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Article

Albin-Clark, J, Latto, L, Hawxwell, L and Ovington, J A (2021) Becoming-with response-ability: How does diffracting posthuman ontologies with multi-modal sensory ethnography spark a multiplying femifesta/manifesta of noticing, attentiveness and doings in relation to mundane politics and more-than-human pedagogies of response-ability? entanglements. experiments in multi-modal ethnography, 4 (2). pp. 21-30. ISSN 2516-5860

Anderson, Steven, Leyland, Sandra and Ling, Jonathan (2017) Gender differences in motivation for participation in extra-curricular dance: Application of the Theory of Planned Behaviour. Research in Dance Education, 18 (2). pp. 150-160. ISSN 1464-7893

Atkinson, Stephanie (2009) Are Design and Technology Teachers Able to Meet the Challenges Inherent in the theme for this Conference ‘D&T – A Platform for Success’? Design and Technology Education: An International Journal, 14 (3). ISSN 1360-1431

Atkinson, Stephanie (2011) Creativity: A handbook for Teachers (Review). Design and Technology Education: An International Journal, 16 (1). ISSN 1360-1431

Atkinson, Stephanie (2000) Does the Need for High Levels of Performance Curtail the Level of High Order Thinking Skills in Design and Technology Project Work. International Journal of Technology and Design Education, 10 (3). pp. 255-281. ISSN 0957-7572

Atkinson, Stephanie (2007) Explaining Creativity: The Science of Human Innovation. Educational Psychology, 27 (6). pp. 843-858. ISSN 0144-3410

Atkinson, Stephanie (2006) Factors Influencing Successful Achievement in Contrasting Design and Technology Activities in Higher Education. International Journal of Technology and Design Education, 16 (2). pp. 193-213. ISSN 09577572

Atkinson, Stephanie (2006) Footprints In shifting sands: Ten years of editorials from the DATA journal (1996-2005). Design and Technology Education: An International Journal, 11 (3). pp. 80-83. ISSN 1-898788-79-0

Atkinson, Stephanie (2006) Review: A framework for Design and Design Education; a reader containing key papers from the 1970s and 1980s. Design and Technology Education; An International Journal, 11 (1). pp. 68-70.

Atkinson, Stephanie (2003) Teaching Design and Technology in the Primary School. Teaching Design and Technology in the Primary School.

Atkinson, Stephanie (2000) An investigation into the relationship betwen teacher motivation and pupil motivation. Educational Psychology, 20 (1). pp. 46-57. ISSN 0144-3410

Atkinson, Stephanie and Sandwith, Angela (2014) Passionate about designing. International Journal of Design and Technology, 24 (2). pp. 163-186. ISSN 0957-7572

Bain, Richard, Cooper, Bridget and Sanders, Gail (2013) Breaking the Boundaries of Professional "Knowing" Through Alternative Narratives: or learning to love Michael Grive. Work-based learning e journal, 3 (1). pp. 45-75. ISSN 2044-7868

Baxter, Fran, Erceylan, Emily, Asbridge, Hannah, Stead, Hannah, Wood, Ellice, Hamill, Michelle, Higgins, Emma and Trebacz, Anastasia (2019) Six of the best - speech, language and communication awareness. NARC Magazine.

Cantafio, Giuseppe Umberto (2024) An exploration of teaching diverse students in a higher education institution in the UK: A case study of a University in London. Equity in Education & Society. ISSN 2752-6461

Cendon, Eva and Husband, Gary (2023) OPENNESS, FLEXIBILITY AND THE ROLE OF AI IN UNIVERSITY-INDUSTRY PARTNERSHIPS. European Journal of University Lifelong Learning, 7 (1). pp. 57-59. ISSN ISSN 2789-4029

Cooper, Bridget (2003) Care - making the affective leap: more than a concerned interest in a learner's cognitive abilities. International Journal of Artificial Intelligence in Education, 13 (1). pp. 3-9. ISSN 1560-4292

Cooper, Bridget (2008) Embedding the Person in Personalised Learning : Findings from a Study in Empathy in Learning Relationships. British Education Research Association Conference British Education Research Association Conference, Herriot-watt University Sept 3rd-6th peer -reviewed.

Cooper, Bridget (2004) Empathy, interaction and caring; teachers’ roles in a constrained environment,. Pastoral Care In Education, 22 (3). pp. 12-21. ISSN 0264-3944

Cooper, Bridget (2003) Entering the Child's Inner World: increasing empathy in teaching and learning. Antidote news letter.

Cooper, Bridget (2010) In search of profound empathy in learning relationships: understanding the mathematics of moral learning environments. Journal of Moral Education, 39 (1). pp. 79-99. ISSN 0305-7240

Cooper, Bridget and Brna, Paul (2002) Supporting high quality interaction and motivation in the classroom using ICT: the social and emotional learning and engagement in the NIMIS project. Education, Communication and Information, 2 (2/3). pp. 113-138. ISSN 1463-631X

Cooper, Mike (2016) Multimodal teaching and learning: researching digital storytelling on iPads in the primary school classroom to develop children’s story writing. Journal of Literacy and Technology, 17 (1&2). pp. 53-79. ISSN 1535-0975

Crozier, Gill and Davies, Jane (2007) Hard to Reach Parents or hard to reach schools? A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33 (3). pp. 295-314. ISSN 01411926

Davies, Mark and Taras, Maddalena (2016) A comparison of assessment beliefs of science and education lecturers in a University. REMIE: Multidisciplinary Journal of Education Research, 6 (1). pp. 77-99. ISSN 2014-2862

DePalma, Renee (2007) There wasn't a conversation going on: How implicit clasroom norms can short-circuit language learning. International Journal of Learning, 12 (6). pp. 197-206. ISSN 14479494

Dresser, Paul (2018) Counter-Radicalisation Through Safeguarding: A Political Analysis of the Counter-Terrorism and Security Act (2015). Journal for Deradicalization, 16. pp. 125-164. ISSN 2363-9849

Duckworth, Vikki, Smith, Rob and Husband, Gary (2018) Adult Education, transformation and social justice. Education and Training, 60 (6). pp. 502-504. ISSN 0040-0912

Duffy, Kate (2016) Saved by my Electronic Diary! How to trust your own diary as your primary date collection method. 8th International Conference on Education and New Learning Technologies. ISSN 2340-1117

Fell, Alan and Kuit, Judith (2003) Placement learning and the code of practice: rhetoric or reality? Active Learning in Higher Education, 4 (3). pp. 214-225. ISSN 1469-7874

Fulton, John (2011) "What's your worth?" - The Development of Capital in British Boxing. European Journal for Sport and Society, 8 (3). pp. 192-218. ISSN 1613-8171

Fulton, John and Hayes, Catherine (2017) Evaluating Retrospective Experiential Learning as Process in Scholarship on a Work Based Professional Doctorate. Journal of Learning Development in Higher Education (11). pp. 1-24. ISSN 1759-667X

Gregson, Daniel (2020) Drawn to Story. Education Sciences, 10 (71). ISSN 2227-7102

Gregson, Daniel and Gregson, Margaret (2023) Arts Based Educational Research (ABER): adventures in pedagogic practice and teacher education for a more equitable world. Comparative International Education Society Conference 2023.

Gregson, Daniel, Gregson, Margaret and Spedding, Patricia (2019) Top-down and Inside Out: breaking boundaries between research, theory and practice. Journal of Management Policy and Practice, 20 (3). pp. 36-52. ISSN 1913-8067

Gregson, Margaret and Gregson, Daniel (2024) DEEPER THAN REASON: WHY PRACTICAL AND PRODUCTIVE FORMS OF KNOWLEDGE NEED TO BE RESTORED TO VOCATIONAL EDUCATION. International Journal of Higher Education Pedagogies (IJHEP), 5 (1). ISSN 2669-2333

Gregson, Margaret and Gregson, Daniel (2023) On the Same Side: reimagining educational evaluation and improvement for a more equitable world. Comparative International Education Society Conference 2023.

Grunke, Matthias, Hord, Casey and Macdonald, Stephen J (2021) A Rationale for the Use of Case Reports in Special Education: The Significance of Detailed Descriptions of Assessment and Intervention Scenarios for Bridging the Research-to-Practice Gap. Insights into Learning Disabilities, 18 (1). pp. 91-101.

Hall, Lynne, Irons, Alastair, MacIntyre, John, Sellers, Charles and Smith, Peter (2010) Sunderland Software City: An Innovative Approach to Knowledge Exchange in the North East of England. Journal of Research in Post-Compulsory Education, 15 (3). pp. 317-327. ISSN 1359-6748

Hall, Lynne, Woods, Sarah and Hall, Marc (2009) Lessons learned using Theory of Mind methods to investigate user social awareness in virtual role-play. Human Technology; Special issue on The End of Cognition, 5 (1). pp. 68-89. ISSN 1795-6889

Hayes, Catherine, Bussey, Sonia and Graham, Yitka (2019) Illuminating Undergraduate Experiential and Situated Learning in Podiatry Clinical Placement Provision at a UK School of Podiatric Medicine. Higher Education, Skills and Work-Based Learning Journal. ISSN 2042-3896

Hayes, Catherine and Fulton, John (2014) Auto ethnography as a method of facilitating critical reflexivity for professional doctorate students. Journal of Learning Development in Higher Education (8). ISSN 1759-667X

Hayes, Catherine and Fulton, John (2019) Pedagogies of Praxis for Real World Critical Reflection; Professional Doctorate Reflexivity. Work Based Learning e-Journal International, 83 (1). ISSN 2044-7868

Hidson, Elizabeth (2020) Internet Video Calling and Desktop Sharing (VCDS)as an Emerging Research Method for Exploring Pedagogical Reasoning in Lesson Planning. Video Journal of Education and Pedagogy, 5 (1). pp. 1-14. ISSN 2364-4583

Hidson, Elizabeth (2020) Online Research Methods for M-Level PGCE trainees. Advancing Education, Winter (2020). pp. 27-28.

Hidson, Elizabeth (2024) Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education. European Journal of Teacher Education. ISSN 0261-9768

Hidson, Elizabeth (2019) Practical advice for schools considering implementing video-enhanced observation. Advancing Education, 2019 (Autumn).

Hidson, Elizabeth (2019) Video-enhanced observation: a case study of lesson feedback in a PGCE school placement. Impact: Journal of the Chartered College of Teaching.

Hillier, Yvonne and Gregson, Margaret (2015) Working Together: Research and Scholarly Activity in Further, Adult and Vocational Education. International Journal of Training Research, 13 (2). pp. 106-108. ISSN 1448-0220

Husband, Gary (2019) Editorial : Special issue celebrating 2018 ARPCE International Conference. Research in Post-Compulsory Education, 24 (2-3). pp. 151-154. ISSN 1359-6748

Husband, Gary (2020) Ethical Data Collection and Recognizing the Impact of Semi-Structured Interviews on Research Respondents. Education Sciences, 10 (8). ISSN 2227-7102

Husband, Gary (2019) Reimagining Middle Leadership in Further Education. Journal of Studies in Practice and Culture in Education (CSpace), 2 (1).

Husband, Gary (2023) What are we educating for? AoC Blogs.

Husband, Gary (2015) The impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education. Research in Post-Compulsory Education, 20 (2). pp. 227-244. ISSN 1359-6748

Husband, Gary (2018) The professional learning of further education lecturers: Effects of initial lecturer education programmes on continuing professional learning in Scotland and Wales. Research in Post-Compulsory Education, 23 (2). pp. 159-180. ISSN 1359-6748

Husband, Gary (2020) The role of mentors in supporting the professional learning of lecturers in further education colleges in Scotland and Wales. Research in Post-Compulsory Education, 25 (1). pp. 42-67. ISSN 1359-6748

Husband, Gary and Hill, Ron (2023) Let’s decide to do better governing of schools and colleges. Journal of Management Education. ISSN 1052-5629 (In Press)

Husband, Gary and Jeffrey, Michael (2016) Advanced and Higher Vocational Education in Scotland: Re-contextualising the Provision of HE in FE. Research in Post-Compulsory Education, 21 (1-2). pp. 66-72. ISSN 1359-6748

Husband, Marc (2022) Face-to-face interaction, in a culture of distraction. Youth and Policy. ISSN 2057-4266

Irons, Alastair (2017) ‘Reflection on Higher Degree Apprenticeship Development’. Higher Education, Skills and Work Based Learning, 7 (1). pp. 112-122. ISSN 2042-3896

Irons, Alastair, Savage, N., Maple, C. and Davies, A. (2016) Embedding Cybersecurity in the Computer Science Curriculum. IT Now, 2016 (1). pp. 56-57.

James, David, Garner, Steve and Husband, Gary (2021) Understanding practices of UK college governing: Rethinking strategy and accountability. Educational Management Administration & Leadership. p. 174114322110536. ISSN 1741-1432

Kerridge, Simon (2010) Electronic research administration: a case study from a non-research intensive university in the UK. Research Global (26). pp. 8-9.

Kerridge, Simon (2010) Towards a national development framework for research managers and administrators: a case study from the UK. Research Global (25). pp. 6-7.

Khattab, Ghada, Abdelwahab, Alshaimaa Gaber Salah, Al-Shdifat, Khalid, Alsiddiqi, Zakiyah, Floccia, Caroline, Kouba Hreich, Edith, McKean, Cristina, Moitel Messarra, Camille, Odeh, Thair and Trebacz, Anastasia (2022) Promoting early language development in the Arab world and Sustainable Development Goals 3, 4, 10 and 17. International Journal of Speech-Language Pathology. pp. 96-101. ISSN 1754-9507

Knowles, Michael and Dixon, Derek (2016) Guidance Techniques to Improve Student Engagement in Critical Reflection Regarding the Preparation of Technical Reports. Student Engagement and Experience Journal, 5 (1). ISSN 2047- 9476

Mandala, Susan (2024) Stylistics, pop culture, and educational research: A systematized review and case study. English Text Construction, 16 (2). pp. 144-168. ISSN 1874-8767

Martin-Denham, Sarah (2023) Guest Blog: The Unheard Children. Chance UK Blog.

Martin-Denham, Sarah (2023) How assessment hubs can contribute to the SEND and AP improvement plan. Schools Week.

Martin-Denham, Sarah (2020) Riding the rollercoaster of school exclusion coupled with drug misuse: The lived experience of caregivers. Emotional and Behavioural Difficulties, 25 (3-4). pp. 244-263. ISSN 1741-2692

Martin-Denham, Sarah (2021) School exclusion, substance misuse and use of weapons: An interpretative phenomenological analysis of interviews with children. Support for Learning, 36 (2). ISSN 0268-2141

Martin-Denham, Sarah and Scott, Nathan (2023) Investigating the characteristics of children in years 5/6 at moderate, high and very high risk of exclusion upon transition to secondary school as reported by SENCOs in the City of Sunderland. University of Sunderland.

McKenna, Lynne (2004) In My View. Practical Pre-School, 43.

McKenna, Lynne (2008) The Involvement of Men: Changing Notions of Fatherhood. Early Education (56).

McKenna, Lynne (1999) Maths made Fun. Nursery World. ISSN 0029-6422

McKenna, Lynne (2004) Parental Partnership: the policy and practice of family learning. Early Education, 43.

Nixon, Lawrence and Gregson, Margaret (2011) The role of Phronesis and Techne in pedagogical action and dialogue. Educational Theory. ISSN 0013-2004

Nixon, Lawrence, Gregson, Margaret and Spedding, Patricia (2007) Pedagogy and the intuitive appeal of learning styles in post-compulsory education in England. Journal of Vocational Education & Training, Vol 59 (1). pp. 39-51. ISSN 1363-6820

Norton, Francis and Gregson, Margaret (2020) The Thinking Skills Deficit: What Role Does a Poetry Group Have in Developing Critical Thinking Skills for Adult Lifelong Learners in a Further Education Art College? Education Sciences, 10 (3). pp. 1-14. ISSN 2227-7102

Parson, Vanessa and Bignell, Simon (2017) An investigation into cooperative learning in a virtual world using problem-based learning. Online Learning, 21 (2). ISSN 2472-5730

Parson, Vanessa, Reddy, Peter, Wood, Jon and Senior, Carl (2009) Educating an iPod generation: undergraduate attitudes, experiences and understanding of vodcast and podcast use. Learning, Media and Technology, 34 (3). pp. 215-228. ISSN 1743-9884

Quaid, Sheila and Williams, Helen (2021) Troubling Knowledges and Difficult Pedagogical Moments for Students Learning. International Journal of Inclusive Education. ISSN 1464-5173

Reddy, Peter, Greasley, Alinka, Parson, Vanessa, Talcott, Joel, Harrington, Katherine and Elander, James (2009) Becoming a Psychology Undergraduate; Integrating Study Skills and Integrating Students. Psychology Learning and Teaching, 7 (2). pp. 38-41. ISSN 1475-7257

Reddy, Peter and Parson, Vanessa (2007) Student response to a pub quiz style first year psychology assessment. Psychology Learning and Teaching, 6 (2). pp. 154-159. ISSN 1475-7257

Saddler, Helen, Jane (2013) Researching the influence of teaching assistants on the learning of pupils identified with special educational needs in mainstream primary schools: Exploring social inclusion. Journal of Research in Special Educational Needs, 14 (3). pp. 145-152. ISSN 1471-3802

Sanders, Gail and Taylor, Rosemarye (2014) The Professional Doctorate. Higher Education, Skills and Work-based Learning, 4 (2). ISSN 2042-3896

Sapouna, Maria, Wolke, Dieter, Vannini, Natalie, Watson, Scott, Woods, Sarah, Schneider, Wolfgang, Enz, Sibylle, Hall, Lynne, Paiva, Ana, Andre, Elisabeth, Dautenhahn, Kerstin and Aylett, Ruth (2010) Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial. Journal of Child Psychology and Psychiatry, 51 (1). pp. 104-112. ISSN 0021-9630

Shukla, Priyank, McClean, Stephen and Hidson, Elizabeth (2020) The need for positive pedagogy in multi-disciplinary STEM courses in higher education: an opinion piece. Higher Education Pedagogies, 5 (1). pp. 324-326. ISSN 2375-2696

Smith, Paul J and Scott, J (2011) Stories from the front line Unlocking the voices of students and employers engaged in innovative postgraduate work-based learning programmes in English universities. Industry and Higher Education, 25 (1). pp. 25-37. ISSN 0950-4222

Spedding, Patricia (2012) All in the game: taking technology to task in post compulsory teacher education. to be confirmed. (Submitted)

Spedding, Patricia (2020) Stories of Supervision. Education Sciences, 10 (4). ISSN 2227-7102

Stevenson, Christine and O'Keefe, Joan (2011) Developing students’ research and inquiry skills from year one: a research informed teaching project from the University of Sunderland. Innovative Practice in Higher Education, 1 (1). ISSN 2044-3315

Taras, Maddalena (2012) Assessing Assessment Theories. Online Educational Research Journal, 3 (12). ISSN 2044-0294

Taras, Maddalena (2010) Assessment for Learning: Assessing the Theory and Evidence. Procedia Social and Behavioural Sciences, 2 (2). pp. 3015-3022. ISSN 1877-0428

Taras, Maddalena (2007) Assessment for Learning: understanding theory to improve practice. Journal of Further and Higher Education, 31 (4). pp. 363-371. ISSN 0309-877X

Taras, Maddalena (2008) Assessment for learning: sectarian divisions of terminology and concepts. Journal of Further and Higher Education, 32 (4). pp. 389-397. ISSN 0309-877x

Taras, Maddalena (2009) Book Review - Balancing Dilemmas in Assessment and Learning in Contemporary Education. British Educational Research Journal, 35 (3). ISSN 0141-1926

Taras, Maddalena (2009) Book Review - Testing times: The uses and abuses of assessment. British Educational Research Journal, 35 (3). ISSN 0141-1926

Taras, Maddalena (2010) Book Review: Assessment for learning: why, what and how Dylan Wiliam, 2009. British Educational Research Journal, 36 (5). pp. 14-19. ISSN 0141-1926

Taras, Maddalena (2019) Book Review: “Teacher Learning with Classroom Assessment: Perspectives from Asia Pacific”. London Review of Education, 17 (1). ISSN 1474-8460

Taras, Maddalena (2009) Book Reviews: Testing times: the uses and abuses of assessment Gordon Stobart, 2008 and Balancing dilemmas in assessment and learning in contemporary education Anton Havnes and Liz McDowell (Eds), 2008. British Educational Research Journal, 35 (3). pp. 490-492. ISSN 0141-1926

Taras, Maddalena (2015) Commissioned Book Review "Excellence in University Assessment: Learning from award-winning practice by David Carless. London Review of Education, 13 (3). pp. 59-61. ISSN 1474-8479

Taras, Maddalena (2010) Commissioned: Back to Basics: definitions and processes of assessments. Práxis Educativa, 5 (2). pp. 123-130. ISSN 1809-4031

Taras, Maddalena (2015) Commissioned: Student self-assessment: what we have learned and what are the challenges. RELIEVE, 21 (1). ME8. ISSN 1134-4032

Taras, Maddalena (2006) Debate, discussion and declarations in RI,. Research Intelligence, 97. pp. 15-17. ISSN 0307-9023

Taras, Maddalena (2006) Do Unto Others or Not? Lecturers use expert feedback on research articles, why not likewise undergraduates on assessed work? Assessment and Evaluation in Higher Education, 31 (3). pp. 363-375. ISSN 0260-2938

Taras, Maddalena (2015) Invited article: Student self assessment: what have we learned and what are the challenges. RELIEVE, 21 (1). ISSN 1134-4032

Taras, Maddalena (2008) Issues of Power and equity in two models of self- assessment. Teaching in Higher Education, 13 (1). pp. 81-92. ISSN 1356-2517

Taras, Maddalena (2008) Learning, teaching and assessing: using discourse to understand out problems. British Educational Research Journal. ISSN 0141-1926

Taras, Maddalena (2015) Situating power potentials and dynamics of learners and tutors within self-assessment models. Journal of Further and Higher Education, 40 (6). pp. 846-863. ISSN 0309-877X

Taras, Maddalena (2010) Student Self-assessment: processes and consequences. Teaching in Higher Education, 15 (2). pp. 199-209. ISSN 1356-2517

Taras, Maddalena (2009) Summative Assessment: the missing link for Formative assessment. Journal of Further and Higher Education, 33 (1). pp. 57-69. ISSN 0309-877X

Taras, Maddalena (2008) Summative and Formative Assessment. Active learning in higher education, 9 (2). pp. 172-192. ISSN 1469-7874

Taras, Maddalena (2003) To feedback or not to feedback in student self-assessment. Assessment & Evaluation in Higher Education, 28 (5). pp. 549-565. ISSN 0260-2938

Taras, Maddalena (2012) Where is the Theory in Assessment for Learning? Online Educational Research Journal. ISSN 2044-0294

Taras, Maddalena and Davies, Mark (2014) Perceptions and realities in assessment definiations and uses. International Research in Education - Macrothink Institute, 2 (1). pp. 93-102. ISSN 2327-5499

Taras, Maddalena, Francisco, M Gomez and Roldan, Juna B (2014) Unequal Partnerships in Higher Education: Pedagogic Innovations in an Electronics within Physics Degree Course. REMIE: Multidisciplinary Journal of Education Research, 4 (1). pp. 35-69. ISSN 2014-2862

Thompson, Jane, Smith, Peter and Cooper, Bridget (2012) An autoethnographic study of the impact of reflection and doctoral study on practice. Work Based Learning e-Journal International, 2 (2). ISSN 2044-7868

Watson, Derek, Hall, Lynne and Tazzyman, Sarah (2016) Trick or Treat: Academic Buy-in to Third Stream Activities. Industry and Higher Education, 30 (2). pp. 155-167. ISSN 0950-4222

Wooff, David (2017) Design Thinking for Education; Conceptions and Applications in Teaching and Learning, A Review in "Design and Technology Education: an International Journal" Vol 21 (3) pp 74-76. Design and Technology Education: An International Journal, 21 (3). ISSN 1360-1431

Young, Leanne and Purvis, Klaire (2016) All the shapes your learning takes: the development of a library welcome toolkit. ALISS Quarterly, 11 (3). pp. 9-12. ISSN 1747 9258

Book Section

Adgar, Adam and Baglee, David (2008) Analysis of the skills gap and training requirements within the maintenance function. In: Proceedings of CM2008/MFPT2008. Coxmoor Publishing Company. ISBN 9781901892314

Atkinson, Stephanie (2002) Creativity versus the need for high levels of performance. In: Teaching Design and Technology in Secondary Schools. Routledge Taylor Francis, pp. 161-176. ISBN 978-0415260732

Atkinson, Stephanie (2013) Encouraging the imagination. In: Design Education: A Vision for the future. Loughborough Design Press, Leicestershire, pp. 52-60. ISBN 978-1-909671-03-4

Atkinson, Stephanie (2005) Promoting Equality in DATA. In: The Design & Technology Secondary Subject Leaders File. Wellesbourne : DATA 2005.

Atkinson, Stephanie (2017) So what went wrong and why? In: Design Epistemology and Curriculum Planning. Loughborough Design Press, Loughborough, pp. 13-17. ISBN 9781909671157

Atkinson, Stephanie (2019) A comparative study of the content of two documents: The Design & Technology National Curriculum in England and New Zealand's Technology Curriculum. In: PATT37:Developing a knowledge economy through technology and engineering education. University of Malta, Msida, Malta, pp. 13-24. ISBN 9789995714796

Chatzifotiou, Athanasia (2018) Education for Sustainable Development: Vision, Policy, Practices—An Open or Closed ‘Doorway’ for Teachers and Schools? In: Handbook of Lifelong Learning for Sustainable Development. Springer, pp. 197-209. ISBN 978-3-319-63534-7

Chatzifotiou, Athanasia and Tait, Karen (2017) Education for Sustainable Development and the Eco-school Initiative in Two Primary and Two Early Years Settings in the North East of England. In: Sustainable Development Research at Universities in the United Kingdom. Springer. ISBN 978-3-319-47883-8

Convery, Andy (2014) Classroom-based Action Research. In: Encyclopedia of Action Research. SAGE, pp. 103-107. ISBN 9781849200271

Cooper, Bridget (2009) Affective issues in education Chapter in Warren, S (ed) Education studies: course companion to themes and contexts. London; Continuum. In: UNSPECIFIED Pending Details, TBA.

Cooper, Bridget (2011) Developing an ethic of care with children and young people: opportunities and challenges. In: Working with young children and young people: ethical debates and practices across disciplines and continents. New International Studies in Applied Ethics. (Vol. 5). Peter Lang AG, Oxford, pp. 259-282. ISBN 978-3-03430-121-3

Cooper, Bridget (2011) Valuing the human in the design and use of technology in education; an ethical approach to the digital age of learning. In: Working with young children and young people: ethical debates and practices across disciplines and continents. New International Studies in Applied Ethics (5). Peter Lang AG, Oxford, pp. 123-140. ISBN 978-3-03430-121-3

Cooper, Bridget and Brna, Paul (2002) Designing for Interaction – Creating and Evaluating an empathic ambience in Computer Integrated Learning Environments. In: Socially Intelligent Agents - creating relationships with computers and robots. Kluwer, Massachussetts, USA & Dortrecht, The Netherlands, pp. 189-196. ISBN 978-0-306-47373-9

Cooper, Bridget and Brna, Paul (2004) A classroom of the Future Today. In: Developing new technologies for young Children. Trentham books, Stoke. ISBN 9781858563077

Elzouki, Salema and Cooper, Bridget (2011) Understanding and enhancing emotional literacy in severely autistic students using facial recognition software. In: Disabled Students in Education. IGI Global, pp. 108-128. ISBN 9781613501832

Fulton, John (2013) Mentorship for Podiatric Practice. In: Clinical Professional Practice for Podiatric Medicine. M & K Publishing. ISBN 9781905539826

Gambles, Ellen-Alyssa and Griffin, Linda (2023) Introduction: A History of Teaching Games and Sport for Understanding from Mauldon and Redfern to Bunker and Thorpe, Until Now. In: Teaching Games and Sport for Understanding. Routledge, New York, USA, pp. 1-11. ISBN 9781032287294

Gregson, Margaret, Duncan, Sam, Brosnan, Kevin, Derrick, Jay, Husband, Gary, Nixon, Lawrence, Spedding, Patricia, Stubley, Rachel and Webber Jones, Robin (2020) Quality. How do we evaluate the quality of teaching and learning? In: Reflective Teaching in Further, Adult and Vocational Education. 5th ed. Reflective Teaching. Bloomsbury, London. ISBN 9781350102019

Gregson, Margaret and Spedding, Patricia (2018) Learning Together: Evaluating and improving Further Adult and Vocational Education through practice-focused research. In: Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET). CreateSpace Independent Publishing Platform, 1 . Vocational Education and Training Network VETNET, Bern, pp. 165-172. ISBN 9781723598005

Gregson, Margaret and Todd, Brian (2019) Realizing Standards of Practice in VET. In: Handbook of Vocational Education and Training for the Changing World of Work. Springer, Switzerland, pp. 1471-1493. ISBN 9783319945316

Grinstead, Jan (2018) Who are our children of the 21st Century? in Primary Teaching. In: Primary Teaching: Learning and Teaching in Primary Schools Today. Sage, London, pp. 61-76. ISBN 9781526436436

Hayes, Catherine (2023) 'Highlighting the Potential Transferability of Pedagogic Praxis: PASS and SI for Community College Settings'. In: Practitioner Research in College Based Education. IGI Global, USA. (In Press)

Hayes, Catherine and Graham, Sarah (2019) 'Proposing an Eight Stage Model of Academic Curriculum Development via Knowledge Co-Construction with Students' in Karisa Krčmár 'The Inclusivity Gap'. In: The Inclusivity Gap. Inspired by Learning,, UK, pp. 202-214. ISBN 9781909876101

Hayes, Catherine and Graham, Sarah (2019) 'Proposing an Eight Stage Model of Academic Curriculum Development via Knowledge Co-Construction with Students' in Karisa Krčmár 'The Inclusivity Gap'. In: The Inclusivity Gap. Inspired by Learning,, UK, pp. 202-214. ISBN 9781909876101

Hayes, Catherine and Graham, Yitka (2020) An Insight into the Hybrid Adaptation of the RE-AIM Framework in the Evaluation of a Multi-Agency Care Transfer Pathway - the 'Red Bag'. In: Sage Research Methods Case Studies. Sage, USA.

Hepworth, Michael (2019) Argumentation, Citizenship and the Adult ESOL classroom. In: Brokering Britain, Educating Citizens. Multilingual Matters, Bristol, UK, pp. 103-119. ISBN 978-1-78892-461-0

Hepworth, Michael (2021) Teaching controversial issues in the language education of adult migrants to the UK: a risk worth taking. In: Vulnerabilities, Challenges and Risks in Applied Linguistics. Multilingual Matters, Bristol, UK, pp. 197-213. ISBN 978-1-78892-822-9

Hepworth, Michael and Johnson, Neil (2022) Ghosts in the Machine? Exploratory Practice on a distance learning development project. In: Professional Development Through Teacher Research: Stories from Language Teacher Educators. Multilingual Matters, Bristol, UK, pp. 31-50. ISBN 9781788927710

Husband, Gary (2018) The impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education. In: Professionalism in Post-Compulsory Education and Training: Empirical and Theoretical Perspectives. Routledge, London. ISBN 978-1138350328

Husband, Gary (2017) The renovation of Machiavellian innovation: a return to a celebration of the good. In: The Principal: Power and Professionalism in FE. Trentham, London. ISBN 9781858568447

Husband, Gary and Mycroft, Lou (2019) The cost of everything and the value of nothing: What is next for the FE sector? In: PCET: Learning and Teaching in the Post Compulsory Sector. Sage, London. ISBN 978-1526460219

Johnson, Neil and Torpey, Michael (2013) Goffman’s theory of self and the social order: Trust and conflict in an intercultural education workplace. In: Discourses of Trust. Palgrave, pp. 147-164. ISBN 978-0-230-30849-7

McKenna, Lynne (2007) Engaging with Men. In: Supporting Children and Families: Lessons from Sure Start for Evidence Based Practice. Jessica Kingsley, pp. 213-222. ISBN 978-1-84310-506-0

Pentassuglia, M and Taras, Maddalena (2023) Tre sassolini, ovvero il peso dell’esperienza: La valutazione sommativa, formativa e l’autovalutazione all’interno della pratica didattica. In: Per una didattica della formazione: Metodi, prospettive e luoghi della formazione (Italian Edition). PM edizioni. ISBN 979-12-5534-028-7

Pill, Shane and Gambles, Ellen-Alyssa (2023) Teaching Games for Understanding and Athlete-Centred Coaching. In: Teaching Games and Sport for Understanding. Routledge, New York, USA, pp. 134-142. ISBN 9781032287294

Taras, Maddalena (2016) Assessment - Summative and Formative - Some Theoretical Reflections. In: Learning and Teaching in Higher Education. Sage Library of Educational Thought & Practice, 4 . SAGE Publications Ltd, pp. 123-134. ISBN 978-1-4739-1287-8

Taras, Maddalena (2010) Back to Basics: Definitions and Models of Self-assessment. In: Teaching and learning Conference Proceedings for the International Association for Scientific Knowledge. International Association for Scientific Knowledge, pp. 485-493. ISBN 978-989-8295-02-6

Taras, Maddalena (2012) Chapter: Back to Basics: definitions and processes of assessments. In: Didatica e Formacao de Professores. UNIJUI. ISBN 978-85-419-0014-0

Taras, Maddalena (1999) Chapter: Student self-assessment as a means of promoting student autonomy and independence. In: Innovations in Learning and Teaching: Teaching Fellowships at the University of Sunderland. University of Sunderland Press/ Business Education Publishers Ltd, pp. 62-83. ISBN 9781873757130

Taras, Maddalena (2007) Chapter: Terminal Terminology: the language of assessment. In: Marginality and Difference in Education and Beyond. Trentham Books, pp. 52-67. ISBN 9781858564128

Taras, Maddalena (2018) Introduction to Section 4 - Transgression and transformation: the role of universities. In: Developing Transformative Spaces in Higher Education. Routledge, London & New York. ISBN 9781138742307

Taras, Maddalena (2013) Section 1 Editor "Current Thinking: a) The wider picture b) Challenging Preconceptions". In: Reconceptualising Feedback in Higher Education: Developing dialogue with students. Routledge, London and New York. ISBN 978-0-415-69234-2

Taras, Maddalena (2018) Transgressing power structures in assessment : not a step too far, just far enough. In: Developing Transformative Spaces in Higher Education: Learning to Transgress. Routledge, London & New York, pp. 162-181. ISBN 9781138742307

Reports, briefing/ working papers

Gregson, Margaret, Spedding, Patricia, Moseley, David and Baumfield, Vivienne (2008) Evaluation of the Northumberland Raising Aspirations In Society (NRAIS) Project. Project Report. University of Sunderland Press, Sunderland.

Martin-Denham, Sarah (2020) Executive Summary: The enablers and barriers to successful managed moves: The voice of children, caregivers and professionals. Project Report. University of Sunderland, Sunderland.

Martin-Denham, Sarah (2023) What works? – Supporting Ukrainian refugee children in school’. Manual. University of Sunderland, Sunderland.

Martin-Denham, Sarah and Donaghue, Jacob (2020) Executive Summary: A review of fixed-period and permanent school exclusions in children with SEN and no SEN designation in the City of Sunderland. Project Report. University of Sunderland, Sunderland.

Martin-Denham, Sarah and Donaghue, Jacob (2020) Executive summary: What is the prevalence of primary and secondary types of Special Educational Needs (SEN) in the City of Sunderland? A national comparative analysis of school census data. Project Report. University of Sunderland, Sunderland.

Martin-Denham, Sarah, Donaghue, Jacob and Benstead, Helen (2017) The prevalence of Special Educational Needs and Disabilities (SEND) identified in young people, aged 3-16, across the City of Sunderland: University of Sunderland, School of Education. Project Report. University of Sunderland/ Sunderland City Council.

Martin-Denham, Sarah, Scott, Nathan, Horridge, Karen and Pinney, Anne (2023) Putting together the data jigsaw: The extent of the linking of administrative datasets on children by local authorities in England. Responses to a Freedom of Information request. Discussion Paper. University of Sunderland, Sunderland.

McKenna, Lynne (2012) SAFC Foundation Report (Interim Report). Project Report. SAFC.

McKenna, Lynne (2012) SAFC Foundation Report: Executive Summary. Project Report. SAFC.

McKenna, Lynne (2012) SAFC Foundation Report: Final Report. Project Report. SAFC.

McKenna, Lynne (2006) South Tyneside Sure Start Partnership. Project Report. Sure Start.

Nixon, Lawrence, Gregson, Margaret, Spedding, Patricia and Mearns, Andrew (2008) Practitioners’ experiences of implementing national education policy at the local level. An examination of 16–19 policy. Technical Report. Institute of Education, University of London, London.

Nixon, Lawrence, Gregson, Margaret, Spedding, Patricia and Mearns, Andrew (2008) Practitioners’ experiences of implementing national education policy at the local level. An examination of 16–19 policy research information. Project Report. Department for Children, Schools and Families.

Pinney, Anne, Martin-Denham, Sarah, Horridge, Karen and Scott, Nathan (2024) Putting together the data jigsaw: Linking administrative data sets on children with SEND - Learning from local area experience. Discussion Paper. University of Sunderland, Sunderland.

Shukla, Priyank, McCLean, Stephen and Hidson, Elizabeth (2019) An intervention through teaching and learning practice for addressing stress and anxiety in students caused due to the challenge of studying a cross-disciplinary subject. Project Report. AdvanceHE.

Taras, Maddalena (2015) Innovations in student-centred assessment. Project Report. Higher Education Academy, Advance HE.

Conference or Workshop Item

Albin-Clark, J, Archer, N, Lynette, Morris and Ovington, J A (2022) Time for Advocacy and Activist-Scholarship Movements in Early Childhood Education and Care: why it matters now. In: BERA Annual Conference, 06.09.22 - 08.09.22, Liverpool University.

Anderson, Steven and Gambles, Ellen-Alyssa (2021) PE Teachers' Engagement with Teaching Games for Understanding and Perceived Barriers to Implementation. In: International Online Conference on Sports Science and Education, 21 Oct 2021, Pakistan. (Unpublished)

Armstrong, Paul-Alan (2018) ‘Contextualising and Framing Reflexivity for Professional Doctorate Education; Pedagogies of Praxis for a Changing Academic Landscape’. In: 6th International Conference on Professional Doctorates, 'Professional Doctorates in a Changing Landscape'., 22-23 Mar 2018, Friends House, London. (Unpublished)

Armstrong, Paul-Alan (2018) ‘Reflexive Digital Bricolage: The ART of Digital Reflection’. In: 6th International Conference on Professional Doctorates, 'Professional Doctorates in a Changing Landscape'., 22-23 Mar 2018, Friends House, London. (Unpublished)

Atkinson, Stephanie (2001) Cognitive Styles and Computer Aided Learning (CAL): Exploring Designer and User Perspectives. In: New Media in Technology Education - PATT11, 8-13 Mar 2001, Eindhoven University of Technology.

Atkinson, Stephanie (2009) Creativity in Design and Technology. In: D&T Conference for all Teachers of D&T, 2009, Cyprus.

Atkinson, Stephanie (2000) The Development of Creativity versus the need for High Levels of Performance in Design and Technology. In: WOCATE Technology Education Conference - Consequences and Coming Challenges as Engendered by a Global Perspective, 2000.

Atkinson, Stephanie (2005) Does the preferred learning style of those training for a career in Design and Technology differ depending upon age? In: Inspire and Educate: DATA International Research Conference 2005.

Atkinson, Stephanie (2005) Does the preferred learning style of those training for a specific career differ depending upon age? In: Enhancing Learning & Performance Through Styles - European Learning Styles Information Network 9th Conference, 2005, University of Surrey, Guildford.

Atkinson, Stephanie (2015) How secure are Design and Technology trainee teachers in thier understanding of designing as portrayed in the latest National Curriculum documentation? In: PATT29: Pluality & Complementarity of approaches in Design and Technology Education, Marseille University.

Atkinson, Stephanie (2013) Increasing a student's understanding of designing through a new self-assessment and feedback approach. In: PATT27: Technology Education for the Future - A Play on Sustainability, 2 - 6 Dec 2013, University of Canterbury, Christchurch, New Zealand.

Atkinson, Stephanie (2002) Initial Teacher Training for Secondary Teachers of Design and Technology. In: International Annual Conference of Technology Educators, 2002, Slovakia: Univerzita Mateja Bela.

Atkinson, Stephanie (2000) National Curriculum Design and Technology. In: NDETEB-2000 International Conference and Careers Convention for Design and Technology Education, 2000, Botswana.

Atkinson, Stephanie (2012) What constitutes good learning in technology education: How can we ensure that teachers can provide it? In: 7th Biennial International Conference on Technology Education Research, 5-8 December 2012, Gold Coast, Queensland, Australia.

Atkinson, Stephanie (2012) What constitutes good learning in technology education: how can be ensure that technology edcation graduates can provide it? In: Technology Education Research Conference 2012, 5-8 Dec 2012, Griffith University.

Atkinson, Stephanie (2007) Why can't I design as well as other people? I thought I understood the process and what was required. In: PATT18 - Teaching and Learning Technology Literacy In The Classroom, May 2007, Glasgow University.

Atkinson, Stephanie (2018) Woman’s under-representation in STEM: The part role-models have played in the past and do we still need them today? In: PATT36 International Conference: Research & Practice in Technology Education: Perspectives on Human Capacity & Development., 18-21 Jun 2018, Athlone Institute of Technology, Ireland.

Atkinson, Stephanie (2004) A comparison of the relationship between creativity, learning style preference and achievement in GCSE and degree level in the context of design and technology project work. In: Creativity and Innovation DATA International Research Conference, Sheffield Hallam University.

Atkinson, Stephanie (2001) An exploration of cognitive style and computer aided learning from the perspective of the user and designer of such materials. In: BERA Conference, 15 Sep 2001, University of Leeds, UK.

Atkinson, Stephanie (2014) An imaginative use of a formative self-assessment and feedback tool to encourage a learner's understanding within a Higher Education context. In: 9th International Conference on Imagination and Education, Simon Fraser University Vancouver.

Atkinson, Stephanie (2003) An investigation into the relationship between preferred learning style and successful achievement in contrasting design and technology activities. In: Pupils Attitudes to Technology - PATT13, 21-24 Jun 2003, University of Glasgow, UK.

Atkinson, Stephanie (2003) The relationship between learning style preference, attitude to learning, appropriate prior knowledge and achievement in the context of computer aided learning in electronics. In: 8th annual conference of the European Learning Styles Information Network (ELSIN): Bridging Theory & Practice, 30 Jun - 2 Jul 2003, Centre for Management and Organizational Learning, Hull University Business School, UK.

Atkinson, Stephanie (2008) The shape of D&T Initial Teacher Training at Sunderland University. In: PATT20: Critical Issues in Technology Education Conference, Tel Aviv, Israel.

Atkinson, Stephanie and Sandwith, Angela (2012) A Passion for Designing. In: PATT26 - Technology Education in the 21st Century, 26-30 June 2012, Stockholm, Sweden.

Aylett, Ruth, Kappas, Arvid, Castellano, Ginevra, Bull, Susan, Barendregt, Wolmet, Paiva, Ana and Hall, Lynne (2015) I Know How That Feels - An Empathetic Robot Tutor. In: eChallenges e-2015, 25-26 Nov 2015, Vilnius, Lithuania.

Bell, D and Wooff, David (2010) Facilitating the change: Teaching as a Masters level profession. (Round Table Presentation). In: First TEAN Conference; The Importance of Education, 21st May 2010, Glasgow Caledonian University. (Unpublished)

Blacklock, Paul and Hughes, Mark (2023) A Response To Drop-out Rates. In: FES Conference 2023, 12 Jun 23, St Peter's Campus, University of Sunderland.

Clyde, Helen and Cooper, Bridget (2013) Been and gone: Emotion, learning and the impact of OFSTED on teacher education - part 2. In: University of Sunderland seminar series, Apr 2013, University of Sunderland. (Unpublished)

Clyde, Helen and Cooper, Bridget (2011) Emotions , learning and the impact of OFSTED on Teacher Education. In: Annual conference of UCET, Nov 3rd and 4th 2011, Hinkley Leicester UK.

Clyde, Helen and Cooper, Bridget (2013) Waiting for OFSTED affect, learning and the impact of inspection on teacher educators -part 1.BERA Annual conference, Sussex University September 2-5th September 2013. In: BERA Annual Conference Sussex University, 2-5 Sep 2013, Sussex University.

Convery, Andy (2008) Challenging Orthodoxies: improving Further Education Through Collaborative Research. In: CARN Conference, Liverpool.

Convery, Andy (2009) Collaborative Action Research into Teaching Equality and Diversity in FE. In: CARN Conference, Athens.

Convery, Andy (2010) Evaluating Teachers; Accredited Action Research Projects. In: CARN Conference, Cambridge.

Convery, Andy (2007) Facilitating Teacher Action Research into ICT Pedagogy: Addressing Some Frequently-Unasked-Questions. In: Centyre for Sociocultural Activity Theory, 2007, University of Birmingham.

Convery, Andy (2012) How can we improve the quality of Student's Action Research Projects? In: CARN Conference, Canterbury.

Convery, Andy (2009) Improving Equality And Diversity Provision Across A Teacher Education Partnership. In: 33rd Collaborative Action Research Network (CARN) International Conference, 30 Oct - 1 Nov 2009, Campus of Athens College - Psychico College, Athens, Greece. (Unpublished)

Convery, Andy (2015) The OBAMA Project: Researching how to help vocational trainee-teachers to improve their teaching of Maths in their subject areas. In: CARN Conference, Minho.

Convery, Andy (2005) The Pedagogy of the Impressed: How Teachers Become Sacrificed On The Alter of Technological Vision. In: Discourse, Power & Resistance, 2005, Manchester Metropolitan University.

Convery, Andy (2012) Sharing bad practice - How can we improve the Quality of Students' Action Research Projects. In: 36th CARN/IPDC Conference 2012. Towards creative action; transformations and collaborations in practice., 23 - 25 Nov 2012, Ashford International Hotel, Ashford, Kent, England. (Unpublished)

Convery, Andy (2004) Supporting Teachers in The Creation of Critical Theory About ICT Use. In: BERA Conference, 18 Sep 2004, Manchester.

Convery, Andy (2011) What can we learn from New Teacher-Educators? In: CARN Conference, Vienna.

Convery, Andy (2006) Winners and Losers: Teachers' Experience of Action Research. In: Public Lecuture, Manchester Metropolitain University. (Unpublished)

Cook, Freda and Lambton, Anne (2019) 'Appyness': A creative tool for pedagogical engagement. In: University of Sunderland Resarch Conference, June 2019, University of Sunderland. (Unpublished)

Cooper, Bridget (2003) Affective issues in teacher learning and the spread of good practice in ICT: The Ripple Project. In: British Educational Research Association Annual Conference: BERA 2003, 10-13th Sep 2003, Herriott Watt University, Edinburgh, UK.

Cooper, Bridget (2003) Agony and ecstasy in teacher learning with ICT- the Ripple Project: Assessing the whole school impact of installing two high quality ICT integrated classrooms in a primary school. In: BECTA Research Conference, 10 Mar 2003, London.

Cooper, Bridget (2005) Designing high tech primary classrooms to support interaction, empathy and learning: the results of the ICT and whole child project. In: Seminar Leeds Metropolitan, Jan 20th 2005, Leeds Metropolitan University.

Cooper, Bridget (2011) Developing moral attitudes with students with emotional and behavioural difficulties through profoundly empathic relationships: possibilities and limitations in school settings. In: Association of Moral Education Conference, 24-28 Oct 2011, Nanjing China.

Cooper, Bridget (2005) Embedded ICT: supporting empathy, positive emotion and achievement. In: Information Technology in Teacher Education Conference, 12-14 Jul 2005, Dundee University.

Cooper, Bridget (2003) Emotion and relationships at the heart of learning with ICT - for children and teachers: The Ripple Project. In: British Educational Communications and Technology Agency (BECTA) Annual Conference, 13 Jun 2003, Coventry.

Cooper, Bridget (2012) Empathy in Education. In: CEASH Head Teachers Conference, 01 Mar 2012, Cranage Hall, Cheshire, UK..

Cooper, Bridget (2005) Learning to love ICT: emotion and esteem in learning for teachers and children. In: Amercian Educational Research Association Annual Meeting 2005: Demography and Democracy in the Era of Accountability, 11 - 15 Apr 2005, Montreal, Canada.

Cooper, Bridget (2013) Supporting outstanding pupil progress in an area of social and economic deprivation: a case study in a cluster of five schools. BERA Annual conference. In: BERA Annual Conference 2013, 2-5 Sep 2013, Sussex University.

Cooper, Bridget (2005) A model of immorality: how the education system can destroy empathy. In: American Educational Research Association Annual Meeting 2005: Demography and Democracy in the Era of Accountability, 11 -15 Apr 2005, Montreal, Canada.

Cooper, Bridget (2010) The role of profound empathy in teaching and learning: relationships, values and achievement. In: Seminar, 3 Nov 2010, University of Sunderland.

Cooper, Bridget and Brna, Paul (2003) Engaging emotions, and building relationships and learning with ICT and the whole child. In: CAL ’03 “21st Century Learning”, 8-10 Apr 2003, Queens College Belfast.

Cooper, Bridget and Brna, Paul (2003) Learning to love ICT in teaching and learning: the significance of staff and student esteem. In: European Association for Research on Learning and Instruction (EARLI), 25-30 Aug 2003, Padua. Italy.

Cooper, Bridget and Brna, Paul (2004) Making the Affective leap: Emotions, engagement and empathy in interactions with ICT. In: Informatics network, 6th Feb 2004, Leeds University.

Cooper, Bridget and Brna, Paul (2003) The Significance of Affective Issues in Successful Learning with ICT for Year One and Two Pupils and their Teachers: The Final Outcomes of the ICT and the Whole Child Project. In: British Educational Research Association Annual Conference, 10 - 13 Sep 2003, Heriot-Watt University, Edinburgh. (Unpublished)

Davies, Jane (2011) I was expecting Blackpool, but warm!’ An analysis of the impact of an Anglo-Spanish exchange programme on initial teacher education students' intercultural understanding. In: 55th ICET World Assembly: Teachers and teacher education: towards excellence in pedagogy, curriculum and leadership, 11-14 Jul 2011, University of Glasgow.

Davies, Jane and Jackson, Susan (2012) 'I was expecting Blackpool, but warm!' An analysis of the impact of an Anglo-Spanish exchange programme on initial teacher education students' intercultural understanding. In: 55th ICET World Assembly: Teachers and teacher education: towards excellence in pedagogy, curriculum and leadership, 11-14 July 2011, University of Glasgow.

Davison, Kathryn, Bullen, Kathryn, Sturrock, Andrew and Hardisty, Jessica (2020) Multi‐sector pre‐registration training: qualitative analysis of pre‐registration trainees’ perceptions of a pre‐registration training programme in academia and community pharmacy. In: Health Services Research and Pharmacology Practice 2020, 16-17 April 2020, Cardiff.

Dawson, Maria (2013) Graduate Voice: My Personal Employability Skills Portfolio. In: 5th International Conference on Education and New Learning Technologies (EDULEARN13), 1 - 3 Jul 2013, Barcelona, Spain.

Dawson, Maria (2014) Personal Employability Skills Portfolios for Sustainable Development. In: EDULEARN14: 6th International Conference on Education and New Learning Technologies, 7-9 Jul 2014, Barcelona, Spain.

Dawson, Maria (2012) Student Voice: Personalize my learning. In: 5th International Conference of Education, Research and Innovations (ICERI2012), 19 - 21 Nov 2012, Madrid, Spain.

Dawson, Maria, Cook, Freda and Lambton, Anne (2014) 'Active Engagement Strategies: Students as Co-creators of Knowledge'. In: EDULEARN14: 6th International Conference on Education and New Learning Technologies, 7-9 Jul 2014, Barcelona, Spain.

Dawson, Maria and Reed, Katharine (2013) How To Communicate Effectively With adult Learners. In: 6th International Conference of Education, Research and Innovation, 18 - 19 Nov 2013, Seville, Spain.

Doyle, Lauren (2022) Doyle, L. (2022) Speculative Workshop Considering 'The Digital World vs. Virtual Teaching: Understanding the Adjustment to Agile Working/Teaching in 'Post-Covid' Education'. In: University of Sunderland, Faculty of Education and Society Annual Staff Student-Focused Conference, 14th June, 2022, Online.

Dresser, Paul (2017) PREVENT(ing) Radicalisation in Educational Settings. In: A Presentation for University of Sunderland PGCE Students, 20 Sep 2017, University of Sunderland. (Unpublished)

Dresser, Paul (2019) What about Hope? A Critical Analysis of Pre-empting Childhood Radicalisation. In: Boundary Breaking - Faculty of Education and Society First Annual Staff Research Conference, 4th June, 2019, University of Sunderland. (Unpublished)

Duffy, Kate (2023) Cultivating a Moral Imagination for Future Teacher Educators: The Dilemma of Teacher Assessment. In: Philosophy of Education of Australasia, 6th - 9th December 2023, Auckland, New Zealand. (Unpublished)

Duffy, Kate (2013) Evaluating the use of a Teacher’s Diary to illuminate the moral dimensions of a teacher educator’s everyday work. In: Association for Moral Education Annual Meeting 2013, 24 - 27 Oct 2013, Montreal, Canada. (Unpublished)

Duffy, Kate (2022) A Pedagogy of vulnerability for relational practice. In: Relation Centred Education Network, 15 June 2022, Online - University of Sacramento. (Submitted)

Duffy, Kate and Ross, Dionne (2016) RECOGNISING CHARACTER DEVELOPMENT IN OUR LEARNING AUTOBIOGRAPHIES. In: 8th International Conference on Education and New Learning Technologies, 4-6 Jul 2016, Barcelona.

Duffy, Kate and Ross, Dionne (2016) Recognising Character Development In Our Learning Autobiographies. In: 8th International Conference on Education and New Learning Technologies, 4-6th Jul 2016, Barcelona, Spain. (Unpublished)

Emary, Leah, Watt, Victoria and McCluskey, Clare (2014) Little and often: Exploring the potential of information literacy mini lessons. In: LILAC 2014, 24 Apr 2014, Sheffield Hallam University, Sheffield, UK.

Fulton, John and Keogh, Shelagh (2019) Translational research as an integral part of work–based learning. In: 11th International Conference on Researching Work-Based Learning, 24-26th July 2019, Giessen Germany. (Unpublished)

Fulton, John, Kuit, Judith, Sanders, Gail and Smith, Peter (2012) Mixed methods in the context of professional doctorate studies. In: 8th Mixed Methods International Conference, 18 - 21 Jun 2012, Leeds University.

Gambles, Ellen-Alyssa, Anderson, Steven, Leyland, Sandra and Ling, Jonathan (2018) Barriers and Facilitators underpinning PE teachers’ perspectives of the Teaching Games for Understanding approach using Occupational Socialisation. In: North East Postgraduate Conference 2018, 09 Nov 2018, Newcastle Civic Centre, Newcastle-Upon-Tyne. (Unpublished)

Gambles, Ellen-Alyssa, Anderson, Steven, Leyland, Sandra and Ling, Jonathan (2022) Barriers to Teaching Games for Understanding: Teachers’ Engagement and Implementation in England. In: TGfU SIG 40th Anniversary Conference, TGfU SIG, 2023, Online. (Submitted)

Gambles, Ellen-Alyssa, Anderson, Steven, Leyland, Sandra and Ling, Jonathan (2018) Occupational Socialisation Theory: Identification of the barriers and facilitators that underpin physical education teachers' perspectives of the Teaching Games for Understanding approach. In: BASES (British Association of Sport and Exercise Sciences) Student Conference 2018, Apr 2018, Northumbria University. (Unpublished)

Gambles, Ellen-Alyssa, Anderson, Steven, Leyland, Sandra and Ling, Jonathan (2023) Pre-service teachers’ influences, beliefs, and barriers to implementing Teaching Games for Understanding in England. In: TGfU SIG 40th Anniversary Conference, TGfU SIG, 2023, Online.

Gidley, N, Cooper, Bridget, Elsted, J and Baynham, M (2004) Embedding Literacy Language and Numeracy in Vocational Programmes – two case studies. In: Learning and Skills Research Network conference, 2 Jul 2004, Leeds.

Gilligan, Kim (2009) Globalisation in teenage fiction texts. In: Children’s Literature and Cultural Diversity in the Past and the Present.19th Biennial Congress of IRSCL Institut fur jugendbuchforschung, 8 - 12 Aug 2009, Goethe Universistat Frankfurt. (Unpublished)

Gilligan, Kim (2012) Identity and Subjectivity in an age of neoliberal political agendas: Who belongs. In: The Child and the Book Conference - Towards common ground: Philosophical Approaches to children's literature., 30 Mar - 1 Apr 2012, Cambridge University. (Unpublished)

Gregson, Daniel (2023) Arts-based Educational Research in Action in Vocational Education. In: UNSPECIFIED.

Gregson, Daniel (2023) The Didactives of the Image: Toward a Wider Conception of Language in Educational Research. In: Association for Research in Post Compulsory Education Conference, 15-17 July 2022, Oxford.

Gregson, Daniel (2017) From Homer to Homer Simpson Workshop Powerpoint. In: EAPRIL Conference 2017, 29 Nov - 2 Dec 2017, Hameelinna (Finland). (Unpublished)

Gregson, Daniel (2018) From Homer to Homer Simpson: How Might KS2 Children's Story-writing Skills Be Supported and Developed Through The Use Of Contemporary Physical and Digital Resources? In: European Association for Practitioner Research on Improving Learning (EAPRIL) Conference 2017, 28 Nov - 1 Dec 2017, Hameenlinna.

Gregson, Daniel and Gregson, Margaret (2023) Arts Based Educational Research (ABER): adventures in pedagogic practice and teacher education for a more equitable world. In: UNSPECIFIED.

Gregson, Margaret and Gregson, Daniel (2023) On the Same Side: reimagining educational evaluation and improvement for a more equitable world. In: UNSPECIFIED.

Gregson, Margaret and Spedding, Patricia (2018) Improving educational practice through educational research in Post Compulsory Education and Training in England. In: 3rd International Conference of the he Association for Research in Post-Compulsory Education (ARPCE), 13-15 July 2018, Oxford.

Grieves, Kay and Pritchard, Oliver (2015) Articulating Value and Impact Through Outcome-Centred Service Delivery: the Student and Learning Support Experience at the University of Sunderland. In: 11th Northumbria International Conference on Performance Measurement in Libraries and Information Services, 20-22 July 2015, Edinburgh. (Unpublished)

Griffiths, Alison and Wynn, Vikki (2020) Developing an effective assessment model for the practical element of a teacher training programme delivered via distance learning that promotes reflective practice in trainees. In: 2nd Annual Faculty of Education and Society Research Institute Staff Research Conference, 14 June 2020, Sunderland, UK. (Unpublished)

Hall, Lee and Yates, Joy (2018) Innovative teaching methods, teamwork and assessments. In: NCTJ National Skills Conference, 29-30 Nov 2018, Harlow College, Essex. (Unpublished)

Hani, Melanie J (2012) Increasing resilience in children who have a parent in prison through the use of the Good Heart Model. In: Children with a Parent in Prison Conference; Impact, Issues, Practice and Policy, 2nd April 2012, The Sherwell Centre,
Plymouth University. (Unpublished)

Hani, Melanie J (2011) SNOOP Animation (Special Needs Objective Outreach through Animation). In: BAF 2011: 18th Bradford Animation Festival, 8-12 Nov 2011, National Media Museum, Bradford, West Yorkshire. (Unpublished)

Hayes, Catherine (2019) ‘Authenticity as Vehicle and Truth as Driver: Being a Pedestrian on the Road of Positional Stance’. In: Three Rivers Learning and Teaching Conference 2019: ‘Embedding Student and Staff Well-being in the Curriculum’, 10th September 2019, Durham University. (Unpublished)

Hayes, Catherine (2018) Beyond Disciplinarity in Strategic Pedagogical Research - Who Do We Think We Are? In: 2nd Faculty of Education Research Day, 22 May 2018, LIVERPOOL HOPE UNIVERSITY. (Unpublished)

Hayes, Catherine (2019) Dialogue and Debate: ‘Pedagogies of Praxis for Real World Critical Reflection; Professional Doctorate Reflexivity’. In: UNSPECIFIED.

Hayes, Catherine (2016) Using the LEGO SERIOUS PLAY Method to Facilitate Transformative Learning with International Postgraduate Nursing Students. In: NET 2016 Conference, 6-8 Sep 2016, Churchill College, Cambridge, UK. (Unpublished)

Hayes, Catherine, Fulton, John and Armstrong, Paul-Alan (2017) ‘Contextualising and Framing Reflexivity for Professional Doctorate Education; Pedagogies of Praxis for a Changing Academic Landscape’. In: 6th International Conference on Professional Doctorates, 'Professional Doctorates in a Changing Landscape'., 22-23 Mar 2018, Friends House, London. (Submitted)

Hayes, Catherine, Sunday, J. S., Ihejieto, Chinyere, Thompson, K., Anyanwu, Philip, Bosun-Arije, S. and Onuorah, O. (2016) Evaluating a Reciprocal International Educational Community of Practice in Applied Public Health Education. In: Researching, Advancing & Inspiring Student Engagement (RAISE) Conference, 8-9 Sep 2016, Loughborough, UK. (Unpublished)

Hidson, Elizabeth (2021) Developing pedagogy by proxy through shared lesson resources. In: University of Sunderland Sixth Initial Teacher Education Research Conference, 16 Sep 2021, University of Sunderland (online).

Hidson, Elizabeth (2020) Digital opportunities for professional development. In: Bett Show 2020, 22-25 January 2020, London, UK.

Hidson, Elizabeth (2023) E-Tools for Academics. In: TPEA 35th Annual Conference, 03-04 Jul 2023, The Bedford Swan Hotel, Bedford, UK. (Unpublished)

Hidson, Elizabeth (2022) Educators’ EdTech: Tips and tools from international teacher education. In: Bett Show 2022, 23-25 March, 2022, ExCel Centre, London. (Unpublished)

Hidson, Elizabeth (2023) From tiny acorns: a co-produced research project between Chinese teacher researchers and UK-based international initial teacher training academics. In: BERA Annual Conference 2023, 12-14 September 2023, Aston University, UK..

Hidson, Elizabeth (2020) Harnessing opportunities for professional development with educational technologies. In: EduTech Digital Summit: Driving the Future of Education, 5-6 October 2020, Riyadh, Saudi Arabia.

Hidson, Elizabeth (2021) Pedagogy by proxy: developing computing PCK through shared lesson resources. In: TPEA 34th International Conference, 15 July 2021, Online. (Unpublished)

Hidson, Elizabeth (2021) Pedagogy in a pandemic: international teacher education via distance learning during the time of Covid-19. In: University of Education Webinar Series 2021, 15 April 2021, Bank Road Campus, Lahore, Punjab.. (Unpublished)

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Taras, Maddalena (2013) How can assesssment make student-centred learning and teaching a reality. In: Faculty of Arts, Department of Languages and Literatures, 2013, Gothenburg University, Sweden. (Unpublished)

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Taras, Maddalena (2015) Invited Speaker: Assessment Theories: Summative and Formative Assessment. In: Assessment for Primary Education Conference, University of Sunderland. (Unpublished)

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Taras, Maddalena (2016) Power differentials in assessment between tutors and students: can self-assessment change the (im)balance and if so, which model(s). In: IAFOR International Conference on Education, Honolulu, 8-11th January 2016, Honolulu.

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Taras, Maddalena (2013) Self-assessment: perspectives from the self-regulation and formative assessment fields. In: 15th Biennial EARLI Conference for Research on Learning and Instruction: "'Responsible Teaching and Sustainable Learning", 27-31 Aug 2013, Munich. (Unpublished)

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Taras, Maddalena (2012) Understanding of Assessment by University Lecturers: how this links to theories. In: Evaluation & Assessment Research in Learning & Instruction Sig 1 “Linking Multiple Perspectives on Assessment”, 28 - 31 Aug 2012, Brussels. (Unpublished)

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Taras, Maddalena (2011) What does providing helpful feedback to students mean in HE? In: 3 Rivers Consortium Conference: “Curriculum Change – A House of Many Rooms?”, 12 Apr 2011, University of Northumbria. (Unpublished)

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Taras, Maddalena (2010) 'Why Research Assessment? Can we research learning and teaching without focusing on assessment?'. In: Pedagogical Action Research Seminar Series, 11 Nov 2010, Liverpool Hope University.

Taras, Maddalena (2015) The future of school inspection in England. In: Westminster Education Forum, 10 Feb 2015, Sixty One Whitehall, London.

Taras, Maddalena and Davies, Mark (2018) Assessment Literacies and student inclusion: key to supporting good practice, innovation, and collaboration. In: Three Rivers Conference, 6 Jul 2018, Newcastle University. (Unpublished)

Taras, Maddalena and Davies, Mark (2013) Students as Partners or Pawns in Assessment? In: 3 Rivers NE T&L Conference, Newcastle University, 19 Mar 2013, Newcastle University. (Unpublished)

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Book

Cooper, Bridget (2011) Empathy in education: engagement, values and achievement. Continuum, London. ISBN 9781441101440

Gregson, Margaret, Hillier, Yvonne, Biesta, Gert, Duncan, Sam, Nixon, Lawrence, Spedding, Patricia and Wakeling, Paul (2015) Reflective Teaching in Further Adult and Vocational Education (4th Edition). Reflective Teaching . Bloomsbury, London. ISBN 9781780937922

Hulsmeier, AC (2023) Applied Shakespeare: A Transformative Encounter? Springer - Palgrave Macmillan Cham, London. ISBN 978-3-031-45413-4

Irving-Bell, D, Wooff, David and McLain, M (2019) Re-designing Design and Technology Education: A living literature review of stakeholder perspectives. PATT37 Conference Proceedings . L-Università ta' Malta, Msida., Malta. ISBN 978-9-9957-1479-6

Merrry, S, Price, M, Carless, D and Taras, Maddalena (2013) Reconceptualising Feedback in Higher Education. Routledge. ISBN 978-0-415-69235-9

Munna, Afzal, Nadda, Vipin, Allahyari, Theo, Cantafio, Giuseppe Umberto and Bilan, Bilan (2023) Perspectives on Enhancing Learning Experience Through Digital Strategy in Higher Education. Advances in Educational Technologies and Instructional Design (AETID) . IGI Global. ISBN 9781668482827

Pill, Shane, Gambles, Ellen-Alyssa and Griffin, Linda (2023) Teaching Games and Sport for Understanding. Routledge, New York, USA. ISBN 9781032287294

Taras, Maddalena (1999) Innovations in Learning and Teaching (ed. Maddalena Taras). University of Sunderland Press/ Business Education Publishers Ltd.

Taras, Maddalena and Wong, Hwei Ming (2022) Student Self-Assessment: An Essential Guide for Teaching, Learning and Reflection at School and University. Assessment in Schools: Principles in Practice . Routledge, London and New York. ISBN 9780367691677

Taras, Maddalena and Wong, Hwei Ming (2022) Student Self-Assessment: An Essential Guide for Teaching, Learning and Reflection at School and University. Assessment in Schools: Principles in Practice . Routledge. ISBN 9780367691677

Thesis

El-Taher Al-Fourganee, Zadma (2018) How Secondary School Libyan Teachers Assess Students’ Oral Communication. Doctoral thesis, University of Sunderland.

Emarievbe, Ejovi (2013) An Evaluation Research of the English Language Teacher Education Programme in Two Colleges of Education in the Niger-Delta Region of Nigeria. Doctoral thesis, University of Sunderland.

Fotiadou, Maria (2017) The Discourse of Careers Services: A Corpus-Based Critical Discourse Analysis of UK University Websites. Doctoral thesis, University of Sunderland.

Hidson, Elizabeth (2018) Challenges to Pedagogical Content Knowledge in lesson planning during curriculum transition: a multiple case study of teachers of ICT and Computing in England. Doctoral thesis, Durham University.

Hidson, Elizabeth (2004) Multimodal_Media_Meets_ICT: A Key Stage 3 Digital Video Editing Project Case Study. Masters thesis, University of London.

Hill, Marianne C.M. (2012) A Study into the Participation and Engagement of Young People with Physics in Post-Compulsary Education. Doctoral thesis, University of Sunderland.

Husband, Gary (2015) The impact of teacher education on continuing professional development needs for teaching and learning in post compulsory education. Doctoral thesis, Bangor University.

Johnston, John (2018) ‘Critical Visual Arts Education’ A Pedagogy of Conflict Transformation In Search of the ‘Moral Imagination’. Doctoral thesis, University of Sunderland.

Kontou-Watson, Vasiliki (2023) A Critical Review of Private Tuition in the Uk: A Case Study of the Northeast of England. Doctoral thesis, The University of Sunderland.

Osigwelem, Kenneth Ugochukwu (2017) Exploring the Application of Profile Theory Based Strategy for Managing Talent Positioning in a Nigerian Higher Education Institution. Doctoral thesis, University of Sunderland.

Ovington, J A (2019) '‘Turning to notice’ a colourful perspective: (Re)presenting two-year-old children’s lived experiences of School Readiness. Doctoral thesis, Northumbria University.

Pepper, Ian K (2013) ‘The initial education and training of tomorrow’s police workforce today and today’s police workforce for tomorrow’. Doctoral thesis, University of Sunderland.

Video

Hani, Melanie (2012) Film/Art Work: Gender Renaissance: Analysing the impact of animation, the production process and film (Good Hearts Model 2011) in tackling issues surrounding and relating to having a parent who is transgender. [Video] (Unpublished)

Martin-Denham, Sarah (2023) Film 6 #seeme. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 1 - Barriers to thriving in mainstream school. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 2 - Impact of school exclusion on our children. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 3 - Impact of school exclusion on parents. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 4 Solutions to preventing school exclusion. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 5 – Barriers to thriving in mainstream school. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 6 Protective and risk factors for school exclusion. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 7 - How we believe we are seen. [Video]

Martin-Denham, Sarah (2023) Pullupachair (parents) Film 8 - Solutions to preventing exclusion from school. [Video]

Martin-Denham, Sarah (2022) Pullupachair: Film 1 Recognising and responding to adversity EYFS and Primary. [Video]

Martin-Denham, Sarah (2022) Pullupachair: Film 2 Recognising and responding to adversity Key Stage 2. [Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 3 Belonging, relationships and connections EYFS and Primary. [Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 4 Finding solutions to prevent school exclusion EYFS and KS1. [Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 7 Recognising and responding to adversity Secondary School. [Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 8 Belonging, relationships and connections. [Video]

Martin-Denham, Sarah (2023) Pullupachair: Film 9 Finding solutions to prevent school exclusion. [Video]

Martin-Denham, Sarah (2023) #minuteoftruth - Film 1. What we thought English schools would be like. [Video]

Martin-Denham, Sarah (2023) #minuteoftruth - Film 2. Things we don't understand. [Video]

Martin-Denham, Sarah (2023) #minuteoftruth - Film 3. What would help us manage in school. [Video]

Other

Cantafio, Giuseppe Umberto, Nadda, Vipin and Koutrou, Niki (2022) Proceedings of Teaching and Learning Symposium 2022. Coming out of a Pandemic: Lesson Learnt, Innovative Teaching & Learning Insights. IJEMID International Journal of Entrepreneurship, Management, Innovation, and Development, London. (Unpublished)

Hidson, Elizabeth and Wynn, Vikki (2020) Teaching online research methods online with asynchronous international distance learning students during Covid-19 [Blog post]. International Journal of Social Research Methodology, The Editors Notebook.

Husband, Gary (2018) At last we're redefining the duck billed platypus! [Research in Further Education]. Times Educational Supplement, London.

Husband, Gary and Jones, Sam (2019) Research in Further Education: Why we must make a fuss about it. Intuition Magazine.

Martin-Denham, Sarah (2022) BACD News. British Academy of Childhood Disability.

Martin-Denham, Sarah (2021) The benefits of school exclusion: Research with headteachers in England. University of Sunderland, Sunderland.

Martin-Denham, Sarah (2023) #pullupachair: Finding solutions to prevent exclusion from school: Secondary school settings. University of Sunderland, University of Sunderland Website.

Martin-Denham, Sarah (2023) #pullupachair: Finding solutions to prevent exclusion from school: Early Years Foundation Stage (EYFS) and primary school. University of Sunderland, University of Sunderland Website.

Martin-Denham, Sarah (2023) #pullupachair: Recognising and responding to adversities to prevent exclusion from school: Secondary school settings. University of Sunderland, University of Sunderland Website.

Martin-Denham, Sarah (2023) #pullupachair: Recognising and responding to adversities to prevent exclusion from school: Early Years Foundation Stage and primary school. University of Sunderland, University of Sunderland Website.

Martin-Denham, Sarah (2023) #pullupachair: The importance of belonging, relationships and connections to prevent exclusion from school: Secondary school settings. University of Sunderland, University of Sunderland Website.

Martin-Denham, Sarah (2023) #pullupachair: The importance of belonging, relationships and connections to prevent exclusion from school: Early Years Foundation Stage (EYFS) and primary school. University of Sunderland, University of Sunderland Website.

Martin-Denham, Sarah and Donaghue, Jacob (2020) Excluding children for no real reason: What is the extent of the use of the category ‘other’ in reporting the reasons for fixed and permanent school exclusion in England? University of Sunderland, Sunderland.

Martin-Denham, Sarah and Donaghue, Jacob (2020) Out of sight, out of mind? Managed moves in England. UNSPECIFIED.

McLain, M, Bell, D, Wooff, David and Morrison-Love, D (2019) How technology makes us human: Cultural historical roots for design and technology education [BERA Blog Post]. BERA Blog.

Ovington, J A, Albin-Clark, J, Hawxwell, L and Latto, L (2022) ‘Matter matters’: Knowledge-ing with kin through. UNSPECIFIED.

Taras, Maddalena (2014) Invited visiting scholar with the Curriculum, Teaching and Learning Department at the Singapore National Institute of Education. Singapore National Institite of Education. (Unpublished)

Watson, Cate, Husband, Gary, Hill, Ron, Ireland, Aileen, Gilbert, Emma, Bathmaker, Ann-Marie, Pennacchia, Jodie, James, David and Gardner, Steve (2021) Processes and practices of governing in colleges of further education in the UK: Uncovering the complexities of governing. University of Stirling, Stirling.