Items where Division is "School of Education" and Year is 2018

Ahmed Shafi, A, Hatley, J ORCID: 0000-0003-1232-2050, Middleton, T, Millican, R and Templeton, S (2018) 'The role of assessment feedback in developing academic buoyancy.' Assessment & Evaluation in Higher Education, 43 (3). pp. 415-427. Please click the title to check availability.

Barber, K (2018) 'Using TAPS Focused Assessments as part of our teacher assessment approach.' Primary Science, 151. pp. 17-18.

Bates, A (2018) 'In search of Bold Beginnings: 'good early education', ethics and moral responsibility.' FORUM, 60 (3). pp. 279-288.

Brosinsky, L, Georgis, R, Gokiert, R, Mejia, T and Kirova, A (2018) 'RAISED between cultures: new resources for working with children of immigrant or refugee background.' Childhood Education, 94 (2). pp. 18-27.

Brown, B.M (2018) 'Losing focus.' In: Griffiths, D, Lowrey, S and Cassar, M, eds. The leader reader: narratives of experiences. Word & Deed Publishing, Ontario, Canada, pp. 352-354. ISBN 9780995978201

Brown, B.M (2018) Virtual classrooms: constructing authentic, real-life experiences through technology. In: ATEE 2018 Winter Conference – Technology and Innovative Learning, 15 - 16 February 2018, Utrecht, Netherlands.

Brown, B.M (2018) The effect of teacher race on student perceptions in low-income schools. PhD thesis, University of Arkansas.

Budd, R, O’Connel, C, Yuan, T and Verver, O (2018) The DTC effect: ESRC Doctoral Training Centres and the UK social science doctoral training landscape. Liverpool Hope University Press, Liverpool. ISBN ​9781898749189

Chadderton, C (2018) 'Career education and guidance and race (in)equality in England.' In: Hooley, T, Sultana, R and Thomsen, R, eds. Career guidance for emancipation: reclaiming justice for the multitude. Routledge, Abingdon, pp. 81-97. ISBN 9781138087439

Chadderton, C (2018) 'Higher education and counter-terrorism in the state of exception: the case of England.' Jahrbuch für Pädagogik, 2017 (1). pp. 161-176.

Chadderton, C (2018) Judith Butler, race and education. Palgrave Macmillan, London. ISBN 9783319733647

Chadderton, C (2018) 'School surveillance: primary and secondary schools.' In: Arrigo, B.A, ed. The SAGE encyclopedia of surveillance, security, and privacy. Sage. ISBN 9781483359946

Chadderton, C (2018) 'Towards a research framework for race in education: critical race theory and Judith Butler.' In: Youdell, D, ed. Judith Butler and education. Routledge, Abingdon. ISBN 9781138600409

Crawley, J (2018) Just teach! in FE: a people-centred approach. Sage, London. ISBN 9781526424754

Crawley, J (2018) '‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’.' Research in Post-Compulsory Education, 23 (1). pp. 23-34.

Crawley, J, Thompson, C and Wolstencroft, P (2018) TELLing Stories. Teacher Education in Lifelong Learning (TELL), 1.

Curran, H (2018) SEND Code of Practice: parental and school advocacy. In: British Dyslexia Association Webinar Series, September 2018, [online].

Curran, H (2018) Starting the conversation: building relationships between home and school, including how to advocate for your child and what do we do about homework? In: Parents' and Carers' Day: BDA International Conference 2018, 14 April 2018, Telford, UK.

Curran, H (2018) Starting the conversation: building relationships between home and school, including how to advocate for your child and what do we do about homework? In: British Dyslexia Association International Conference, 14 April 2018, Telford, UK.

Curran, H, Moloney, H, Heavey, A and Boddison, A (2018) It's about time: the impact of SENCO workload on the professional and the school. Bath Spa University, Bath. Please click the title to check availability.

Downes, G.A (2018) The construction of new moral spaces in the development of an English free school. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00011573

Durden-Myers, E.J ORCID: 0000-0001-7705-1138 (2018) Physical literacy: a guide for educators. Scholary. ISBN 9781999909208

Durden-Myers, E.J ORCID: 0000-0001-7705-1138 (2018) 'Research in action.' In: Medcalf, R and Mackintosh, C, eds. Researching difference in sport and physical activity. Routledge, Abingdon, pp. 128-147. ISBN 9781138289963

Durden-Myers, E.J ORCID: 0000-0001-7705-1138, Green, N.R and Whitehead, M.E (2018) 'Implications for promoting physical literacy.' Journal of Teaching in Physical Education, 37 (3). pp. 262-271.

Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Whitehead, M.E (2018) 'Operationalizing physical literacy: special issue editorial.' Journal of Teaching in Physical Education, 37 (3). pp. 234-236.

Durden-Myers, E.J ORCID: 0000-0001-7705-1138, Whitehead, M.E and Pot, N (2018) 'Physical literacy and human flourishing.' Journal of Teaching in Physical Education, 37 (3). pp. 308-311.

D’Evelyn, S, Mason-Angelow, V, Merchant, W, Porter, S, Read, S and Trahar, S (2018) Universities need to develop more inclusive practices to attract and to value disabled staff and students. Policy report 32. University of Bristol, Bristol.

Earl, C (2018) Spaces of political pedagogy: Occupy! and other radical experiments in adult learning. Routledge, New York. ISBN 9781138633216

Earle, S ORCID: 0000-0002-6155-1098 (2018) How to use the TAPS self-evaluation tool. In: ASE Annual Conference, 3 - 6 January 2018, University of Liverpool, UK.

Earle, S ORCID: 0000-0002-6155-1098 (2018) 'Introduction to the TAPS special issue of 'Primary Science'.' Primary Science, 2018. p. 4.

Earle, S ORCID: 0000-0002-6155-1098 (2018) 'TAPS for pupils.' Primary Science, 151. p. 23.

Earle, S ORCID: 0000-0002-6155-1098 (2018) 'Use of case study to develop and exemplify of a model of teacher assessment.' In: Finlayson, O.E, McLoughlin, E, Erduran, S and Childs, P, eds. Electronic proceedings of the ESERA 2017 Conference - Research, Practice and Collaboration in Science Education. (co-ed. Jens Dolin), Pt. 11 . Dublin City University, Dublin, Ireland, pp. 1386-1393. ISBN 9781873769843 Please click the title to check availability.

Earle, S ORCID: 0000-0002-6155-1098 (2018) The relationship between formative and summative teacher assessment of primary science in England. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00011554

Earle, S ORCID: 0000-0002-6155-1098, Jones, B, Coakley, R, Fenn, L and Davies, D (2018) The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales. Primary Science Teaching Trust. Please click the title to check availability.

Earle, S ORCID: 0000-0002-6155-1098, Qureshi, A, Rodger, P and Sampey, C (2018) 'Supporting assessment across the school.' In: Serret, N and Earle, S, eds. ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield, pp. 238-247. ISBN 9780863574573

Emira, M, Brewster, S, Duncan, N and Clifford, A (2018) 'What disability? I am a leader! Understanding leadership in HE from a disability perspective.' Educational Management Administration & Leadership, 46 (3). pp. 457-473.

Georgis, R, Gokiert, R and Kirova, A (2018) 'Researcher reflections on early childhood partnerships with immigrant and refugee communities.' In: Madrid Akpovo, S, Moran, M. J and Brookshire, R, eds. Collaborative cross-cultural research methodologies in early care and education contexts. Routledge, New York, NY, pp. 115-130. ISBN 9781138207912

Grimmer, T (2018) 'Children who are ready for school.' Early Years Educator, 20 (1). pp. 38-44.

Grimmer, T (2018) 'Observing and extending schemas in practice.' Early Education Journal, 85. pp. 4-5.

Grimmer, T (2018) School readiness and the characteristics of effective learning: the essential guide for early years practitioners. Jessica Kingsley Publishers, London. ISBN 9781785921759

Hatley, J ORCID: 0000-0003-1232-2050 (2018) The values of global citizenship education and implications for social justice. PhD thesis, Lancaster University.

Hattingh, L (2018) Children making meaning: entanglements in play. In: 54th UKLA International Conference, 6 - 8 July 2018, Cardiff, Wales.

Hattingh, L (2018) Perspectives on outdoor play - a child's right to explore through space and time. In: 26th International RECE Conference: Inequality in Early Childhood Education and Care, 14 - 18 October 2018, Danish School of Education, Copenhagen, Denmark.

Hay, P (2018) Future Forest: Forest of Imagination 2018 Evaluation report. 5x5x5=creativity. Please click the title to check availability.

Hayes, S ORCID: 0000-0001-8633-0155 (2018) 'Invisible labour: do we need to reoccupy student engagement policy?' Learning and Teaching, 11 (1). pp. 19-34.

Hayes, S ORCID: 0000-0001-8633-0155 (2018) Learning in the age of digital reason, Petar Jandrić [book review]. Policy Futures in Education, 16 (3). pp. 372-374.

Hayes, S ORCID: 0000-0001-8633-0155 (2018) Technology and the politics of university reform: the social shaping of online education [book review]. British Journal of Educational Studies, 66 (1). pp. 142-144.

Hayes, S ORCID: 0000-0001-8633-0155 and Jandrić, P (2018) 'Resisting the iron cage of 'the student experience'.' Šolsko polje, 29 (1-2). pp. 127-143.

Henderson, N (2018) 'The Early Years Connect project.' Early Years Educator, 20 (2). pp. 38-44.

Heslop, P, Read, S and Dunwoodie Stirton, F (2018) 'The hospital provision of reasonable adjustments for people with learning disabilities: findings from Freedom of Information requests.' British Journal of Learning Disabilities, 46 (4). pp. 258-267.

Hopwood-Stephens, I (2018) Diversity of assessment literacy among in-service primary teachers. In: 9th Teacher Education Advancement Network Conference, 10 - 11 May 2018, Aston University, Birmingham, UK.

Hopwood-Stephens, I (2018) 'The TAPS pyramid: where, who and how?' Primary Science, 2018. pp. 8-9.

Hopwood-Stephens, I (2018) 'Teachers' attempts to improve assessment practice in primary science are influenced by job role and teaching experience.' Journal of Emergent Science, 15. pp. 57-66.

Hordern, J (2018) Creative working in the knowledge economy [book review]. British Journal of Educational Studies, 66 (2). pp. 274-276.

Hordern, J (2018) 'Educational knowledge: traditions of inquiry, specialisation and practice.' Pedagogy, Culture & Society. doi: 10.1080/14681366.2018.1428221

Hordern, J (2018) 'Is powerful educational knowledge possible?' Cambridge Journal of Education. doi: 10.1080/0305764X.2018.1427218

Hordern, J (2018) 'Knowledge, practice and work-based learning.' In: McGrath, S, Mulder, M, Papier, J and Suart, R, eds. Handbook of vocational education and training: developments in the changing world of work. Springer, Cham. ISBN 9783319497891

Hordern, J (2018) 'On the making and faking of knowledge value in higher education curricula.' In: Shay, S and Peseta, T.L, eds. Curriculum as contestation. Routledge, Abingdon. ISBN 9780815399674

Hordern, J (2018) 'Recontextualisation and the education-work relation.' In: Allais, S and Shalem, Y, eds. Knowledge, curriculum and preparation for work. Brill/Sense, Leiden, pp. 68-88. ISBN 9789004365407

Hordern, J (2018) 'A ‘region’ under siege? Singularisation, regionalisation and genericism in Early Childhood Studies in England.' International Journal of Early Years Education, 27 (2). pp. 118-131.

Hordern, J and Tatto, M.T (2018) 'Conceptions of teaching and educational knowledge requirements.' Oxford Review of Education, 44 (6). pp. 686-701.

Humphreys, K (2018) 'Personal reflections: research into practice.' Patoss Bulletin, 31 (2). pp. 36-41.

Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2018) 'Future approaches in using artistic research from human experience.' In: Prior, R.W, ed. Using art as research in learning and teaching: multidisciplinary approaches across the arts. Intellect, Bristol, pp. 235-250. ISBN 9781783208920

Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2018) 'Who drives the drivers?' In: Saltman, K.J and Means, A.J, eds. The Wiley handbook of global educational reform. Wiley, Hoboken, NJ, pp. 307-322. ISBN 9781119083078

Jandrić, P, Knox, J, Besley, T, Ryberg, T, Suoranta, J and Hayes, S ORCID: 0000-0001-8633-0155 (2018) 'Editorial - Postdigital science and education.' Educational Philosophy and Theory, 50 (10). pp. 893-899.

Jay, T, Rose, J and Simmons, B (2018) 'Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning.' SAGE Open, 8 (2).

Joyce-Gibbons, A, Galloway, D, Mollel, A, Mgoma, S, Pima, M and Deogratias, E (2018) 'Mobile phone use in two secondary schools in Tanzania.' Education and Information Technologies, 23 (1). pp. 73-92.

Joyce-Gibbons, A, Galloway, D, Mollel, A, Mgoma, S, Pima, M and Deogratias, E (2018) 'Successful transition to secondary school in Tanzania: what are the barriers?' Journal of International Development, 30 (7). pp. 1142-1165.

Kirova, A and Jamison, N.M (2018) 'Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads.' Journal of Early Childhood Research, 16 (3). pp. 245-257.

Kuhn, C (2018) Who are we talking about? In: Open Education Global Conference, 24-26 April 2018, Delft, Netherlands.

la Velle, L (2018) Evidence based knowledge for teachers. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.

la Velle, L and Bryant, J.A (2018) Introduction to bioethics. 2nd ed. Wiley Blackwell, Hoboken, NJ. ISBN 9781118719596

la Velle, L and Flores, M.A (2018) 'Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.' Journal of Education for Teaching, 44 (5). pp. 524-538.

la Velle, L and Georgeson, J (2018) Mobile and geographical information technologies for phenological investigation across European schools: innovation and learning. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.

la Velle, L and Ovenden-Hope, T (2018) Knowledge mobilisation for teacher development: trialling the models. In: BERA Annual Conference 2018, 11 - 13 September 2018, Northumbria University, Newcastle, UK.

la Velle, L, Reynolds, K, Leask, M and Younie, S (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.

la Velle, L and Sorensen, N (2018) The DiTE project. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.

la Velle, L, Stenhouse, E and Sutton, C (2018) 'Masterliness: the challenge for professional development.' Journal of Interdisciplinary Studies in Education, 7 (1). pp. 54-66. Please click the title to check availability.

la Velle, L, Younie, S and Leask, M (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.

Macer, M (2018) 'Impact of ‘transition blind spots’ on Access to Higher Education Diploma students with a military background: why filling gaps in Information, Advice and Guidance matters.' Widening Participation and Lifelong Learning, 20 (4). pp. 169-190.

Mason, M, Galloway, D and Joyce-Gibbons, A (2018) 'Closing the attainment gap: collaboration between schools in Sierra Leone.' Educational and Child Psychology, 35 (1). pp. 27-39.

McCree, M, Cutting, R and Sherwin, D (2018) 'The hare and the tortoise go to forest school: taking the scenic route to academic attainment via emotional wellbeing outdoors.' Early Child Development and Care, 188 (7). pp. 980-996.

McInnes, K (2018) Child friendly research in the early years. In: BERA, British Curriculum Forum – Researching the Curriculum in Schools and Colleges: Practice, Professionalism and Innovation, 24 February 2018, University of Birmingham School, Birmingham, UK.

McInnes, K (2018) Child-focused playful learning in the early years. In: 28th EECERA Conference, 28 - 31 August 2018, Budapest University of Technology and Economics, Budapest, Hungary.

McInnes, K (2018) Child-friendly research in the early years [blog post]. BERA Blog, Research Matters.

McInnes, K (2018) Evaluating the impact of a joint parenting and yoga programme on everyday family life. Norland College, Bath.

McInnes, K (2018) Through the eyes of children – playful learning in the early years. In: Early Childhood Studies Degrees Network (ECSDN) Research Conference, 19 January 2018, London, UK.

McInnes, K (2018) What is the impact of a pastoral care training on school mealtimes – a case study. Norland College, Bath.

McInnes, K (2018) A critical and research-focused look at play and playfulness. In: British Association of Play Therapists (BAPT) Annual Conference, 23 - 24 March 2018, Aston University, Birmingham, UK.

McInnes, K and Elpidoforou, M-E (2018) 'Investigating and learning from toddler play in a children’s museum.' Early Child Development and Care, 188 (3). pp. 399-409.

McInnes, K and Rose, J (2018) Working together to provide a child-informed lunchtime service to support children’s wellbeing and socialisation. In: 28th EECERA Conference, 28 - 31 August 2018, Budapest University of Technology and Economics, Budapest, Hungary.

McInnes, K, Thomas, A, Pescott, C, Jones, C, Packer, R and Watkins, P (2018) 'Enabling theory into practice: making sense of the ‘why’ and the ‘how’ in the early years.' International Journal for Cross-Disciplinary Subjects in Education, 9 (3). pp. 3483-3850.

McKay, D (2018) 'Is data the whole story? The data-led accountability of teachers.' In: Carden, C, ed. Primary teaching: learning and teaching in primary schools today. Sage, London, pp. 425-442. ISBN 9781526436443

McKenna, C.A (2018) Using action research to inquire into Assessment for Learning: implications for continuing professional development in English schools. M.Phil thesis, Bath Spa University. doi: 10.17870/bathspa.00011557

McMahon, K (2018) The learning sciences in primary initial teacher education. In: Third Space: Science of Learning, 17 March 2018, Heslington, UK.

McMahon, K and Eley, A (2018) 'Teacher questions for learning in science.' In: Serret, N and Earle, S, eds. ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield, pp. 238-247. ISBN 9780863574573 Please click the title to check availability.

McMahon, K and Etchells, P.J (2018) 'Interdisciplinary bridging: a design-based research approach to enhancing the learning sciences in primary initial teaching education.' Impact, 2.

Mifsud, D, Riddell, R and Dewes, I (2018) Modernising school governance: corporate planning and expert handling in state education [book review]. Journal for Critical Education Policy Studies, 16 (2). pp. 211-229.

Morris, T.H ORCID: 0000-0002-0100-6434 (2018) How to teach without instructing: 29 smart rules for educators [book review]. Adult Education Quarterly, 68 (1). pp. 80-81.

Morris, T.H ORCID: 0000-0002-0100-6434 (2018) 'Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning.' Journal of Vocational Education & Training, 70 (4). pp. 619-643.

Mortimore, T (2018) Dyslexia: impact on academic performance and emotions. In: Parents’ and Carers’ Day: International Conference 2018, 14 April 2018, Telford, UK.

O’Keeffe, A and Ní Mhocháin, R (2018) 'Introduction.' Corpus Pragmatics, 2 (3). pp. 217-219. Please click the title to check availability.

Parker, R and Levinson, M.P (2018) 'Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape.' British Educational Research Journal, 44 (5). pp. 875-896.

Pot, N, Whitehead, M.E and Durden-Myers, E.J ORCID: 0000-0001-7705-1138 (2018) 'Physical literacy from philosophy to practice.' Journal of Teaching in Physical Education, 37 (3). pp. 246-251.

Rao, N, Yeh, C.S.-H ORCID: 0000-0002-8717-0568, Hoesin, A and Kinchin, I (2018) 'Academics’ international teaching journeys: an introduction.' In: Rao, N, Hoesin, A, Yeh, C.S.-H and Kinchin, I, eds. Academics’ international teaching journeys: personal narratives of transitions in Higher Education. Bloomsbury, London, pp. 1-12. ISBN 9781474289795

Read, S, Heslop, P, Miles, C, Mason-Angelow, V, Turner, S and Hatton, C (2018) Hospitals should consistently provide ‘reasonable adjustments’ for disabled patients. Policy report 28. University of Bristol, Bristol.

Read, S, Heslop, P, Turner, S, Mason-Angelow, V, Tilbury, N, Miles, C and Hatton, C (2018) 'Disabled people's experiences of accessing reasonable adjustments in hospitals: a qualitative study.' BMC Health Services Research, 18 (931).

Read, S, Heslop, P, Turner, S, Miles, C, Mason-Angelow, V and Hatton, C (2018) Getting things changed - final report: reasonably adjusting hospital services. University of Bristol, Bristol.

Read, S, Williams, V, Heslop, P, Mason-Angelow, V and Miles, C (2018) 'Being a disabled patient: negotiating the social practices of hospitals in England.' Social Inclusion, 6 (2). pp. 74-82.

Reynolds, K, Whiting, C ORCID: 0000-0002-9963-426X and la Velle, L (2018) The DiTE project explained. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.

Riddell, R (2018) Democratic optimism and authority in an increasingly depoliticised schools 'system' in England. In: British Educational Research Association Conference, 11 - 13 September 2018, Northumbria University, Newcastle upon Tyne, UK.

Ritzer, G, Jandrić, P and Hayes, S ORCID: 0000-0001-8633-0155 (2018) 'The velvet cage of educational con(pro)sumption.' Open Review of Educational Research, 5 (1). pp. 113-129.

Robinson, D.B, Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Berg, S (2018) 'Physical literacy and flourishing (within) Canadian school communities.' In: Cherkowski, S and Walker, K, eds. Perspectives on flourishing in schools. Lexington Books, Lanham, MD. ISBN 9781498579421

Rose, J and McInnes, K (2018) What is the impact of an innovative combined parenting and yoga programme on everyday family life? In: 28th EECERA Conference, 28 - 31 August 2018, Budapest University of Technology and Economics, Budapest, Hungary.

Rose, J and McInnes, K (2018) The student feedback system – Norland College. In: Independent Higher Education Annual Conference, 26 - 27 November 2018, London, UK.

Rumyantseva, N and Logvynenko, O.I (2018) 'Ukraine: higher education reforms and dynamics of the institutional landscape.' In: Huisman, J, Smolentseva, A and Froumin, I, eds. 25 years of transformations of higher education systems in post-Soviet countries. Palgrave Macmillan, Cham, pp. 407-433. ISBN 9783319529790

Shearer, C, Goss, H.R, Edwards, L.C, Keegan, R.J, Knowles, Z.R, Boddy, L.M, Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Foweather, L (2018) 'How is physical literacy defined? A contemporary update.' Journal of Teaching in Physical Education, 37 (3). pp. 237-245.

Simmons, B (2018) The minor gesture [book review]. Disability & Society, 33 (3). pp. 495-497.

Simmons, B (2018) 'The phenomenology of intersubjectivity and research with profoundly disabled children: developing an experiential framework for analysing lived social experiences.' In: Twomey, M and Carroll, C, eds. Seen and heard: exploring participation, engagement and voice for children with disabilities. Peter Lang, Oxford, pp. 125-144. ISBN 9781787075160

Sorensen, N (2018) Collaboration & partnership within a school-led system of teacher education. In: Marjon Academy Lecture Series, 12 March 2018, Plymouth Marjon University, UK.

Sorensen, N, Blanden, C, Dutiro, C and Maia, L (2018) Kusanganisa Live.

Whitehead, M.E, Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Pot, N (2018) 'The value of fostering physical literacy.' Journal of Teaching in Physical Education, 37 (3). pp. 252-261.

Whiting, C ORCID: 0000-0002-9963-426X, Whitty, G, Menter, I, Black, P, Hordern, J, Parfitt, A, Reynolds, K and Sorensen, N (2018) 'Diversity and complexity: becoming a teacher in England in 2015-16.' Review of Education, 6 (1). pp. 69-96.

Williams, V, Webb, J, Dowling, S, Read, S, Miles, C, Heslop, P, Gall, M, Tarleton, B, Merchant, W, Mason-Angelow, V, Steel, M, Turney, D, Tilbury, N, D’Evelyn, S, Trahar, S, Porter, S, Sass, B and Denham, A (2018) Getting things changed - final report. University of Bristol, Bristol.

Wilson, C and Hayes, S ORCID: 0000-0001-8633-0155 (2018) Engaging with UK Parliament: a guide for UK universities. UK Parliament.

Yeh, C.S.-H ORCID: 0000-0002-8717-0568 (2018) 'Creative learning and learning creativity: scrutinising the nature of creativity and developing strategies to foster creativity in education.' In: O'Siochru, C, ed. Psychology and the study of education: critical perspectives on developing theories. Routledge, Abingdon, pp. 31-47. ISBN 9781138237643

Yeh, C.S.-H ORCID: 0000-0002-8717-0568 (2018) 'Overcoming doubts in an intercultural academic journey.' In: Rao, N, Hoesin, A, Yeh, C.S.-H and Kinchin, I, eds. Academics’ international teaching journeys: personal narratives of transitions in Higher Education. Bloomsbury, London, pp. 75-92. ISBN 9781474289795

Yuan, T (2018) Beyond equal access: China Scholarship Council and the position of non-DAC donors in higher education provision towards SDG 4. In: BAICE Conference: Comparative Education and Development Alternatives, 12 - 14 September 2018, York, UK.

Yuan, T (2018) Revisiting China's educational promise to Africa: Towards a global convergence of development in post-2015 era? In: 62nd Annual Conference of the Comparative and International Education Society (CIES) - Re-Mapping Global Education: South-North Dialogue, 25 - 29 March 2018, Mexico City, Mexico.

Zhu, Y (2018) A social-oriented instrumental friendship between children in a rural boarding school in China. In: BSA Annual Conference 2018: Identity, Community and Social Solidarity, 10 - 12 April 2018, Northumbria University, Newcastle, UK.