Hatley, J (2023) 'The role of social justice theory in education studies.' In: Pulsford, M, Morris, R and Purves, R, eds. Understanding education studies: critical issues and new directions. Routledge, Abingdon. ISBN 9781032284682 (Forthcoming)
(2022) 'TEST RECORD: UN SDGS.'
Blackmore, K and Hatley, J (2022) 'The distinctive affordances of Close to Practice research: an argument for its deployment within postgraduate initial teacher education.' In: Boyd, P, Szplit, A and Zbróg, Z, eds. Developing teachers’ research literacy: international perspectives. Wydawnictwo Libron, Kraków, pp. 83-112. ISBN 9788366269972
Earle, S 
ORCID: 0000-0002-6155-1098
(2022)
Supporting teachers with formative assessment in primary science.
In: STEM 2022: 7th International STEM in Education Conference, 23 - 26 November 2022, University of Sydney [online].
Earle, S ORCID: 0000-0002-6155-1098 and McMahon, K
(2022)
'Applying cognitive science principles to primary science.'
Impact, 16.
pp. 13-16.
ISSN 2514-6955
Earle, S ORCID: 0000-0002-6155-1098 and McMahon, K
(2022)
Cognitive science and TAPS: guidance from the Teacher Assessment in Primary Science (TAPS) project.
Primary Science Teaching Trust, Bristol.
Hatley, J (2022) What is the evidence for 'what works' for the achievement of SDG4.7 in education? In: Education for Sustainability in a Climate Crisis: International Perspectives, 5 - 6 July 2022, University of Worcester, UK [online].
Hatley, J (2022) The role of social justice theory in education studies. In: BESA Conference: Education and Social Justice, 23 - 24 June 2022, Manchester, UK.
McMahon, K (2022) 'Doing retrieval practice better.' SSR in Practice, 103 (385). pp. 30-31. ISSN 2755-256X
McMahon, K (2022) 'Engaging trainee teachers with neuroscience and cognitive psychology.' SSR in Depth, 103 (385). pp. 5-11. ISSN 2755-256X
Hatley, J (2019) Universal values and implications for social justice – a multimodal critical discourse analysis. In: BERA Annual Conference, 9 - 11 September 2019, University of Manchester, UK.
Hatley, J (2019) What can global citizenship education offer to the current mess we’re in? In: BERA Comparative and International Education SIG / University of Worcester Conference: Global Perspectives: Re-imagining Education, 20 -21 June 2019, University of Worcester, UK.
Hatley, J (2019) The position of universal values as a barrier to the effectiveness of UNESCO's global citizenship education. In: Academic Network on Global Education & Learning (ANGEL) Conference, 9 - 10 May 2019, Institute of Education, London, UK.
Hatley, J (2016) Investigating the role of values in global citizenship education. In: Social Justice in Times of Crisis and Hope: Young People, Well-being and the Politics of Education, 6 - 8 July 2016, RMIT University, Barcelona, Spain.
Hatley, J (2016) The role of values in assessment for resilience. In: Annual Conference for Research in Education (ACRE), 12 - 13 July 2016, Edge Hill University, UK.
Hatley, J, Ahmed Shafi, A, Millican, R, Stapleton, S and Middleton, T (2016) Assessment for resilience. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, UK.
Hatley, J (2015) Assessment for resilience - implications for professional practice. In: IPDA International Conference: Professional Learning for Performance, 27 - 28 November 2015, Aston University, UK.
Hatley, J (2015) Global campaign for education: implications for social justice in light of neoliberal influence. In: Doctoral Research Conference, May 2015, University of Bristol, UK.