0000-0003-4693-248X (2013) A tale of two teachers: Teacher identity and care of the self in an era of accountability. In: Benson, Phil and Cooker, Lucy, (eds.) The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy. Sheffield, Equinox, pp. 164-177

McCluskey-Dean, Clare ORCID: https://orcid.org/0000-0001-7231-527X (2016) An investigation into information literacy communities of practice in higher education. In: Value and Virtue Conference 2016, 5-6 July 2016, York St John University.

McKay, Jane and Garratt, Dean (2013) Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state. Journal of Education Policy, 28 (6). pp. 733-749.

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

McNiff, Jean (2012) Travels around identity: transforming cultures of learned colonisation. Educational Action Research, 20 (1). pp. 129-146.

Meredith, Margaret ORCID: https://orcid.org/0000-0003-4541-3821 (2020) Creating spaces of dialogical action towards epistemic justice in higher education. Doctoral thesis, York St John University.

Moore, Alex and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2016) "Cruel Optimism": Teacher attachment to professionalism in an era of performativity. Journal of Education Policy, 31 (5). pp. 666-677.

Morgan, Brian and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2011) Identity in second language teaching and learning. In: Hinkel, Eli, (ed.) Handbook of research in second language teaching and learning. New York, Routledge, pp. 817-836

Morsy, Leila, Gulson, Kalervo and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2014) Democracy, ‘sector-blindness’ and the delegitimation of dissent in neoliberal education policy. Discourse: Studies in the Cultural Politics of Education, 35 (3). pp. 444-461.

O

O'Dea, Xianghan (Christine) ORCID: https://orcid.org/0000-0003-1533-1067 (2021) Portrait Methodology: A Methodological Approach to Explore Individual Experiences. In: Theory and Method in Higher Education Research. Emerald

O'Dea, Xianghan (Christine) ORCID: https://orcid.org/0000-0003-1533-1067 (2021) Providing Business school students with online social networking opportunities during remote learning. Journal of Learning Development in Higher Education, 22.

Organ, Alison ORCID: https://orcid.org/0000-0001-6028-5341 (2019) L’éléphant dans la salle / la pièce / le salon? Student use of Google Translate for L2 assignments: student and staff attitudes, and implications for university policy. In: Translation Technology in Education – Facilitator or Risk?, 05/07/2019, University of Nottingham. (Unpublished)

Orr, Susan and McDougall, Julian (2018) Enquiry into learning and teaching in arts and creative practice. In: Teaching and Learning in Higher Education Disciplinary Approaches to Educational Enquiry. UK, Sage

P

Parker, Keither ORCID: https://orcid.org/0000-0003-4517-5544, Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2022) An Evaluation of the School Experience Formative Assessment Continuum - One Year On. In: UCET Annual Conference, 1 - 2 November 2022, Stratford-upon-Avon. (Unpublished)

Parker, Keither ORCID: https://orcid.org/0000-0003-4517-5544 and Caddell, Julie (2017) Delivering teacher education in partnership. In: World-class teachers, world-class education. London, GuildHE, Cathedrals Group, pp. 67-81

Parker, Keither ORCID: https://orcid.org/0000-0003-4517-5544, Day, Richard and Whitfield, Louise (2021) Teacher trajectories: rhetoric & reality, autonomy & constraint. In: UCET Annual Conference, 2-3 November 2021, online. (Unpublished)

Peters, Gary (2018) John Cage and the 'Freshening' of Education. Journal of Aesthetic Education, 52 (4). pp. 1-20.

Pherali, Tejendra and Garratt, Dean (2014) Post-conflict identity crisis in Nepal: Implications for educational reforms. International Journal of Educational Development, 34. pp. 42-50.

Piper, Heather, Garratt, Dean and Taylor, Bill (2012) Child abuse, child protection, and defensive ‘touch’ in PE teaching and sports coaching. Sport, Education and Society, 18 (5). pp. 583-598.

R

Ralston, Kevin ORCID: https://orcid.org/0000-0003-4344-7120 (2019) ‘Sociologists shouldn’t have to study statistics’: Epistemology and anxiety of statistics in sociology students. Sociological Research Online.

Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761 (2013) Action learning and constructivist grounded theory: powerfully overlapping fields of practice. Action Learning: Research and Practice, 10 (3). pp. 230-243.

Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761 (2015) Dimensions of knowing: a conceptual alternative to an unhelpful polarity between knowledge and skill. Research in Post-Compulsory Education, 20 (2). pp. 140-158.

Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761 (2006) Mini-ethnography: a multi-method approach in an ESOL IT class. Reflecting education, 2 (1). pp. 85-102.

Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761 (2016) Researching undergraduate social science research. Teaching in Higher Education, 21 (7). pp. 773-789.

Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761 (2016) An evaluation of summative assessment feedback forms: students as co-creators of knowledge. In: Assessment in Higher Education (AHE) Seminar: Transforming Assessment and Feedback in Higher Education on a wider scale: the challenge of change at institutional level, 30 June 2016, Manchester. (Submitted)

Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761 (2015) The significance of practice-based research: from personal understanding to shared knowledge. In: Value and Virtue Conference 2015, 9-10 June 2015, York St John University.

Reason, Matthew ORCID: https://orcid.org/0000-0003-0536-4236 and Schuitema, Karian (2021) Theater for Children and Young People. In: Montgomery, Heather, (ed.) Oxford Bibliographies in Childhood Studies. New York, Oxford University Press

Reifenstein, Tilo (2016) Practising art (history): notes on practice-led research in art history. In: 42nd Annual Association of Art Historians (AAH) Annual Conference, 7–9 Apr. 2016, University of Edinburgh. (Unpublished)

Reifenstein, Tilo (2020) Von den Verflechtungen der künstlerischen Forschung mit dem Schreiben als Praxis. In: How to Arts Education Research: Wissenspraxen zwischen Kunst und Bildung, 5-6th November 2020, Karlsruhe, Germany. (Unpublished)

Reifenstein, Tilo (2023) Von den Verflechtungen der künstlerischen Forschung mit dem Schreiben als Praxis. In: Bader, Nadia, Krauß, Lennart and Johns, Stefanie, (eds.) How to Arts Education Research? Wissenspraxen zwischen Kunst und Bildung. Kunst Medien Bildung (10). Munich, kopaed Verlag, pp. 147-156

Relph, Tiffany Louise (2016) Categorising Interaction between Teachers and Students in ESOL Classrooms. Masters thesis, York St John University.

Ring, Kathy (2010) Supporting a playful approach to drawing. In: Broadhead, Pat, Howard, Justine and Wood, Elizabeth, (eds.) Play and Learning in the Early Years: From Research to Practice. Sage, pp. 113-126

Rock, Brian ORCID: https://orcid.org/0009-0008-6868-3940 (2023) The End of Surprise? The State of the Subject of Secondary English and Implications for Initial Teacher Education. FORUM, 65 (2). pp. 59-71.

S

Schostak, John, Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Hammersley-Fletcher, Linda (2020) Populism, Democracy, Education and Freedom: Creating a world without walls. In: Schostak, John, Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X and Hammersley-Fletcher, Linda, (eds.) Paradoxes of democracy, leadership and education: Struggling for social justice in the twenty-first century. Routldge, pp. 173-184

Smith, Paul (2009) The Means to Grow Up: Reinventing apprenticeship as a developmental support in adolescence, by Robert Halpern. International Journal of Lifelong Education, 28 (6). pp. 803-804.

Sors, Lucy and Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2024) When ‘compassion’ is not enough: An argument for adaptive critical pedagogy in higher education. BERA Blog.

Spring, Hannah ORCID: https://orcid.org/0000-0001-9836-2795 (2016) Online learning: the brave new world of massive open online courses and the role of the health librarian. Health Information and Libraries Journal, 33 (1). pp. 84-88.

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 (2015) Children's Voice or Children's Voices? How Educational Research Can be at the Heart of Schooling. FORUM, 57 (1). pp. 75-90.

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 (2017) Critical exchange: Avoiding schooling taboos: A reply to Rasmussen. Research in Education, 97 (1). pp. 30-32.

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 (2017) Critical exchange: Religion and schooling in conversation. Research in Education, 97 (1). pp. 16-26.

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 (2014) Loneliness and Solitude in Education: How to Value Individuality and Create an Enstatic School. Oxford; New York, Peter Lang

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 (2015) Soul-searching and re-searching: action philosophy alone. Educational Action Research, 23 (1). pp. 104-115.

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 (2016) Virtuous educational research : conversations on ethical practice. Religion, education and values . Frankfurt am Main, Peter Lang

Stern, Julian ORCID: https://orcid.org/0000-0003-4126-0100 and Wałejko, Małgorzata (2020) Editorial: Being Alone Together in Education. Paedagogia Christiana, 45 (1). pp. 5-8.

Su, F., Wood, M. ORCID: https://orcid.org/0000-0001-5067-1978, Alerby, E., Da Re, L. and Felisatti, E. (2021) ‘When the hurley-burley’s done, when the battle’s lost and won’: exploring the value and appropriation of silence and quietude in academia. European Journal of Higher Education, 12 (3). pp. 277-292.

Swain, Spencer ORCID: https://orcid.org/0000-0002-2191-0041 (2023) Decolonising the Curriculum: What is it? Why do it? In: Teacher and Advisor Conference, 12 December 2023, York.

T

Taslibeyaz, Elif, Su, Feng and Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 (2024) GenZ – the new generation of university students and implications for academic practice. European Educational Research Association.

Tsung, Linda and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2009) Dilemmas of identity, language and culture in higher education in China. Asia Pacific Journal of Education, 30 (1). pp. 57-69.

U

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2019) Ethnography in Education, University of Pennsylvania (February 2019) – presentation of findings: An actor-network theory analysis of actors influencing the formation of teacher professionalism. In: Ethnography in Education, University of Pennsylvania (February 2019), February 2019, University of Pennsylvania, USA.

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2024) Researching in Uncertain Times: Exploring the Potential of An Inquiry into Modes of Existence in Teacher Education Research. In: ECER 2024, August 2024, Nicosia, Cyrpus. (Submitted)

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2023) Short term ethnography in education research. In: ECER 2023, Glasgow, 22-25th August 2023, Glasgow University, UK. (Submitted)

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2022) TEAN Webinar: What Should We Teach New Teachers? In: TEAN Webinar, 26/01/2022, Online.

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2023) Teaching through the cloud: An ethnography of the role of cloud-based collaborative technologies in the formation of teachers’ classroom practices. Anthropology and Education Quarterly Journal, 55 (1). pp. 24-42.

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 (2023) Wellies and whittle-sticks: an ethnographic study of the role of physical artefacts in establishing children’s connection to the ‘forest’. In: Oxford Ethnography and Education Conference 2023, 4-6th September 2023, Oxford, UK. (Submitted)

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590, Clarke, Matthew and Rüsselbæk Hansen, Dion (2023) Immunitas and (un)desirable teacher knowledge in teacher education. European Journal of Education, 59 (1).

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590, Heimans, Stephen, Phelan, Anne, Rüsselbæk Hansen, Dion and Clarke, Matthew (2024) ‘What comes into our minds?’’: A conversational and thoughtful response to Bojesen. In: ECER 2024, August 2024, Nicosia, Cyrpus. (Unpublished)

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 and Raymond, Peter ORCID: https://orcid.org/0000-0002-0462-8984 (2023) Developing Creative Thinking. Impact Journal. pp. 30-31.

Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590 and Tummons, Jonathan (2021) Reassembling teachers’ professional practice: an ethnography of intertextual hierarchies in primary mathematics. Ethnography and Education, 16 (1). pp. 109-126.

V

Vincent, Jonathan ORCID: https://orcid.org/0000-0001-6278-4670 (2019) It’s the fear of the unknown: transition from higher education for young autistic adults. Autism: International Journal of Research and Practice, 23 (6). pp. 1575-1585.

Vincent, Jonathan ORCID: https://orcid.org/0000-0001-6278-4670 (2016) The value of ignorance for teacher training on autism a reading of Jacques Rancière. In: Philosophy of Education symposium. (Unpublished)

W

Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093, Pennington, Andrew, Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 and Su, Feng (2023) Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures. Research in Education.

Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 and Walker, Lily (2023) Mapping the importance of place, identity and local ways of knowing. In: Rawlings Smith, Emma and Pike, Susan, (eds.) Encountering Ideas of Place in Education. Routledge, pp. 107-116

Warren Fearn, W J F ORCID: https://orcid.org/0000-0002-2029-630X (2023) A Service Design Approach: What are the barriers and opportunities of using Augmented Reality for primary science education? In: TPEA 35th Annual Conference (3rd – 4th July 2023), 3rd - 4th July 2023, Bedford. (Unpublished)

Whitfield, Louise (2022) A Rollercoaster of Challenges and Rewards: How Primary Early Career Teachers (ECTs) in England navigate and manage their professional identity against the current educational policy context. Doctoral thesis, York St John University.

Wicaksono, Rachel ORCID: https://orcid.org/0000-0003-0312-8491 and Wicaksono, Clara (2025) Ethical subjectivity and ontologies of English: implications for social justice in English language education. In: Biel, Albert and Esleben, Fabian, (eds.) Social justice in language education : taking action. Multilingual Matters (In Press)

Wilkie, Brett ORCID: https://orcid.org/0000-0003-0310-1360 (2023) Ecological dynamics: a theoretical framework for understanding physical literacy in children. Doctoral thesis, York St John University.

Wilkie, Brett ORCID: https://orcid.org/0000-0003-0310-1360, Jordan, Alastair ORCID: https://orcid.org/0000-0002-7669-4753, Foulkes, Jonathan, Woods, Carl, Davids, Keith and Rudd, James (2023) Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education. Frontiers in Sports and Active Living, 5.

Wilkie, Brett ORCID: https://orcid.org/0000-0003-0310-1360, Santana Cáceres, Pablo, Martín Marchena, Joaquín and Jordan, Alastair ORCID: https://orcid.org/0000-0002-7669-4753 (2023) Is the development of physical literacy ubiquitous in high-quality physical education? European Physical Education Review.

Williams, Gweno (2013) Creative approaches to drama in the English classroom. In: Birketveit, Anna and Williams, Gweno, (eds.) Literature for the English classroom: theory into practice. Fagbokforlaget

Wilson, Ian ORCID: https://orcid.org/0000-0002-9110-9997 (2021) Controversial Content and Continuum of Conversation. In: Talis Elevate Conference, 12-13 July 2021, Online. (Unpublished)

Windscheffel, Ruth C. ORCID: https://orcid.org/0000-0003-2769-5861 (2018) 'Can we please keep talking…? The importance of sustaining inclusive dialogue about race and ethnicity in teaching and learning'. In: Boncori, Ilaria, (ed.) Race, Ethnicity and Inclusion: The University of Essex Reader. Editoriale Scientifica

Windscheffel, Ruth C. ORCID: https://orcid.org/0000-0003-2769-5861 (2019) 'Case study on posters and group work: diversifying assessment on an MA in Academic Practice’. Educational Developments, 20 (1). pp. 13-16.

Windscheffel, Ruth C. ORCID: https://orcid.org/0000-0003-2769-5861 (2022) Exploring the values of personal tutoring via a level 7 academic practice module. In: Lochtie, D., Stork, A. and Walker, B.W., (eds.) The Higher Education Personal Tutor’s and Advisor’s Companion: translating theory into practice to improve student success. St Albans, Critical Publishing

Windscheffel, Ruth C. ORCID: https://orcid.org/0000-0003-2769-5861 (2021) Less is more: scaffolding learning to support individual success through a vibrant community of practice. In: Cleaver, E. and McLinden, M., (eds.) A Launch Pad for Future Success: Using Outcomes-based Approaches to Scaffold the Pandemic Year and Build for the Future. QAA

Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 (2011) ‘Closer to the ground’: issues of pupil ‘voice’ and the development of knowledge about schools. Turkish online journal of qualitative inquiry (TOJQI)., 2 (1). p. 1.

Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 (1998) Partners in Pursuit of Quality: LEA support for School Improvement after Inspection. In: Earley, Peter, (ed.) School Improvement after Inspection? School and LEA Responses. Paul Chapman, pp. 37-49

Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 (2019) The Use of Dialogue in Professional Learning in Higher Education. In: Peters, Michael A. and Heraud, Richards, (eds.) Encyclopedia of Educational Innovation. Singapore, Springer, pp. 1-6

Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978, Belluigi, Dina Zoe, Su, Feng and Seidl, Eva (2023) Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown. London Review of Education, 21 (1). pp. 1-15.

Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978, Pennington, Andrew ORCID: https://orcid.org/0000-0002-2286-8375 and Su, Feng ORCID: https://orcid.org/0000-0003-0317-4033 (2022) ‘Back to the future’: Thinking with Hannah Arendt (1906–1975) and Alec Clegg (1909–1986) on the promise of education. Oxford Review of Education, 49 (2). pp. 247-261.

Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978, Pennington, Andrew and Su, Feng (2018) Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945-1974). Journal of Educational Administration and History, 50 (4). pp. 299-315.

Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978, Pennington, Andrew and Su, Feng (2020) ‘The past no longer casts light upon the future; our minds advance in darkness’1: the impact and legacy of Sir Alec Clegg’s educational ideas and practices in the West Riding of Yorkshire (1945-1974). British Journal of Educational Studies. p. 1.

Z

Zingaretti, Mattia ORCID: https://orcid.org/0000-0002-5565-2538 (2021) Learning and teaching approaches in Higher Education: Promoting deep learning through constructive alignment. Teaching Matters Blog.

Zingaretti, Mattia ORCID: https://orcid.org/0000-0002-5565-2538 (2019) What's the point of writing essays? Forward Thinking.

Zingaretti, Mattia ORCID: https://orcid.org/0000-0002-5565-2538 and Spelorzi, Roberta (2022) One size fits none in international higher education: A UK-based case study on how to foster inclusive participation and active engagement in the classroom. Postgraduate Pedagogies, 2 (1). pp. 73-98.