Items where Division is "School of Education" and Year is 2015

Economidou Stavrou, N and Stakelum, M, eds. (2015) European perspectives on music education 4. Every learner counts. Democracy and inclusion. Helbling, Innsbruck. ISBN 9783990353813

Lawrence, S and McCartney, M, eds. (2015) Mathematicians and their gods: interactions between mathematics and religious beliefs. Oxford University Press, Oxford. ISBN 9780198703051

Ares Fandiño, L, Trigo Miranda, M, Fernández Morante, C, Fraga Lago, B, Cebreiro López, B, Dwyer, C, Tuckwell, G, la Velle, L, Georgeson, J, Blandon, C and Horrell, J (2015) Improving attitudes and learning in a second Language through the increased use of ICT - IALICT. Xunta de Galicia, Santiago de Compostela, Spain.

Austin, C, Knowles, Z, Richards, K, McCree, M, Sayer, J and Ridgers, N (2015) 'Play and learning outdoors: engaging with the natural world using forest school in the UK.' In: Skelton, T, Nairn, K and Kraftl, P, eds. Space, place, and environment. Geographies of children and young people (3). Springer. ISBN 9789814585903

Bates, A (2015) 'The ‘Great Refusal’? A Marcusian response to the Bright Blue vision of education in the ‘Big Society’.' Journal of Educational Administration and History, 47 (4). pp. 350-366.

Bates, A (2015) Transforming education: meanings, myths and complexity. Routledge, Abingdon. ISBN 9781138920132

Bates, A (2015) 'The curious case of 'trendy theory', training and targets in the reform of university-based teacher education in England.' Kwartalnik Pedagogiczny = The Pedagogical Quarterly, 235 (1). pp. 113-126.

Bishop, D (2015) 'Small firms and the failure of national skills policies: adopting an institutional perspective.' International Journal of Training and Development, 19 (1). pp. 69-80.

Bremner, N (2015) 'Reculturing teachers as just the tip of the iceberg: ongoing challenges for the implementation of student-centred EFL learning in Mexico.' MEXTESOL Journal, 39 (3).

Chadderton, C (2015) 'Civil defence pedagogies and narratives of democracy: disaster education in Germany.' International Journal of Lifelong Education, 34 (5). pp. 589-606.

Chadderton, C (2015) 'UK secondary schools under surveillance: what are the implications for race? A Critical Race and Butlerian analysis.' In: Kupfer, A, ed. Power and education: contexts of oppression and opportunity. Palgrave Macmillan, London, pp. 128-145. ISBN 9781349569595

Chadderton, C (2015) 'The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition Government.' London Review of Education, 13 (2). pp. 84-97.

Chadderton, C and Edmonds, C (2015) 'Refugees and access to vocational education and training across Europe: a case of protection of white privilege?' Journal of Vocational Education & Training, 67 (2). pp. 136-152.

Conole, G (2015) 'Theoretical underpinnings of learning design.' In: Dalziel, J, ed. Learning design: conceptualizing a framework for teaching and learning online. Routledge, Abingdon, pp. 42-62. ISBN 9781138910966

Craft, A, Cremin, T, Hay, P and Clack, J (2015) 'Creative primary schools: developing and maintaining pedagogy for creativity.' In: Chappell, K, Cremin, T and Jeffrey, B, eds. Creativity, education and society: writings of Anna Craft. Trentham Books, London. ISBN 9781858566665

Crawley, J (2015) 'Growing connections – the connected professional.' Research in Post-Compulsory Education, 20 (4). pp. 476-498.

Crawley, J (2015) Pedagogy in Further Education and Vocational Teacher Education. MESHGuides.

Crowley, K, McInnes, K, Crabbe, J, Murphy, M and Terry, V (2015) Progress of children participating in the Chatty Chimps Early Language Intervention: an initial evaluation. University of South Wales.

Curran, H (2015) SEND reforms 2014 and the narrative of the SENCO: early impact on children and young people with SEND, the SENCO and the school. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.

Dalziel, J, Conole, G, Wills, S, Walker, S, Bennett, S, Dobozy, E, Cameron, L, Badilescu-Buga, E and Bower, M (2015) 'The Larnaca declaration on learning design – 2013.' In: Dalziel, J, ed. Learning design: conceptualizing a framework for teaching and learning online. Routledge, Abingdon, pp. 1-41. ISBN 9781138910966

Dalziel, J, Wills, S, Conole, G, Walker, S, Bennett, S, Dobozy, E, Cameron, L, Badilescu-Buga, E, Bower, M and Pegler, C (2015) 'Learning design: where do we go from here?' In: Dalziel, J, ed. Learning design: conceptualizing a framework for teaching and learning online. Routledge, Abingdon, pp. 256-262. ISBN 9781138910966

Darren, G (2015) Instrumentalism and purpose in philosophy with children. In: PESGB Annual Conference 2015, 26-29 March 2015, New College, Oxford, UK. Please click the title to check availability.

Davies, D, Collier, C, Earle, S ORCID: 0000-0002-6155-1098, Howe, A and McMahon, K (2015) 'Preparing science teachers for assessment without levels.' Science Teacher Education, 72 (Feb). pp. 9-16.

Davies, D, McMahon, K, Howe, A, Collier, C, Digby, R and Earle, S ORCID: 0000-0002-6155-1098 (2015) Teacher assessment of science in English primary schools. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.

Earl, C (2015) An exploration of popular education from Occupy! London to the university: making hope possible in the face of neoliberal enclosure? PhD thesis, Manchester Metropolitan University.

Earle, S ORCID: 0000-0002-6155-1098 (2015) 'Introducing the TAPS pyramid model.' Primary Science, 140. pp. 24-25.

Earle, S ORCID: 0000-0002-6155-1098 (2015) Research collaboration in the Teacher Assessment in Primary Science (TAPS) project. In: Engage 2015: Engaging with Impact, 2 -3 December 2015, Marriott Royal Hotel, Bristol, UK.

Earle, S ORCID: 0000-0002-6155-1098 (2015) 'An exploration of whole-school assessment systems.' Primary Science, 136. pp. 20-22.

Earle, S ORCID: 0000-0002-6155-1098, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model. Primary Science Teaching Trust, Primary Science Teaching Trust website.

Georgeson, J, Blandon, C and la Velle, L (2015) Teachers’ use of iPads in modern foreign language lessons: a comparative international enquiry. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.

Georgeson, J, la Velle, L and Blandon, C (2015) Learning a modern foreign language: effort, gender and motivation. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.

Gibson, H (2015) 'Between the state and the individual: ‘Big Society’ communitarianism and English Conservative rhetoric.' Citizenship, Social and Economics Education, 14 (1). pp. 40-55.

Gibson, H (2015) 'Instrumental reasoning qua capitalist rationality: the embedding of capitalism within educational discourse.' In: Peters, M.A, Paraskeva, J.M and Besley, T, eds. The global financial crisis and educational restructuring. Global studies in education (31). Peter Lang Publishing, Oxford, pp. 143-164. ISBN 9781433125409

Gibson, H (2015) 'The teaching of democracy: challenging the meaning of participation, discourse and dissent in the English school curriculum.' In: Smith, R, ed. Philosophy of education II. Major themes in education . Routledge, London. ISBN 9780415830096

Gilbert, L, Rose, J and Luff, P (2015) 'Early childhood education for sustainability in the United Kingdom.' In: Davis, J, ed. Young children and the environment : early education for sustainability. 2nd ed. Cambridge University Press, Cambridge, pp. 287-300. ISBN 9781107636347

Gill, B, Hayes, S ORCID: 0000-0001-8633-0155 and Senior, C (2015) 'The effects of family support and gender on mature student engagement in higher education.' Frontiers in Psychology, 6. e156.

Hatley, J ORCID: 0000-0003-1232-2050 (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 ORCID: 0000-0003-1232-2050 (2015) Global campaign for education: implications for social justice in light of neoliberal influence. In: Doctoral Research Conference, May 2015, University of Bristol, UK.

Hay, P and Whitehouse, C (2015) Being explorers. In: ASE West of England November Conference, 14 November 2015, Bath Spa University, Bath, UK.

Hayes, S ORCID: 0000-0001-8633-0155 (2015) 'Counting on use of technology to enhance learning.' In: Jandrić, P and Boras, D, eds. Critical learning in digital networks. Springer, Cham, pp. 15-36. ISBN 9783319137513

Hayes, S ORCID: 0000-0001-8633-0155 (2015) 'Digital learning, discourse, and ideology.' In: Peters, M, ed. Encyclopedia of educational philosophy and theory. Springer, Singapore. ISBN 9789812875327 doi: 10.1007/978-981-287-532-7_122-1

Hayes, S ORCID: 0000-0001-8633-0155 (2015) 'Encouraging the intellectual craft of living research: tattoos, theory and time.' In: Guerin, C, Bartholomew, P and Nygaard, C, eds. Learning to research - researching to learn. Libri, Faringdon, pp. 125-150. ISBN 9781909818668

Hayes, S ORCID: 0000-0001-8633-0155 (2015) MOOCs and quality : a review of the recent literature. Quality Assurance Agency for Higher Education (QAA), Gloucester.

Hayes, S ORCID: 0000-0001-8633-0155 (2015) The political discourse and material practice of technology enhanced learning. PhD thesis, Aston University.

Hayes, S ORCID: 0000-0001-8633-0155 (2015) 'A sphere of resonance for networked learning in the ‘non-places’ of our universities.' E-Learning and Digital Media, 12 (3-4). pp. 265-278.

Hayes, S ORCID: 0000-0001-8633-0155 and Bartholomew, P (2015) 'Where’s the humanity? Challenging the policy discourse of ‘technology enhanced learning’.' In: Branch, J, Bartholomew, P and Nygaard, C, eds. Technology-enhanced learning in higher education. Libri, Faringdon, pp. 113-133. ISBN 9781909818613

Hayes, S ORCID: 0000-0001-8633-0155 and Bartholomew, P (2015) 'An introduction to technology-enhanced learning policy.' In: Branch, J, Bartholomew, P and Nygaard, C, eds. Technology-enhanced learning in higher education. Libri, Faringdon, pp. 17-29. ISBN 9781909818613

Hordern, J (2015) 'Higher apprenticeships and the shaping of vocational knowledge.' Research in Post-Compulsory Education, 20 (1). pp. 17-34.

Hordern, J (2015) 'Higher apprenticeships in England: professional and vocational formation.' International Journal of Training Research, 13 (3). pp. 174-193.

Hordern, J (2015) 'Teaching, teacher formation, and specialised professional practice.' European Journal of Teacher Education, 38 (4). pp. 431-444.

Hordern, J (2015) 'An unfinished experiment: ambiguity and conflict in the implementation of higher skills policy.' Research Papers in Education, 30 (2). pp. 248-265.

Horner, L.K, Kadiwal, L, Sayed, Y, Barrett, A, Durrani, N and Novelli, M (2015) Literature review: the role of teachers in peacebuilding.

Howe, A and Downes, G (2015) The role of online asynchronous discussion boards in developing reflective thought. In: BESA 11th Annual Conference, 25-26 June 2015, Cardiff Metropolitan University, Wales.

Jamison, N.M (2015) 'Arts-based research with children.' Early Childhood Education, 43 (1). pp. 3-7. Please click the title to check availability.

Jamison, N.M and Kirova, A (2015) 'Bridging home and (pre)school multiliteracy practices through the use of iPads.' In: Gómez Chova, L, López Martínez, A and Candel Torres, I, eds. EDULEARN15 Proceedings: 7th International Conference on Education and New Learning Technologies. IATED Academy, Barcelona, Spain, pp. 3600-3609. ISBN 9788460682431

Jennings-Tallant, L (2015) 'Framing young children’s humour and practitioner responses to it using a Bakhtinian carnivalesque lens.' International Journal of Early Childhood, 47 (2). pp. 251-266.

Kuhn, C (2015) 'E-Dynamic.Space: a 21st century tool to stage manage and build experience in the field of the history of mathematics.' In: Krainer, K and Vondrová, N, eds. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). Charles University in Prague, Faculty of Education and ERME, Prague, Czech Republic, pp. 1839-1845.

Lawrence, S (2015) 'Capital G for Geometry: Masonic lore and the history of geometry.' In: Lawrence, S and McCartney, M, eds. Mathematicians and their gods: interactions between mathematics and religious beliefs. Oxford University Press, Oxford, pp. 167-190. ISBN 9780198703051

Lawrence, S (2015) 'Life, architecture, mathematics, and the fourth dimension.' Nexus Network Journal. doi: 10.1007/s00004-014-0221-9

Layen, S (2015) 'Do reflections on personal autobiography as captured in narrated life-stories illuminate leadership development in the field of early childhood?' Professional Development in Education, 41 (2). pp. 273-289.

Levinson, M.P (2015) '‘What’s the plan?’ ‘What plan?’ Changing aspirations among Gypsy youngsters, and implications for future cultural identities and group membership.' British Journal of Sociology of Education, 36 (8). pp. 1149-1169.

Liu, Y (2015) 'Geographical stratification and the role of the state in access to higher education in contemporary China.' International Journal of Educational Development, 44. pp. 108-117.

McCree, M (2015) Dangerous currents: risk and regulation at the interface of medicine and the arts. In: Association of Medical Humanities Conference, 23 - 25 June 2015, Dartington Hall, Totnes, UK.

McCree, M (2015) Forest school and friends around the world. In: Forest School Association National Conference, 23 - 25 October 2015, Shropshire, UK.

McCree, M (2015) Risks and challenges of arts-based evaluation - notes from a practitioner’s toolkit. In: Association of Medical Humanities Conference, 23 - 25 June 2015, Dartington Hall, Totnes, UK.

McCree, M (2015) Wild wood: midway findings from a longitudinal study. In: Royal Geographical Society International Conference, 2 September 2015, Exeter, UK.

McCree, M (2015) A short history of forest school in the UK and around the world. In: La Scuola nel Bosco: approcci ed esperienze in Italia ed in Europa, 9 May 2015, Amici dei Boschi, Pavia, Italy.

McCree, M, Waters, S and Orton, D (2015) Round-table discussion. In: Performance, Ecology, Responsibility Symposium, 1 July 2015, Canterbury Christ Church University, UK.

McEachron, G and Bhatti, G (2015) 'Teaching English as an additional language in the global classroom: a transnational study in the United States and United Kingdom.' Global Education Review, 2 (2). pp. 59-83.

McGarvey, L.M and Jamison, N.M (2015) Reconceptualizing early mathematics learning, advances in mathematics education [book review]. Mathematical Thinking and Learning, 17 (1). pp. 91-97.

McInnes, K (2015) Critical engagement with practitioners views of play. In: Learning and Teaching Conference, 18 June 2015, University of South Wales, Pontypridd, Wales.

McInnes, K and Birdsey, N (2015) A comparison of teachers’ and children’s perceptions of play and the implications for early years classroom practice. In: Barns lek – en barnlek? = Children's play - a pushover? Play and Early Learning Conference, 21 August 2015, Malmö University, Malmö, Sweden.

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S ORCID: 0000-0002-6155-1098 (2015) Creative pedagogies in early years science: thematic planning and sustained scientific dialogues. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.

Midwinter, R and Dickson, J (2015) Embedding counselling and communication skills: a relational skills model. Routledge, London. ISBN 9781138791114

Mortimore, T and Zsolnai, A (2015) 'Inclusive education and social competence development.' Hungarian Educational Research Journal (HERJ), 5 (1).

Niolaki, G.Z (2015) 'Spelling difficulty in a 10-year-old trilingual child: a case study and report of an effective intervention programme.' In: Safont Jordà, M.P and Portolés Falomir, L, eds. Learning and using multiple languages: current findings from research on multilingualism. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 82-110. ISBN 9781443871822

Ní Mhocháin, R (2015) ‘…you can’t say that at work…’: discourse community influences on language. In: Invited talk: Universidad EAN, Bogota, Colombia.

Ormesher, C (2015) 'We need to talk about mathematics: analysing conversations of PGCE primary mathematics specialists.' Proceedings of the British Society for Research into Learning Mathematics, 34 (3). pp. 49-54.

Ovenden-Hope, T and la Velle, L (2015) Further and higher educations research collaboration: translational research for a knowledge mobilisation intervention for teacher CPD. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.

Ovenden-Hope, T and la Velle, L (2015) Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.

Parker, R (2015) Attachment Aware Schools. In: Attachment Network Wales: Annual Conference, 17 June 2015, Christ Church Centre, Newport, Wales.

Parker, R (2015) Attachment Aware Schools. In: Engage 2015: Engaging with Impact, 2 -3 December 2015, Marriott Royal Hotel, Bristol, UK.

Parker, R (2015) Using academic research and pupil data in education: the place of values and emotions. Using academic research and pupil data in education: opportunities, challenges and best practice. Please click the title to check availability.

Parker, R and Gorman, M (2015) In care, in school: giving voice to children and young people in care. In: CoramBAAF Conference, 21 January 2015, London.

Paulson, J (2015) '"Whether and how?" History education about recent and ongoing conflict: a review of research.' Journal on Education in Emergencies, 1 (1). pp. 14-47.

Paulson, J and Shields, R (2015) 'Conflict-fragility-education: issues in conceptualisation and measurement.' In: Gross, Z and Davies, L, eds. The contested role of education in conflict and fragility. Sense Publishers, Rotterdam, pp. 45-62. ISBN 9789463000093

Preston, J, Chadderton, C, Kitagawa, K and Edmonds, C (2015) 'Community response in disasters: an ecological learning framework.' International Journal of Lifelong Education, 34 (6). pp. 727-753.

Read, S, Morton, T.A and Ryan, M.K (2015) 'Negotiating identity: a qualitative analysis of stigma and support seeking for individuals with cerebral palsy.' Disability and Rehabilitation, 37 (13). pp. 1162-1169.

Riddell, R (2015) The network round the school: Additional, Team and Lead Ofsted Inspectors and the work they do in and with schools in the ‘self-improving schools system’. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.

Rodger, P (2015) A focus on working scientifically. In: ASE West of England November Conference, 14 November 2015, Bath Spa University, Bath, UK.

Rose, J (2015) Attachment aware schools. In: Attachment and Trauma Aware Schools Conference, 26 June 2015, Bath Spa University, Bath, UK.

Rose, J (2015) Brain development and relationships: why adults are important to young children. In: National Day Nurseries Association Conference, 11-12 June 2015, Ricoh Arena, Coventry, UK.

Rose, J (2015) 'Secure attachment leads to independent learning.' Primary Teacher Update, 2015 (50). pp. 12-13.

Rose, J, Gilbert, L and McGuire-Snieckus, R (2015) 'Emotion coaching - a strategy for promoting behavioural self-regulation in children/young people in schools: a pilot study.' The European Journal of Social & Behavioural Sciences, XIII. pp. 1766-1790.

Rose, J, Gus, L and Gilbert, L (2015) 'Emotion coaching: a universal strategy for supporting and promoting sustainable emotional and behavioural well-being.' Educational & Child Psychology, 32 (1). pp. 31-41.

Rumyantseva, N and Denisova-Schmidt, E (2015) 'Institutional corruption in Russian universities.' International Higher Education, Fall (82). pp. 18-19.

Rumyantseva, N and Denisova-Schmidt, E (2015) An essay on virtue and survival: dead end leadership and the therapeutic alternative. In: 12th Chemnitz East Forum: "Leadership and governance IN and OF public and private organizations in the CEE countries", 9 - 11 September 2015, Chemnitz, Germany.

Salter-Dvorak, H (2015) 'What do EAP practitioners know about academic assessment in situ? Two disciplines, two practices, two outcomes.' In: Kavanagh, M and Robinson, L, eds. The Janus moment: revisiting the past and building the future – proceedings of the 2013 BALEAP Conference. Garnet, Reading. ISBN 9781782602248

Shields, R and Paulson, J (2015) '"Development in reverse"? A longitudinal analysis of armed conflict, fragility and school enrolment.' Comparative Education, 51 (2). pp. 212-230.

Simmons, B and Watson, D (2015) 'From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities.' Child Care in Practice, 21 (1). pp. 50-66.

Simon, C.A (2015) 'Are two heads better than one? System school leadership explained and critiqued.' School Leadership & Management, 35 (5). pp. 544-558.

Sims, M (2015) 'Multiple lens of therapy research: the paradox of bricolage.' Journal of Critical Psychology, Counselling and Psychotherapy, June. pp. 78-82. Please click the title to check availability.

Sims, M (2015) 'Philosophical approaches to therapy.' Thresholds, Summer. pp. 21-24. Please click the title to check availability.

Sorensen, N (2015) Challenges of student centred learning in the framework of the Bologna Process. In: 10th International Silk Road Conference: EU Association Agreement - Perspectives and Challenges, 22-23 May 2015, Silk Road Research Institute, International Black Sea University, Tbilisi, Georgia.

Sorensen, N (2015) Developing the art of improvisation in expert teachers. In: The Arts and Science of Improvisation in Education, 8 - 12 June 2015, Stord/Haugesund University College, Norway.

Sorensen, N (2015) Improvisation and teacher expertise: reconceptualising teacher professionalism. In: BERA Annual Conference, 15 - 17 September 2015, Queen's University, Belfast, Northern Ireland.

Sorensen, N and Ellis, P.W (2015) Pee Wee Ellis masterclass: funk and all that jazz. In: Bristol International Jazz & Blues Festival, 7 March 2015, Bristol Folk House, Bristol, UK.

Sorensen, N and Oddey, A (2015) A gift for Eleonora. Pazzi Chapel, Basilica di Santa Croce, Florence, 14-15 May 2015.

Stakelum, M (2015) 'Harnessing the everyday use of technology to create inclusive musical interactions in the classroom.' In: Economidou Stavrou, N and Stakelum, M, eds. European perspectives on music education 4. Every learner counts. Democracy and inclusion. Helbling, Innsbruck. ISBN 9783990353813

Vandekerckhove, W and Rumyantseva, N (2015) Freedom to speak up - qualitative research. The Freedom to Speak Up Review, University of Greenwich.

Waycott, L, Carbis, C and McInnes, K (2015) 'Developmental trauma and attachment: an integrative therapeutic approach.' In: Archer, C, Drury, C and Hills, J, eds. Healing the hidden hurts: transforming attachment and trauma theory into effective practice with families, children and adults. Jessica Kingsley, London, pp. 102-117. ISBN 9781849055482

Whitty, G and Clement, N (2015) 'Getting into Uni in England and Australia: who you know, what you know or knowing the ropes?' International Studies in Widening Participation, 2 (2). pp. 44-55.

Whitty, G, Hayton, A and Tang, S (2015) 'Who you know, what you know and knowing the ropes: a review of evidence about access to higher education institutions in England.' Review of Education. doi: 10.1002/rev3.3038

Whitty, G and Power, S (2015) 'Selective, comprehensive and diversified secondary schooling in England: a brief history.' In: de Waal, A, ed. The ins and outs of selective secondary schools: a debate. Civitas, London, pp. 9-28. ISBN 9781906837716

Xolocotzin, U, Yeh, C.S.-H ORCID: 0000-0002-8717-0568 and Erduran, S (2015) 'Emotional modulation of perspective taking: implications for computer-supported argumentation.' In: Tettegah, S.Y and Espelage, D.L, eds. Emotions, technology, and behaviors. Elsevier Academic Press, London, pp. 3-20. ISBN 9780128018736

Yeh, C.S.-H ORCID: 0000-0002-8717-0568 (2015) 'Exploring the effects of videogame play on creativity performance and emotional responses.' Computers in Human Behavior, 53. pp. 396-407.

Yuan, T (2015) ‘Teaching to fish’ rather than ‘giving a fish’: is China contributing to the global sustainable futures? In: 13th UKFIET International Conference on Education and Development, 15 - 17 September 2015, Oxford, UK.

Yuan, T (2015) 'Teaching to fish’ rather than ‘giving a fish’: is China contributing to the global sustainable futures?' Academics in China, 12. pp. 257-266. Please click the title to check availability.

la Velle, L (2015) 'Editorial - Translational research and knowledge mobilisation in teacher education: towards a ‘clinical’, evidence-based profession?' Journal of Education for Teaching, 41 (5). pp. 460-463.

la Velle, L and Ovenden-Hope, T (2015) 'Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK.' Journal of Education for Teaching, 41 (5). pp. 574-585.