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Group by: CreatorsPublication Type
Number of items at this level: 203.

A

Abbott, R. (2015) Neuroscience and the development of memory. Early Years Educator, 17 (7). pp. 38-44. ISSN 1465-931X

B

Ballard-Neale, A. (2023) The value of play as a pedagogy beyond the early years foundation stage (EYFS) And into Key stage one (KS1). Undergraduate thesis, University of Chichester.

Barber, D. and Cooper, L. (2011) Using New Web Tools in the Primary Classroom: A Practical Guide for Enhancing Teaching and Learning. Routlege, Abingdon, Oxon. ISBN 9780415591058

Barker, S. (2007) War and Nation in the Theatre of Shakespeare and His Contemporaries. Edinburgh University Press, Edinburgh. ISBN 9780748627653

Barnard, R. C. G. (2000) Non English speaking background learners in the mainstream classroom: a New Zealand case study. Doctoral thesis, University of Southampton; University of Chichester.

Barnes, J. (2022) Does the explicit teaching of vocabulary over a short period of time improve outcomes to reading and writing? Undergraduate thesis, University of Chichester.

Beadle, H. (2016) Beyond the Horizon: Learning arising from the use of Twitter by schools in New Zealand. Proceedings of the International Conference on New Horizons in Education (INTE 2016). pp. 374-382. ISSN 2146-7358

Beadle, H. (2016) Complex Adaptive Leadership: embracing paradox and uncertainty. Educational Management Administration & Leadership, 44 (1). pp. 165-166. ISSN 1741-1432

Beadle, H. (2015) A Defining Moment in E-working: The Application of an E-working Definition to the Education Context. Turkish Online Journal of Educational Technology, 14 (2). pp. 1-9. ISSN 2146‐7242

Beadle, H. (2016) Delivering the future workforce: A highlighting of the need to focus on the relationship between school teachers and technology. Teacher Education Advancement Network (TEAN) Journal, 8 (1). pp. 106-115. ISSN 2054-5266

Beadle, H. (2016) Learning to deal with it: one case study workforce's perception of the risk of cyber bullying. Asia Pacific Journal of Advanced Business and Social Studies, 2 (3). pp. 198-216. ISSN 2205-6033

Beadle, H. (2015) 'Setting research all aTwitter': Education research participants' perspectives on use of the Twitter platform. Proceedings of the 5th Annual International Conference on Education and e-Learning (EeL 2015). pp. 13-19. ISSN 2251-1814

Beadle, H. (2018) The Significance of Trust to the Adoption of E-Working Practices Within Local Government. International Journal of Technology and Human Interaction, 14 (4). pp. 81-94. ISSN 1548-3916

Beadle, H. (2020) The Significance of Trust to the Adoption of E-Working Practices Within Local Government. In: Research Anthology on Digital Transformation, Organizational Change, and the Impact of Remote Work. IGI Global, Pennsylvania, USA, pp. 1266-1281. ISBN 9781799872979

Beadle, H. (2015) 'The case of the educated methodological study': An exploration of published technology related research case studies. Proceedings of the 15th International Educational Technology Conference. pp. 897-919. ISSN 2146‐7366

Beadle, H. (2017) A procession of change: Argument for the use of the processual approach in examining school based organisational change. Teacher Education Advancement Network (TEAN) Journal, 9 (1). pp. 14-21. ISSN 2054-5266

Beadle, H. and Boyne, M. (2017) Journal Club: A mechanism for bringing evidence based practice into school? Teacher Education Advancement Network Journal, 9 (2). pp. 14-23. ISSN 2054-5266

Beaumont, M. (2022) A case study to explore the confidence of primary school practitioners to adapt physical education for children with SEND. Undergraduate thesis, University of Chichester.

Bentham, S. (2018) How to Be a Brilliant Teaching Assistant. Routledge, London. ISBN 9781138059788

Bentham, S. (2011) A Teaching Assistant's Guide to Child Development and Psychology in the Classroom (Second Edition). Routlege, Abingdon, Oxon. ISBN 9780415569224

Bentham, S. and Hutchins, R. (2012) Improving Pupil Motivation Together: Teachers and Teaching Assistants Working Collaboratively. Routlege, Abingdon, Oxon. ISBN 9780415584678

Bentham, S. and Hutchins, R. (2009) A Teaching Assistant's Guide to Completing NVQ Level 2: Supporting Teaching and Learning in Schools (Second Edition). Routlege, Abingdon, Oxon. ISBN 9780415490177

Bentham, S. and Iles, L. (2018) Utilising motivational profiles in educational settings. Assessment & Development Matters, 10 (4). pp. 2-6. ISSN 2040-4069

Benton, M., Bowie, R. A., Casson, A., Holt, J., James, M., Jarvis, P., McGuire, L., Podesta, E., Stone, G. and Hulbert, S. (2018) What really matters about teacher education at Cathedrals Group universities and colleges? Project Report. Cathedrals Group / National Institute for Christian Educational Research, Canterbury.

Betts, M. (2023) ‘Adversely affected’: An independent research project exploring the impact of COVID-19 on pupils with SEND (special educational needs and disabilities). Undergraduate thesis, University of Chichester.

Bignell, C. (2012) Talk in the primary curriculum: seeking pupil empowerment in current curriculum approaches. Literacy, 46 (1). pp. 48-55. ISSN 1741-4369

C

Childs, C. and Clegg, A. (2016) Dance Map - The Employability Journey. [Teaching Resources]

Cooper, L. and Doherty, J. (2010) Physical Development. Supporting Development in the Early Years Foundation Stage . Continuum: Bloomsbury Publishing, London. ISBN 9781441124005

Cooper, L., Johnston, J., Rotchell, E. and Woolley, R. (2010) Knowledge and Understanding of the World. Supporting Development in the Early Years Foundation Stage . Continuum: Bloomsbury Publishing, London. ISBN 9781441137623

Croft, T., Duah, F. and Birgit, L. (2013) I'm worried about the correctness: Undergraduate students as producers of screen-casts of mathematical explanations for their peers - lecturer and student perceptions. International Journal of Mathematical Education in Science and Technology, 44 (7). pp. 1045-1055. ISSN 0020-739X

Crosby, H. (2023) Strategies and resources teachers in primary school can draw upon if they find a child with suspected characteristics of pathological demand avoidance in the classroom. Undergraduate thesis, University of Chichester.

D

Davies, E. (2023) An exploration into the use of diverse picture books in the primary school. Undergraduate thesis, University of Chichester.

De León Huertas, C., González López, I. and Melara Gutiérrez, F. J. (2014) What expectations does the education community have of school counselling departments? In: TEEM '14 Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. International Conference Proceedings Series (14). Association for Computing Machinery (ACM), New York, NY, USA, pp. 503-506. ISBN 9781450328968

Duah, F. (2010) Benchmarking Mentoring Practices for Effective Teaching of Mathematics and Science. Proceedings of the British Society for Research into Learning Mathematics, 30 (3). pp. 31-36.

Duah, F. (2017) Mathematics Resilience : What we know from the pre-tertiary literature and what we found researching mathematics resilience. Proceedings of the British Society for Research into Learning Mathematics, 37 (2).

Duah, F., Croft, T. and Inglis, M. (2013) Can peer assisted learning be effective in undergraduate mathematics? International Journal of Mathematical Education in Science and Technology, 45 (4). pp. 552-565. ISSN 0020-739X

Duah, F. and Croft, T. (2014) Faculty-student partnership in advanced undergraduate mathematics course design. Teaching and Learning Together in Higher Education (TLTHE), 1 (13). pp. 1-7. ISSN 2381-4268

Duah, F. and Croft, T. (2011) What the engaged students tell us about mathematics. MSOR Connections, 11 (2). pp. 17-20. ISSN 1473-4869

de Lang, C. (2022) Key Stage One teachers’ perceptions surrounding the adoption of a pedagogy of play beyond the Early Years Foundation Stage into Key Stage One. Undergraduate thesis, University of Chichester.

E

Earle, L. and Rickard, C. (2017) Formal methods for division: Evaluating the benefits of pre-teaching mathematics using a ‘flipped classroom’ approach. BSRLM Proceedings online, 37 (2).

Eaton, E. (2023) What are teachers’ and children’s perceptions on the amount of time children are physically active during PE lessons? Undergraduate thesis, University of Chichester.

Elias, T., Ritchie, L., Gevalt, G. and Bowles, K. (2020) A Pedagogy of “Small”: Principles and Values in Small, Open, Online Communities. In: Open(ing) education: Theory and practice. Koninklijke Brill NV, Leiden, The Netherlands,, pp. 364-389. ISBN 9789004422988

F

Foreman, M. (2017) 2000 problems in single variable calculus. Micropress, Peterborough. ISBN 9780953789368

Fraser, K. (2023) Examining the effectiveness of a daily reading intervention and its effects on children's underachieving reading skills. Undergraduate thesis, University of Chichester.

Fricker, D. (2022) A small-scale action research project investigating the extent of which self-efficacy beliefs differ between boys and girls in mathematics. Undergraduate thesis, University of Chichester.

G

Georgiadi, M., Plexousakis, S., Maitland, J., Kourkoutas, E. and Hart, A. (2020) How adolescent students with disabilities and/or complex needs perceive the notion of resilience: a study in Greece and England. International Journal of Learning, Teaching and Educational Research, 19 (12). pp. 43-69. ISSN 1694-2493

H

Halsey, M. (2023) Case study exploring teacher preparedness in delivering physical education in a primary school. Undergraduate thesis, University of Chichester.

Hart, A., Fernández-Rodrigo, L., Molina, M. C., Izquierdo, R. and Maitland, J. (2018) The Academic Resilience Approach in the promotion of young people’s mental health: Proposals for its use in schools. Working Paper. Universitat de Lleida, Lleida, Spain.

Harvey, A. (2012) The nature and processes of effective professional development. In: The 12th International Congress on Mathematical Education, 8-15 July 2012, COEX, Seoul, Korea. (Submitted)

Hawkins, S. (2016) Outstanding primary teaching and learning: a journey through your early teaching career. Open University Press, Maidenhead. ISBN 9780335263660

J

Jakeman, B. (2022) An Exploration into the Representation of Race in Children’s Picture Books. Undergraduate thesis, University of Chichester.

Jennings, C. T. (2022) To what extent does the vocabulary gap impact on individual children’s in class engagement and overall attainment? Undergraduate thesis, University of Chichester.

K

Kempson, P. (2023) Do social network sites affect the well-being of children? Undergraduate thesis, University of Chichester.

Knowles, G. and Lander, V. (2011) Diversity, Equality and Achievement in Education. SAGE Publishers. ISBN 9781849206006

Knowles, G., Lander, V., Hawkins, S., Hughes, C., Stone, G., Cooper, L. and Thompson, B. (2012) Thinking Through Ethics and Values in Primary Education. Learning Matters: Thinking Through Education Series . SAGE Publishers, London. ISBN 9780857258571

Kurowski, A. A. (2020) The language of dissent – how school leaders adjust to policy change. Educational Role of Language Journal, 2020-1 (3). pp. 43-61. ISSN 2657-9774

L

Lander, V. (2012) Book Review: 'Education policy, practice and the professional' by Jane Bates, Sue Lewis and Andy Pickard. Journal of Education Policy, 27 (5). pp. 693-694. ISSN 0268-0939

Lander, V. (2012) British untouchables: A study of 'Dalit Identity and Education' by Paul A. Singh Ghuman. British Journal of Educational Studies, 60 (2). pp. 198-200. ISSN 0007-1005

Lander, V. (2011) Lehrer und Referendare auf ihre Tätigkeit in multikulturellen Klassen vorbereiten / Preparing teachers to teach in a culturally diverse society. In: Schule mit Migrationshintergrund / School with a migration background. Published by Waxmann Verlag on behalf of the Heinrich Böll Foundation, Munster / New York. ISBN 9783830924661

Lander, V. (2010) Race and ethnicity. In: Equality and Diversity in Social Work Practice. Transforming Social Work Practice Series . Learning Matters: SAGE Publishers, London. ISBN 9781844455935

Lander, V. (2011) Race, culture and all that: an exploration of the perspectives of white secondary student teachers about race equality issues in their initial teacher education. Race Ethnicity and Education, 14 (3). pp. 351-364. ISSN 1361-3324

Lawie, K. (2018) Autism in Adventure Education. Horizons Magazine (84). pp. 14-15. ISSN 1462-0677

Lawie, K. (2019) Barriers for Transgender Students in PE. School Sport (74). pp. 30-31.

Laxton, D. (2016) Everyone gets better. Early Years Educator, 18 (5). pp. 14-16. ISSN 1465-931X

Laxton, D. (2017) Trainee teachers really can be change agents. Early Years Educator, 19 (8). pp. 18-20. ISSN 1465-931X

Laxton, D. (2018) We are beginning to hear the male voice in childcare. Early Years Educator, 19 (9). pp. 18-20. ISSN 1465-931X

Laxton, D. (2016) The future of teachers. Early Years Educator, 18 (4). pp. 14-16. ISSN 1465-931X

Laxton, D., Cooper, L. and Younie, S. (2021) Translational research in action: The use of technology to disseminate information to parents during the COVID‐19 pandemic. British Journal of Educational Technology, 52 (4). pp. 1538-1553. ISSN 1467-8535

Laxton, D., Cooper, L., Younie, S. and Shresth, P. (2020) Translational research to support early childhood education in crisis settings: A case study of collaborative working with Rohingya refugees in Cox’s Bazar. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 49 (181318). pp. 1-19. ISSN 0300-4279

Lipscomb, I. P., Pinchin, H. E., Collin, R., Harris, K. and Keevil, C. W. (2006) Are surgical stainless steel wires used for intracranial implantation of PrPsc a good model of iatrogenic transmission from contaminated surgical stainless steel instruments after cleaning? The Journal of hospital infection, 64 (4). pp. 339-43. ISSN 0195-6701

Lipscomb, I. P., Pinchin, H. E., Collin, R., Harris, K. and Keevil, C. W. (2006) The sensitivity of approved Ninhydrin and Biuret tests in the assessment of protein contamination on surgical steel as an aid to prevent iatrogenic prion transmission. The Journal of hospital infection, 64 (3). pp. 288-92. ISSN 0195-6701

Lipscomb, I. P., Sihota, A. K., Botham, M., Harris, K. L. and Keevil, C. W. (2006) Rapid method for the sensitive detection of protein contamination on surgical instruments. The Journal of hospital infection, 62 (2). pp. 141-8. ISSN 0195-6701

Lipscomb, I. P., Sihota, A. K. and Keevil, C. W. (2006) Comparative study of surgical instruments from sterile-service departments for presence of residual gram-negative endotoxin and proteinaceous deposits. Journal of clinical microbiology, 44 (10). pp. 3728-33. ISSN 0095-1137

Lipscomb, I. P., Sihota, A. K. and Keevil, C. W. (2006) Diathermy forceps and pencils: reservoirs for protein and prion contamination? The Journal of hospital infection, 64 (2). pp. 193-4. ISSN 0195-6701

Lipscomb, I. P. and Nokes, L. D. M. (1996) The Application of Shape Memory Alloys in Medicine. Wiley-Blackwell. ISBN ISBN 10: 0852989563 / ISBN 13: 9780852989562

Lipscomb, I. P., Weaver, P. M., Swingler, J. and McBride, J. W. (2009) Micro-computer tomography—An aid in the investigation of structural changes in lead zirconate titanate ceramics after temperature-humidity bias testing. Journal of Electroceramics, 23 (1). pp. 72-75. ISSN 1385-3449

Lipscomb, I.P., Weaver, P.M., Swingler, J. and McBride, J.W. (2009) The effect of relative humidity, temperature and electrical field on leakage currents in piezo-ceramic actuators under dc bias. Sensors and Actuators A: Physical, 151 (2). pp. 179-186. ISSN 09244247

Liu, L., Donbavand, S., Hoskins, B., Janmaat, J. G. and Kavadias, D. (2021) Measuring and Evaluating the Effectiveness of Active Citizenship Education Programmes to Support Disadvantaged Youth. MDPI, Basel, Switzerland.

Livings, M. (2022) ‘Are farmers engineers?’: An investigation into primary aged girls’ attitudes towards engineering careers. Undergraduate thesis, University of Chichester.

Lopatin, I. (2022) Perspectives from a school community exploring the use of technology and nature to facilitate positive mental health and wellbeing for pupils. Masters thesis, University of Chichester.

Luter, J. (2022) Double Disadvantage’: How is Funding Being Allocated to Improve the Attainment of Children with Special Educational Needs and Disabilities, Who Are Also Eligible for Pupil Premium? Undergraduate thesis, University of Chichester.

Lyndon, S., Solvaso, C. and Webb, R. (2024) ‘It’s a struggle’ – the role of the school Health and Well-being Lead in supporting families in poverty. Journal of Poverty and Social Justice. pp. 1-20. ISSN 1759-8281

M

Maitland, J. (2018) School staff experiences of an academic resilience approach: a whole systems perspective. Doctoral thesis, University of Brighton.

McCray, J. and Joseph-Richard, P. (2021) Doctoral students’ well-being in United Kingdom business schools: A survey of personal experience and support mechanisms. The International Journal of Management Education, 19 (2). ISSN 14728117

McGarry, I. (2023) The perception that early years and Key-stage one teachers’ have of the learning and development of self-regulation. Undergraduate thesis, University of Chichester.

McGregor, G. P. (1978) The history of Bishop Otter College, Chichester, in relation to the development of teacher education in England and Wales, 1836-1976. Doctoral thesis, University of Southampton; University of Chichester.

Melara Gutiérrez, F. J. (2015) Sobre la formación del profesorado en el marco de las políticas lingüísticas andaluzas. About teacher training within the framework of Andalusia’s language policies. Revista Andalucia Educativa, 85. pp. 1-9. ISSN 2171-8768

Melara Gutiérrez, F. J. and Gonzalez Lopez, I. (2018) Effective teaching in the sphere of bilingual education: profile of teaching competences. In: New perspectives in bilingual education: research and innovation. University of Granada, Granada, Spain, pp. 309-314. ISBN 9788433863423

Melara Gutiérrez, F. J. and González López, I. (2016) Sketching the figure of a bilingual teacher: designing a profile of competencies. Revista Espanola de Pedagogia, 74 (264). pp. 357-380. ISSN 2174-0909

Mikuska, E. (2022) Narrative approach to investigate experiences of kindergarten pedagogues in Serbia. In: International Conference - Narrative ISSN, 28-30 June 2022, University of Chichester.

Milcoy, K. (2012) What a performance: Teenage working-class girls' leisure in the interwar years. In: Recording Leisure Lives: Everyday Leisure in 20th Century Britain. Recording Leisure Lives, 118 . Leisure Studies Association, Brighton, pp. 33-50. ISBN 9781905369294

Minett, E. (2010) Down on the farm! In: Herefordshire Primary Languages Conference, 8 Nov 2010, Herefordshire. (Submitted)

Minett, E. (2010) La sortie de Monsieur Grumpy - using big books in primary modern foreign languages. In: Sutton Primary Languages Conference, 15 Oct 2010, Sutton. (Submitted)

N

Needham, L. (2022) How school context and personal factors can play a pivotal role in primary teachers’ attitudes and enthusiasm towards teaching STEM as an integrated subject. Undergraduate thesis, University of Chichester.

Nolan, E. (2020) Understanding and Negotiating Contracts With Venues. In: Legal, Safety, and Environmental Challenges for Event Management: Emerging Research and Opportunities. IGI Global, Hershey, PA, pp. 84-102. ISBN 9781799832300

Nur, M. G., Akkoç, H., Gülbağcı-Dede, H., Yazıcı, B., Ankers, S., Barichello, L., Guimarães, R. S., Black, B., Brown, J., Burfitt, J., Cai, H., Zhang, J., Clarke, K., Clarke, L., Curtis, F., Dimitriadi, Y., Giusta, M. D., Razzu, G., Duah, F., Earle, L., Rickard, C., Ghergu, M., Griffiths, B. J., Helliwell, T., Hewitt, D., Coles, A., Homer, M., Mathieson, R., Banner, I., Tasara, I., Ingram, J., Andrews, N., Pitt, A., Küchemann, D., Lewis, M., Rauch, C. J., De Asis, M., Leung, A., Rostovtseva, T., Walker, S., Rogers, L., Pope, S., Sharkey, R., Sharma, J., Connor, D., Stacey, J., Trubridge, N., Graham, T., Wang, P. and Zhang, J. (2017) Proceedings of the Day Conferences. Research in Mathematics Education, 19 (3). pp. 321-330. ISSN 1754-0178

O

O'Sullivan, M. (2022) A small-scale study into how COVID-19 has affected language development in KS1 and contributed to the ongoing growth of the word gap. Undergraduate thesis, University of Chichester.

Ota, C. M. (1998) The place of religious education in the development of children's worldviews. Doctoral thesis, University of Southampton; University of Chichester.

P

Parfoot, L. (2023) Effective classroom strategies to support pupils with autism. Undergraduate thesis, University of Chichester.

Parker, E., Laxton, D. and Horn, A. (2023) An empathetic leader. Early Years Educator, 23 (19). pp. 23-24. ISSN 2052-4617

Parsons, J. (2023) A case study of the perceptions of students and teachers of financial literacy in year 11 in one secondary school. Undergraduate thesis, University of Chichester.

Popper, S. (2010) High quality leadership and the early years professional status award. In: Integrated Children's Centres: Overcoming Barriers to Truly Integrated Services. David Fulton: Routledge, Abingdon, Oxon. ISBN 9780415479141

Popper, S. (2013) Re-thinking Superhero and Weapon Play: Superheros and Children's Moral Development. 9780335247066 . Open University Press: McGraw-Hill Education, Maidenhead, Berkshire. ISBN 9780335247066

R

Rayner, L., Laxton, D. and Horn, A. (2023) Helicopter stories to support children's development. Early Years Educator, 23 (18). pp. 38-39. ISSN 2052-4617

Reavey, D. (2016) Wanted! Outstanding teachers of science! Ten golden rules for teacher educators. In: Mejores docentes, mejores educadores [Better Teachers, Better Educators]. Ajibe Ediciones, Malaga, Spain. ISBN 978-84-9700-817-4

Rickard, C. (2010) Algebra homework. Mathematics Teaching, 219. p. 14.

Rickard, C. (2008) Algebra: How is it for you? Mathematics Teaching Incorportaing Micromath, 206. pp. 11-13.

Rickard, C. (2008) Developing beliefs about the teaching of primary mathematics. BSRLM Proceedings online, 28 (2). pp. 85-90.

Rickard, C. (2010) Do students’ beliefs relating to the teaching of primary mathematics match their practices in school? BSRLM Proceedings online: Vol 29 No 3 Loughborough University, 29 (3). pp. 109-114.

Rickard, C. (2013) Essential Primary Mathematics. Essential Primary series . Open University Press: McGraw Hill Education, Maidenhead. ISBN 9780335247028

Rickard, C. (2007) Misunderstanding of Fractions! Mathematics Teaching Incorporating Micromath, 205. pp. 32-33.

Rickard, C. (2007) A Salutary Tale... Mathematics Teaching Incorporating Micromath, 204. p. 8.

Rickard, C. (2013) Subtraction: Searching for Flexibility. Journal of the Association of Teachers of Mathematics, 234. pp. 37-39. ISSN 0025-5785

Rickard, C. and Earle, L. (2018) Times tables: Children learning about multiplication facts. In: British Society for Research into Learning Mathematics, 10 Nov 2018, King's College, London.

Robinson, E. (2022) To what extent is risk and challenge beneficial in the Early Years? Undergraduate thesis, University of Chichester.

Ruiz-Gallardo, J.-R. and Reavey, D. (2018) Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers. Journal of the Learning Sciences, 28 (1). pp. 73-107. ISSN 1050-8406

Russon, M. (2023) An investigation into the factors affecting trainee teachers’ understanding of the word gap. Undergraduate thesis, University of Chichester.

Rutherford, B. (2022) To what extent has pupils’ socio-emotional development in the Early Years been impacted by the global pandemic? Undergraduate thesis, University of Chichester.

S

Scotney, C. (2023) What are the limitations that teachers believe prevent them from being the catalyst to producing the next generation of STEM experts? Undergraduate thesis, University of Chichester.

Scott-Conaty, T. (2022) “I just wish there was more time”: An exploration of the space and place for creative writing in the primary school. Undergraduate thesis, University of Chichester.

Seach, D. (2010) Children with autism and Asperger's syndrome. In: Supporting Inclusive Practice (2nd Edition). Routlege, Abingdon, Oxon, pp. 79-97. ISBN 9780415579001

Seach, D. (2021) What the research tells us about autism and bilingualism. An Evidence-based Guide to Autism and Bilingualism. (In Press)

Shelton, C. and Lansley, M. (2023) Where is technology in the ‘golden thread’ of teacher professional development? In: Towards a collaborative society through creative learning. IFIP World Conference on Computers in Education. Springer, Hiroshima, Japan, pp. 653-662. ISBN 9783031433924

Shelton, C. (2016) Beyond lesson recipes: first steps towards a repertoire for teaching primary computing. In: Constructionism 2016, 1-5 February 2016, Bangkok, Thailand.

Shelton, C. (2016) From Computational Thinking to Computational Participation. In: Information Technology in Teacher Education (ITTE) Annual Conference, 2nd July 2016, London.

Shelton, C. (2017) Giving up technology and social media: why university lecturers stop using technology in teaching. Technology, Pedagogy and Education, 26 (3). pp. 303-321. ISSN 1475-939X

Shelton, C. (2017) How can we make computing lessons more inclusive? In: Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing. 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers. IFIP Advances in Information and Communication Technology, 515 . Springer International Publishing, Cham, Switzerland, pp. 506-514. ISBN 978-3-319-74309-7

Shelton, C. (2011) Teaching abroad: Using technology to support student teachers overseas. In: Society for Information Technology & Teacher Education International Conference, Mar 2011, Nashville, Tennessee. (Submitted)

Shelton, C. (2017) Teaching inclusive computing lessons: curriculum, pedagogy and attitude. In: Information Technology in Teacher Education (ITTE) Annual Conference, 21 June 2017, Hull.

Shelton, C. (2017) Technology and inclusion. In: Debates in Computing and ICT Education. Debates in Subject Teaching . Routledge: Taylor & Francis, Abingdon, Oxfordshire. ISBN 9781138891784

Shelton, C. (2016) Time to plug back in? The role of “unplugged” computing in primary schools. ITTE Newsletter, Spring (2016). ISSN 1362-9433

Shelton, C. (2011) University lecturers' perceptions of the technology they use. In: Computer Assisted Learning Conference: Learning Futures: Education, Technology & Sustainability, 13-15 Apr 2011, Manchester Metropolitan University, Manchester. (Submitted)

Shelton, C. (2012) University lecturers' thinking about technology, teaching and context. In: British Educational Research Association Annual Conference 2012, 4-6 Sep 2012, University of Manchester. (Submitted)

Shelton, C. (2014) “Virtually mandatory”: A survey of how discipline and institutional commitment shape university lecturers’ perceptions of technology. British Journal of Educational Technology, 45 (4). pp. 748-759. ISSN 1467-8535

Shelton, C. (2017) What can technology actually do? In: Debates in Computing and ICT Education. Debates in Subject Teaching . Routledge: Taylor & Francis, Abingdon, Oxfordshire. ISBN 9781138891784

Shelton, C. (2018) “You have to teach to your personality”: Caring, sharing and teaching with technology. Australasian Journal of Educational Technology, 34 (4). pp. 92-106. ISSN 1449-3098

Shelton, C. (2018) An ecological model for university faculty members’ thinking about technology. Journal of Computing in Higher Education, 30. pp. 279-297. ISSN 1042-1726

Shelton, C. and O'Kelly, J. (2019) Making the curriculum your own. In: Surviving and Thriving in the Secondary School: The NQT’s Essential Companion. Routledge, London, pp. 202-212. ISBN 978-1138489707

Slaughter, G. (2023) Aiming for the (Gold) Stars: Are educators doing enough to support pupil’s intrinsic motivation in KS1? Undergraduate thesis, University of Chichester.

Smith, H. J. and Lander, V. (2012) Collusion or collision: Effects of teacher ethnicity in the teaching of critical whiteness. Race Ethnicity and Education, 15 (3). pp. 331-351. ISSN 1361-3324

Solomon, Y., Croft, T., Duah, F. and Lawson, D. (2014) Reshaping understandings of teaching-learning relationships in undergraduate mathematics: Activity theory analysis of the role and impact of student internships. Learning, Culture and Social Interaction, 3 (4). pp. 323-333. ISSN 2210-6561

Spence, J. and Fleet, L. (2017) Chapter 12: Primary education. Discussion Paper. GuildHE, London, UK.

Stone, G. (2020) Narratives of early career teachers in a changing professional landscape. In: The Palgrave Handbook of Auto/Biography. Palgrave MacMillan, London, pp. 491-513. ISBN 9783030319731

Stone, G. (2011) The Digital Literacy Classroom. Minibooks, 33 . UK Literacy Association Publications, Leicester. ISBN 9781897638613

Stone, G. (2015) 'Organizational' professional learning for performance in primary Initial Teacher Training. In: IPDA International Conference 2015, 27- 28 November 2015, Birmingham, UK. (Unpublished)

Stone, G. (2022) Professionalism in Primary Teaching. Primary Teaching Now (1). Sage Publications, London. ISBN 9781529761092

Stone, G. (2018) Why is teacher professionalism important? In: Primary Teaching: Learning and teaching in primary schools today. Primary Teaching Now . SAGE Publications Ltd, Learning Matters Ltd, London, UK, pp. 205-221. ISBN 9781526436443

Stone, G. (2018) The shape of Initial Teacher Education in a Christian foundation university. In: Christianity, Education and Changing Contexts, 6-8 July 2018, Liverpool Hope University, UK. (Unpublished)

Stone, G. (2011) www: Wikis, word clouds and web collaboration to support primary literacy. English 4-11, 41. p. 8.

Stone, G. and Wilkinson, D. (2019) Getting to grips with grammar alongside some super science! Primary Science (157). pp. 10-12. ISSN 0269-2465

Student, A. (2023) Investigation of the relationship between ability grouping in English secondary school mathematics lessons and the development of internalised and externalised behaviour at post-school age: a comparison of ability grouping experiences and of internalised and externalised behaviour scores between the ages of 18 to 65. Undergraduate thesis, University of Chichester.

Student, A. (2023) Mathematics anxiety in UK secondary schools: An investigation into mathematics anxiety, gender differences and links to mathematics ability. Undergraduate thesis, University of Chichester.

Student, A. (2020) Are boys actually bad at reading? Investigating the causes for the gender reading gap. Undergraduate thesis, University of Chichester.

Student, A. (2019) Does having students in ability setting affect classroom behaviour when compared to mixed ability setting in mathematics? A small-scale action research project into the differences between ability setting and mixed ability setting when considering behaviour in mathematics classrooms. Undergraduate thesis, University of Chichester.

Student, A. (2018) Does setting by ability have an impact on students' in mathematics? Undergraduate thesis, University of Chichester.

Student, A. (2020) Does the explicit teaching of phonics in MFL lead to increased confidence and better pronunciation in KS2 children? Undergraduate thesis, University of Chichester.

Student, A. (2021) Exploring the development of professional love and teacher-child relationships within the Early Years Foundation Stage, Key Stage 1 and Key Stage 2 from teachers’ perspectives. Undergraduate thesis, University of Chichester.

Student, A. (2020) How can children’s attitudes towards reading for pleasure be influenced by their view of themselves as readers, and the wider school community? Undergraduate thesis, University of Chichester.

Student, A. (2021) How can forest bathing be implemented in primary schools? Outdoor learning is more than science. Undergraduate thesis, University of Chichester.

Student, A. (2020) How far does a multisensory approach to phonics increase achievement and engagement of children in the Early Years and Key Stage One? Undergraduate thesis, University of Chichester.

Student, A. (2021) I don’t think the children will understand! A case study into teacher confidence in teaching education for sustainable development in the early years. Undergraduate thesis, University of Chichester.

Student, A. (2019) Motivation in Mathematics: A small-scale action research project into the factors which influence a pupil’s motivation, the methods teachers use to motivate their pupils and how effective they are. Undergraduate thesis, University of Chichester.

Student, A. (2020) Pre-service teachers' preparedness to use EdTech in practice: preparation for teaching under the Education Inspection Framework. Undergraduate thesis, University of Chichester.

Student, A. (2021) Propensity score matching for selection bias and its uses in investigating the gender pay gap. Undergraduate thesis, University of Chichester.

Student, A. (2021) Teachers’ perceptions towards barriers of social participation for individuals with autism. Undergraduate thesis, University of Chichester.

Student, A. (2020) What are the barriers teachers perceive to teaching Science outdoors? Undergraduate thesis, University of Chichester.

Student, A. (2021) What impact do different forms of dialogic teaching have on children's spoken language development? Undergraduate thesis, University of Chichester.

Student, A. (2020) What is being done in school to raise children’s science capital? Undergraduate thesis, University of Chichester.

Student, A. (2021) The correlation between SEND and self-esteem; with a specific focus on children with autistic spectrum disorders, dyslexia and speech, language and communication Needs. Undergraduate thesis, University of Chichester.

Student, A. (2020) The earlier the better? A case study into the perceived benefits of and/or barriers to learning and additional language in KS1. Undergraduate thesis, University of Chichester.

Student, A. (2018) An examination of how manipulatives were used in a primary mathematics setting. Undergraduate thesis, University of Chichester.

Student, A. (2020) An exploration into the amount of time reception aged children are engaged in physical activity and the viewpoints of primary school teachers on technology. Undergraduate thesis, University of Chichester.

Student, A. (2018) An exploration of mathematics anxiety. Undergraduate thesis, University of Chichester.

Student, A. (2021) An investigation into the application of chaotic systems to the prediction and management of the coronavirus pandemic, and the impact it may have had on the handling of the bubonic plague of the 17th century. Undergraduate thesis, University of Chichester.

Student, A. (2018) An investigation of the effect that Realistic Mathematics Education (RME) has on pupils' enjoyment of mathematics. Undergraduate thesis, University of Chichester.

Student, A. (2018) A small scale study on the engagement and enjoyment of students when teaching mathematics in a context. Undergraduate thesis, University of Chichester.

Student, A. (2018) A small scale study to investigate how prevalent mathematics anxiety is within a secondary school. Undergraduate thesis, University of Chichester.

Student, A. (2019) A small-scale action research project examining the gender differences in confidence and enjoyment of mathematics. Undergraduate thesis, University of Chichester.

Student, A. (2018) A small-scale study to identify factors which can influence mathematics anxiety. Undergraduate thesis, University of Chichester.

Student, A. (2021) A study into the strategies that teachers use to enhance confidence in children with dyslexia. Undergraduate thesis, University of Chichester.

Student,, A. (2021) Does music hold the key to unlock your potential? A pilot study to explore the association between music lessons and self-regulated learning. Undergraduate thesis, University of Chichester.

Sullivan, M. (2022) How might gender stereotypes, as seen in children’s self-direct be play, be influenced? Undergraduate thesis, University of Chichester.

Symons, E. (2023) A small-scale study into the benefits of high-quality literature on children’s writing. Undergraduate thesis, University of Chichester.

T

Taylor, I. (2023) “Out of fear” An exploration into teachers understanding of race in the primary classroom. Undergraduate thesis, University of Chichester.

Temple, P. F. (2020) Meeting the challenge of delivering adult social care in the 21st century: what works in leading and managing adult social care? Doctoral thesis, University of Chichester.

Thompson, B. (2010) Extraordinary women: Senior women managers and leaders in initial teacher training... forging new identities. In: The British Educational Research Association Annual Conference, 1-4 Sep 2010, University of Warwick. (Submitted)

Thompson, B. Feminism and Management: a Contradiction in Terms? In: Smashing the Patriarchy, January 2014, Dundee University. (Unpublished)

Thompson, B. (2017) Gender, management and leadership in initial teacher education: Managing to Survive in the Education Marketplace? Gender and Education . Palgrave MacMillan. ISBN 9781137490506

Thompson, B. (2010) Re-assessing gender issues in the primary classroom. In: Supporting Inclusive Practice (2nd Edition). Routlege, Abingdon, Oxon, pp. 46-62. ISBN 9780415579001

Thompson, B. (2019) Shifting Feminisms: Collaborative or Individualized Managers? An Exploratory Study in Three U.K. Universities. Gender in Management: An International Journal, 34 (4). pp. 287-305. ISSN 1754-2413

Thompson, B. (2015) Succumbing, surviving, succeeding? Women managers in academia. Gender in Management: An International Journal, 30 (5). pp. 397-413. ISSN 1754-2413

Thompson, B. (2010) Towards gender equality in social work. In: Equality and Diversity in Social Work Practice. Transforming Social Work Practice Series . Learning Matters: SAGE Publishers, London. ISBN 9781844455935

Thompson, B. (2007) Working beyond the glass ceiling: women managers in initial teacher training in England. Gender and Education, 19 (3). p. 339. ISSN 0954-0253

Tin, T. B. (2000) A study of group interaction patterns of overseas Malaysian students on British undergraduate programmes: framing of ideas. Doctoral thesis, University of Southampton; University of Chichester.

Turner, R. (2023) How do schools plan environments to include neurodivergent learners? Undergraduate thesis, University of Chichester.

Twining, P., Butler, D., Fisser, P., Leahy, M., Shelton, C., Forget-Dubois, N. and Lacasse, M. (2020) Developing a quality curriculum in a technological era. Educational Technology Research and Development. ISSN 1042-1629

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Waters, T. (2010) The use of therapeutics storywriting to support pupils with behavioural, emotional and social difficulties. Doctoral thesis, University of Southampton; University of Chichester.

Wild, A. and Burns, S. (2010) National curriculum 2007. In: Learning to Teach Physical Education in the Secondary School: A Companion to School Experience (3rd Edition). Learning to Teach Subjects in the Secondary School Series . Routlege, Abingdon, Oxon. ISBN 9780415561655

Wilkinson, D. (2016) The use of questions in primary science: a collaborative action research study. Doctoral thesis, University of Southampton.

Wilkinson, D. and Stallard, W. (2019) Mastery in Primary Science. Exploring the Primary Curriculum . Learning Matters: SAGE Publications, London. ISBN 9781526472700

Williams, E. (2023) An exploration of the interaction between homework and social justice. Undergraduate thesis, University of Chichester.

Y

Young, M. and Reavey, D. (2017) Embedding Global Citizenship in Initial Teacher Education. In: International trends in preparation of early childhood teachers in a changing world. Wydawnictwo Akademii Pedagogiki Specjalnej, Warszawa, Poland, pp. 162-183. ISBN 9788364953842

Younie, S., Audain, J., Eloff, I., Leask, M., Procter, R. and Shelton, C. (2018) Mobilising knowledge through global partnerships to support research-informed teaching: five models for translational research. Journal of Education for Teaching, 44 (5). pp. 574-589. ISSN 0260-7476

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