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Christian, E., Greenlees, I. A. and Kearney, P. E. (2023) Flowing with the TIDE: A case study of the nature and development of epistemic beliefs of a high-level adventure sports coach. International Journal of Sports Science & Coaching, 18 (5). pp. 1430-1441. ISSN 1747-9541

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Davies, J., Bentham, S. and Duah, F. (2023) The impact of group singing on children's subjective well‐being: Mixed methods research. Children & Society. pp. 1-22. ISSN 1099-0860

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Eldridge, D., Pocock, C., Pulling, C., Kearney, P. E. and Dicks, M.et al (2022) Visual exploratory activity and practice design: Perceptions of experienced coaches in professional football academies. International Journal of Sports Science and Coaching. pp. 1-12. ISSN 1747-9541

Everley, S. (2025) Coping with abuse—child referees in football: is it all just part of the job? Child Abuse Review, 34 (4). pp. 1-10. ISSN 0952-9136

Everley, S. (2023) Displacement, replacement and creative endeavour; English Children’s Experiences of ‘Lockdown’ – a basis for planning? Education 3-13, 53 (5). pp. 832-844. ISSN 0300-4279

Everley, S. (2022) Listening to Children’s Voices in UK sports clubs: A Foucauldian analysis. Child Abuse Review. pp. 1-10. ISSN 0952-9136

Everley, S. (2025) ‘Where’ are the children in Safeguarding Policies of Sport? An analysis of national and international discourses in policy documentation. Child Abuse Review, 34 (2). pp. 1-11. ISSN 0952-9136

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Laxton, D. (2025) Child rights, cocreation and empowerment: a pilot project to explore the effectiveness of a play provision assessment tool in Kyaka II refugee settlement, Uganda and playgroups across Botswana. In: 33rd EECERA Annual Conference - Early Educations for All: Celebrating Diversity and Seeking Inclusion, 25th - 28th August 2025, Comenius University, Bratislava, Slovakia. (Unpublished)

Laxton, D. (2025) Transforming lives: play-based learning programmes in emergency settings. Early Years Educator, 24 (16). pp. 1-2. ISSN 2052-4617

Laxton, D. and Cooper, L. (2024) Global refugee crisis: focus on the child. In: Contemporary issues and the 21st century child: new perspectives in childhood. Sage, London, pp. 95-110. ISBN 9781529618778

Laxton, D. and Cooper, L. (2022) How can primary teachers develop their professionalism online? In: Professionalism in Primary Teaching. Primary Teaching Now . Sage, London, pp. 74-84. ISBN 9781529761092

Laxton, D., Cooper, L., Wilkinson, D. and Earle, L.et al (2024) Developing and evaluating a play assessment framework for early childhood provision in Uganda and Botswana: pilot project - final evaluation report. Project Report. University of Chichester. (Submitted)

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. and Handa Ram, P. (2025) Transforming lives: play-based learning programmes in emergency settings. Early Years Educator, 24 (15). s1-s3. ISSN 2052-4617

Laxton, D. and Horn, A. (2023) An early years model of transformative leadership: Becoming a change agent. Early Years Educator, 23 (21). pp. 20-21. ISSN 2052-4617

Laxton, D. and Ndlovu, S. (2025) Transforming lives: play-based learning programmes in emergency settings. Early Years Educator, 24 (14). pp. 1-2. ISSN 2052-4617

Laxton, D., Ndlovu, S. and Handa Ram, P. (2025) Developing an assessment toolbox. Early Years Educator, 24 (17). S1-S3. ISSN 2052-4617

Lyndon, S., Laxton, D. and Horn, A. (2025) Exploring how mindfulness can support young children’s well-being in the nursery school. Journal of Early Childhood Research. pp. 1-32. ISSN 1476-718X (In Press)

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

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Mackinney, R. (2025) Examining the use of verbal teacher feedback in physical education lessons. Education Sciences, 15 (5). pp. 1-14. ISSN 2227-7102

Mackinney, R. (2024) The considerations for effective verbal feedback in physical education. Physical Education Matters, 19 (1). pp. 19-21. ISSN 1751-0988

Mackinney, R., Kelly, J. S. and Pulling, C. (2021) The Effect of Feedback Type on Academic Performance. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 15 (1). pp. 78-93. ISSN 1750-8428

Maitland, J. and Glazzard, J. (2022) Finding a way through the fog: school staff experiences of the Covid-19 pandemic. Cambridge Journal of Education, 52 (5). pp. 555-577. ISSN 0305-764X

Mantle, M. and Custard, J. (2022) The Importance of School Swimming. Physical Education Matters, 7 (2). pp. 79-85. ISSN 1751-0988

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Perkins, I., Blacker, S. D. and Willems, M. E. T. (2024) Individual responses to repeated dosing with anthocyanin-rich New Zealand blackcurrant extract during high-intensity intermittent treadmill running in active males. Nutrients, 16 (24). pp. 1-11. ISSN 2072-6643

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Seach, D. (2022) What the research tells us about autism and bilingualism. An Evidence-based Guide to Autism and Bilingualism.

Shelton, C. (2024) Supporting lower attaining pupils in early computing education. In: Proceedings of Constructionism / Fablearn 2023. Carnegie Mellon University Press/ETC Press, pp. 103-111. ISBN 9781300969150

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

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Solvason, C., Lyndon, S. and Webb, R. (2024) "Oh … that Mommy needs a bit of help as well”: why every school needs a health and wellbeing lead. Health Education. ISSN 0965-4283

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

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Y

Younie, S. and Laxton, D. (2024) Radically open technology to tackle the learning crisis: improving learning outcomes of primary school children in Sierra Leone - Final evaluation report. Project Report. University of Chichester, Chichester. (Submitted)