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Carey, L. (2023) COVID-19: How online learning impacted physiotherapy students on their practice placements. Undergraduate thesis, University of Chichester.

Chapman, C. (2018) Comparison of flavoured milk on competitive 2000m rowing performance. Undergraduate thesis, University of Chichester.

Checkley, S. and Mackinney, R. (2022) Secondary physical education teachers’ questioning behaviours a systematic observation. Physical Education Matters, 17 (1). pp. 86-89. ISSN 1751-0988

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Corbett, B. (2018) The efficacy of chocolate milk on muscular recovery from eccentric exercise. Undergraduate thesis, University of Chichester.

Courtney, T. (2019) No title available. Undergraduate thesis, University of Chichester.

Crisp, P. (2021) Community engagement, extending higher education student learning and raising aspirations of primary school children: initial reflections. Widening Participation and Lifelong Learning, 23 (1). pp. 169-177. ISSN 1466-6529

Crisp, P. (2019) Developing expertise in sport coaching through engagement with disability programmes. HE student-coaches, reflection, and meta-cognition. Acta Facultatis Educationis Physicae Universitatis Comenianae, 59 (1). pp. 21-32. ISSN 0520-7371

Crisp, P. (2019) Sidestepping Talent ID Models: Avoiding Early Specialisation, Maintaining Participation, and Focusing on the Participant as an Athlete. Journal of Sport and Games, 1 (4). pp. 16-21. ISSN 2642-8466

Crisp, P. (2018) Sports Coach Mentoring – Impacts on the Mentors, not the ‘Mentees’. A Case Study of the Active Sussex Coach Support Officers Scheme. The Sport Journal, 19. pp. 1-16. ISSN 1543-9518

Crisp, P. (2019) Sports Coaching and Youth Sports. A Case Study on How Good Practice in Sport England Funded Projects can be Monitored. Journal of Sport and Games, 1 (1). pp. 15-24. ISSN 2642-8466

Crisp, P. (2020) Sports coach mentoring programmes: A mini-review of how structured support can benefit the professional practice of mentors. Journal of Tourism & Sports Management, 1 (2). pp. 55-58. ISSN 2642-021X

Crisp, P. (2019) Youth Sport Coaching and the Importance of Maintaining Participation: Why Evidence Must Underpin Notions of Performance, Talent, and Development. Archives of Sports Medicine, 3 (2). pp. 162-165. ISSN 2578-6334

Crisp, P. and Bright, D. (2021) COVID-19, lockdowns, and blended learning: Students’ perceptions, and academics’ reflections, of moving to online sports coaching classes. In: Discovering Learners' and Educators' Experiences and Perceptions. IKSAD Publishing House, Turkey, pp. 19-42. ISBN 9786258007145

Crisp, P. and Sims, J. (2020) Towards A Natural for Life Movement in Sport: Health Implications, Cheating, And Why Anabolic Steroid Users Should Be Banned for Life. Bio Medical Journal of Scientific and Technical Research, 24 (4). pp. 18368-18370. ISSN 2574-1241

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

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Davidson, R. (2018) Outfield football player’s second half performances considering different half time supplement ingestion. Undergraduate thesis, University of Chichester.

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

Daykin, C. (2019) No title available. Undergraduate thesis, University of Chichester.

Dean, G. (2018) No title available. Undergraduate thesis, University of Chichester.

Denford, M. (2022) Does initial teacher training prepare primary school teachers to deliver high quality physical education lessons? Undergraduate thesis, University of Chichester.

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

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Everley, S. (2023) Displacement, replacement and creative endeavour; English Children’s Experiences of ‘Lockdown’ – a basis for planning? Education 3-13. pp. 1-13. ISSN 0300-4279

Everley, S. (2011) Evaluation of the adventure experience: the inside view, how do we make sense of evidence? In: Adventure Education: An Introduction. Routledge, Abingdon, UK. ISBN 9780415571838

Everley, S. (2021) Physical Literacy and the development of Girls’ Leadership: An Evaluation of the English Football Association’s Active Literacy Through Storytelling Programme. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 50 (5). pp. 668-683. ISSN 0300-4279

Everley, S. (2018) Using visual methods researching with children in a primary school setting. In: Researching Difference in Sport and Physical Activity. Routledge Research in Sport, Culture and Society . Routledge, London. ISBN 9781138289963

Everley, S. and Macfadyen, T. (2017) ‘I like playing on my trampoline; it makes me feel alive.’ Valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 0300-4279

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Fairchild, N. (2019) Neoliberaliam, Gender and Education Work. Gender, Work & Organization, 26 (1). pp. 75-78. ISSN 1468-0432

Fairchild, N. (2019) Playing, teaching and caring: Generative productions of gender and pedagogy in/through Early Years assemblages. In: Gender in Learning and Teaching: Feminist Dialogues across International Boundaries. Routledge, Abingdon, pp. 157-171. ISBN 9781138479159

Fairchild, N., Mikuska, E., Sabine, A. and Sarah, B.et al (2022) The Early Childhood Education and Care sector’s perspective on the Early Childhood Studies graduate and the Early Childhood Graduate Practitioner Competencies. Project Report. University of Chichester, Chichester.

Fairchild, N. and Taylor, C. (2019) Karen Barad (1956 – ). In: The SAGE Encyclopedia of Research Methods. SAGE Publications, London. ISBN 9781526421036

Farley, T. (2019) The effects of level seven study on sport coaches: developments in epistemology and intellect. Undergraduate thesis, University of Chichester.

Feltham, E. (2024) How does dance impact the wellbeing of pupils within Year 5 of a UK state primary school? Undergraduate thesis, University of Chichester.

Fielder, C. (2024) A case study of professional viewpoints on working in partnership with parents of children with special educational needs and disabilities (SEND). Undergraduate thesis, University of Chichester.

Fitzgerald, I. (2018) The identity, epistemology and developmental experiences of entry-level ASC's. Undergraduate thesis, University of Chichester.

Fleet, A. (2018) No title available. Undergraduate thesis, University of Chichester.

Foyle, N. (2018) Govegate and the Postcolonial Professor. Interventions: International Journal of Postcolonial Studies, 20 (1). pp. 100-105. ISSN 1369-801X

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.

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Geddes, B. (2018) An analysis into the efficacy of developmental pathways for novice UK basketball coaches. Undergraduate thesis, University of Chichester.

Georgiadi, M., Plexousakis, S., Maitland, J., Kourkoutas, E. and Hart, A.et al (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

Ghent, R. (2018) Coaches’ use of small-sided conditioned games to develop the defensive principles of play. Undergraduate thesis, University of Chichester.

Gilbert, Z. (2017) The spell of the familiar: Zoe Gilbert interviews Alison MacLeod about her new collection, All the Beloved Ghosts. Short Fiction in Theory & Practice, 7 (1). pp. 79-86. ISSN 2043-0701

Goldsworthy, S., Muir, N., Baron, S., Button, D., Goodhand, K., Hunter, S., McNeill, L., Perez, G., McParland, T., Fasken, L. and Peachey, L.et al (2022) The impact of virtual simulation on the recognition and response to the rapidly deteriorating patient among undergraduate nursing students. Nurse Education Today, 110. p. 105264. ISSN 1532-2793

Gorczynski, P., Edmunds, S. and Lowry, R. G. (2020) Enhancing physical activity knowledge exchange strategies for Canadian lond-haul truck drivers. International Journal of Workplace Health Management. ISSN 1753-8351

Gray, L. L. (2016) The management of death and loss in the primary school: an interdisciplinary approach. Doctoral thesis, University of Chichester (an accredited institution of the University of Southampton).

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Hamblin, M. and Crisp, P. (2022) Negative Focus, Self-Doubt, and Issues of ‘Tool Proficiency’: Beginner-Coaches’ Reflections on Reflective Practice. Physical Culture and Sport. Studies and Research, 95 (1). pp. 1-13. ISSN 1899-4849

Hart, A., Fernández-Rodrigo, L., Molina, M. C., Izquierdo, R. and Maitland, J.et al (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.

Hart, A., Rathbone, A., Stubbs, C., Hinton, M., Buttery, L., Heaver, B., Duncan, S., Maitland, J., Thompson, J., Wigglesworth, P., Walsh, C., Mills, L., Roethling, T., Parker, N., Slater, R. and Smith, N.et al (2020) Supporting children and young people’s mental health: A guide for schools using a resilience based approach. Boingboing, University of Brighton Centre of Resilience for Social Justice, Blackpool Council.

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

Heaney, C. (2011) Enhancing professional development for the adventure educator. In: Adventure Education: An Introduction. Routledge, Abingdon, UK. ISBN 9780415571838

Hickman, D. (2020) Developing the wider, professional role of the teacher. In: Mentoring English Teachers in the Secondary School A Practical Guide. Mentoring Trainee and Early Career Teachers . Routledge, London, pp. 116-145. ISBN 9781138591363

Hickman, D. and Gooda, T. (2020) What knowledge, skills and understanding do beginning teachers need? In: Mentoring English Teachers in the Secondary School A Practical Guide. Mentoring Trainee and Early Career Teachers, 1 . Routledge, London, pp. 70-79. ISBN 9781138591363

Hickman, D. (2022) A grounded theory study of secondary pupils’ and teachers’ perceptions and conceptualisations of reading and reader identity, and the influence of policy and place. Doctoral thesis, University of Reading.

Hill, E. (2019) No title available. Undergraduate thesis, University of Chichester.

Hines, M. (2019) No title available. Undergraduate thesis, University of Chichester.

Hoare, J. (2018) ASC. Undergraduate thesis, University of Chichester.

Hope, J. (2014) CUTTING 'ROUGH DIAMONDS': FIRST GENERATION STUDENTS IN HIGHER EDUCATION. Doctoral thesis, University of Chichester.

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Ireton, T. (2018) A 12-week performance enhancement to develop the physical attributes of an amateur football player. Undergraduate thesis, University of Chichester.

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Jakeman, J. (2018) The effect of adventure on resilience: the importance of gender and personality. Undergraduate thesis, University of Chichester.

Johnson, L. (2023) Covid 19 research: The impact on babies and their families. Early Years Educator, 23 (19). pp. 37-39. ISSN 2052-4617

Jordan, C. (2018) No title available. Undergraduate thesis, University of Chichester.

Jordan-Fitch, K. (2021) An investigation into the effectiveness of sensory materials and how they support children’s emotional well-being, from a play therapist’s perspective. Undergraduate thesis, University of Chichester.

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Kampson, P. (2023) Is The Zones of Regulation Program Effective in Teaching Children How to Recognise and Regulate Their Emotions? Undergraduate thesis, University of Chichester.

Kan, V. and Mukhopadhyay, B. R. (2022) The Role of Migration in Women Entrepreneurship and Empowerment: Evidence from Nigeria. Journal of Women’s Entrepreneurship and Education, 2022 (1-2). pp. 187-212. ISSN 1821-1283

Kearn, H. M. (2021) What are parents' initial feelings about sending their child to preschool? Undergraduate thesis, University of Chichester.

Khan, T. and Mikuska, E. (2021) The first three weeks of lockdown in England: The challenges of detecting safeguarding issues amid nursery and primary school closures due to COVID-19. Social Sciences and Humanities Open, 3 (1). p. 100099. ISSN 2590-2911

Kilburn, V. (1996) Bognor Regis College: A Chronicle of the First Fifty Years from Emergency Training College to Institute of Higher Education. University of Chichester, Chichester, UK. (Unpublished)

King, B. (2019) No title available. Undergraduate thesis, University of Chichester.

Kurowski, A. A. (2022) COVID, home schooling and inequalities. Lublin Pedagogical Yearbook, 41 (2). pp. 41-53. ISSN 0137-6136

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

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

Laxton, D. and Horn, A. (2022) Kate as a Pedagogical Leader: Inspiring practice improvements through block play and beyond. Early Years Educator, 24. 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. (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

Lee, G. (2018) No title available. Undergraduate thesis, University of Chichester.

Liguori, C. (2018) The influence of the MYZONE MZ-3 activity belt on physical effort and effort perception in high-intensity and low-intensity exercise. Undergraduate thesis, University of Chichester.

Liu, L., Donbavand, S., Hoskins, B., Janmaat, J. G. and Kavadias, D.et al (2021) Measuring and Evaluating the Effectiveness of Active Citizenship Education Programmes to Support Disadvantaged Youth. Social Sciences, 10 (10). e394. ISSN 2076-0760

Lyndon, S. and Edwards, B. (2023) How does learning space shape students’ experience of a bespoke Higher Education bridging module for those affected by homelessness? Journal of Further and Higher Education, 48 (1). pp. 97-109. ISSN 1469-9486

Lyndon, S. and Moss, H. (2022) Creating Meaningful Interactions for Young Children, Older Friends, and Nursery School Practitioners within an Intergenerational Project. Early Childhood Education Journal, 49 (5). pp. 1-10. ISSN 1082-3301

Lyndon, S. and Moss, H. (2021) Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults. International Journal of Early Years Education. ISSN 0966-9760

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

Lyndon, S. (2019) Early Years Practitioners' narratives of poverty in early childhood. Doctoral thesis, University of Sussex.

Lyndon, S. (2019) Tangled Narratives of Poverty in Early Childhood – Othering, Work, Welfare and ‘Curveballs'. Journal of Poverty and Social Justice. ISSN 1759-8273

Lyndon, S. and Hale, B. J. (2014) Evaluation of how the blended use of a Virtual Learning Environment (VLE) can impact on learning and teaching in a specific module. ELiSS, 6 (1). ISSN 1756-848X

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Ma, Z. (2021) Shenyun: restoring, cultivating, and teaching chinese classical dance to children. Masters thesis, University of Chichester.

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. (2020) VALUE OF VIDEO-RECORDED LESSONS WITH SIMULTANEOUS AUDIO FEEDBACK TO PRE-SERVICE TEACHERS. Physical Education Matters, 15 (2). pp. 72-74. 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

Mahoney, T. (2018) Does match location and status affect the success rate of penalty kicks in the English Premier League? Undergraduate thesis, University of Chichester.

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

Maitland, J. (2020) Whole-school approaches to building resilience & promoting mental health: embracing complexity. BERA Bites, 6. p. 14.

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

Malliaropoulos, N., Callan, M. and Pluim, B. (2013) Judo, the gentle way. British Journal of Sports Medicine, 47 (18). p. 1137. ISSN 0306-3674

Mantle, M. (2018) How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn. Research in Education, 105 (1). pp. 60-73. ISSN 0034-5237

Mantle, M. (2016) Reflective writing is an important component of reflective learning but should the written work be graded, assessed or even considered as part of formative assessment? In: Learning and Teaching Conference, June 2016, University of chichester. (Unpublished)

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

Mantle, M., Singleton, D. and Warke, R. (2021) ‘Roundnet’: examining the impact of alternative activities on “behaviourally highlighted” pupils. Physical Education Matters, 16 (1). pp. 26-29. ISSN 1751-0988

Matei, R. and Phillips, K. (2023) Critical thinking in musicians’ health education. Findings from four workshops with experts (Part I). Health Promotion International, 38 (2). ISSN 0957-4824 1460-2245

Matei, R. and Phillips, K. (2023) Health education in conservatoires: what should it consist of? Findings from workshops with experts (Part II). Health Promotion International, 38 (1). ISSN 0957-4824

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McCray, J., Warwick, R. and Palmer, A. (2018) Impressions of action and critical action learning: exploring the leadership development of senior doctors in an English healthcare organization. International Journal of Training and Development, 22 (1). pp. 69-85. ISSN 1360-3736

McCray, J., Warwick, R., Palmer, A. and Thompson, T.et al (2020) Experiencing temporal patterns of action learning and the implications for leadership development. International Journal of Management Education, 19 (1). p. 100433. ISSN 1472-8117

McKee, J. (2015) Students as Partners in Dance Research: Changing My Approach to Teaching. In: Teaching & Learning Conference, May, 2015, University of Chichester.

McMorris, T. (2016) Reappraisal of the acute, moderate intensity exercise-catecholamines interaction effect on speed of cognition: role of the vagal/NTS afferent pathway. Journal of Applied Physiology, 120 (6). pp. 657-658. ISSN 1522-1601

Mercer, K. (2018) Adventurous sporting experience as a predictor of resilient behaviour when exposed to a coldwater environment. Undergraduate thesis, University of Chichester.

Mikuska, E., Fairchild, N., Sabine, A. and Barton, S.et al (2023) Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences. International Journal of Early Years Education. pp. 1-15. ISSN 0966-9760

Mikuska, E. and Kurowski, A. A. (2023) Developing the practice of staff in partnership with employers. In: The Early Years Handbook for Students and Practitioners. Routledge, London, pp. 34-40. ISBN 9781003154853

Mikuska, E. (2018) The Importance of Pilot Studies. [Videos]

Mikuska, E. (2020) Nursery workers’ narratives: what makes a ‘good’ nursery worker? Doctoral thesis, London Metropolitan University.

Mikuska, E. (2014) The relationship between higher education, emotion and gender: a qualitative study using text and interviews. Research Methods.

Montgomery, I. (2023) Exploring the views of primary mainstream school teachers towards the effectiveness of inclusion of children with special educational needs and/ or disabilities within mainstream primary schools. Undergraduate thesis, University of Chichester.

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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.

Phipps, C. and Blackall, C. B. (2021) ‘I wasn’t allowed to join the boys’: The ideology of cultural cisgenderism in a UK school. Pedagogy, Culture and Society, 31 (5). pp. 1097-1114. ISSN 1468-1366

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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

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Richman, C. (2023) An investigation into the current Early Years crisis within England and how this affects the sector: looking at the opinions of previous and current practitioners. Undergraduate thesis, University of Chichester.

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Robins, D. (2024) Size matters: research in a small university business school. In: The impact of a regional business school on its communities. Humanism in business series . Palgrave McMillan, pp. 65-85. ISBN 978-3-031-47253-4

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Sealy, W. (2017) Collaborative Partnerships in Event Management Education: The Good, The Bad and the Ugly. In: Conference on Sustainable Tourism Development: Issues, Challenges and Debates, Nepal, 2017, April 2017, Nepal.

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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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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. (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

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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

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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

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Slater, J. (2018) The effects of a one week water sports residential on specific and global self-esteem of young adult university students and selected individual’s causes of outcomes: a mixed methods data study. Undergraduate thesis, University of Chichester.

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.

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Somerville, L. (2023) An investigation into how early years settings support and value children’s diverse cultures. Undergraduate thesis, University of Chichester.

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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

Strong, S. (2020) How do children develop concepts of gender? Undergraduate thesis, University of Chichester.

Student, A. (2020) Communication is key: How positive parent partnerships can improve communication within early years settings. Undergraduate thesis, University of Chichester.

Student, A. (2020) A Comparative Study of Behaviour Management Strategies Used Within Three Early Years Settings and Three Primary Schools. Undergraduate thesis, University of Chichester.

Student, A. (2020) AN EXPLORATION OF THE IMPACT OF TECHNOLOGY ON CHILDREN’S BEHAVIOUR IN THE EARLY YEARS. Undergraduate thesis, University of Chichester.

Student, A. (2020) How is free flow play used in Early Years settings? Undergraduate thesis, University of Chichester.

Student, A. (2020) Nature Deficit Disorder: a study of four-year old’s perception of ‘nature’ and their interactions with it. Undergraduate thesis, University of Chichester.

Student, A. (2020) Should ICT be Used in Early Years Settings & Early Years Reception Classes? Undergraduate thesis, University of Chichester.

Student, A. (2019) To assess which type of information content and recruitment events in Hong Kong would increases Chinese student recruitment to the University of Chichester. Undergraduate thesis, University of Chichester.

Student, A. (2020) To what extent is it considered the use of technology impacts upon the social development of children in the early years? Undergraduate thesis, University of Chichester.

Student, A. (2021) An assessment of the online streaming services available in the UK, their offerings and their appeal to students: A case study of streaming preferences of University of Chichester students. Undergraduate thesis, University of Chichester.

Student, A. (2020) An exploration of the impact that communication has on the partnership between practitioner, parent and child in Early Years settings. Undergraduate thesis, University of Chichester.

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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.

Townly, L. (2018) No title available. Undergraduate thesis, University of Chichester.

Trott, R. (2024) “I feel disappointed if other children finish their maths work quickly”: An investigation into the relationship between gender and primary-aged children's perceptions of attainment in mathematics. Undergraduate thesis, University of Chichester.

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Velija, P. and Phipps, C. (2024) Gender knowledge and gender relations on higher education sport and physical education courses. In: Questioning gender politics: contextualising educational disparities in uncertain times. Teaching with gender . Routledge, Abingdon, UK, pp. 88-102. ISBN 9781032502298

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Wallingford, S. (2018) Comparing A2 chocolate milk to standard chocolate milk as a post exercise recovery aid. Undergraduate thesis, University of Chichester.

Warwick, R. and Board, D. (2012) The Social Development of Leadership and Knowledge - Re-thinking Research and Practice: a Summary. In: Centre For Progressive Leadership, 12th Nov 2012, London Metropolitan University.

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Wedden, D. (2018) Adventure Education as part of the school curriculum, can this have an effect on autistic adolescents? Undergraduate thesis, University of Chichester.

Wheeley, J. (2023) To assess and improve Mulberry Marine Experiences’ marketing of educational experiences, by recommending marketing actions, with the aim of attracting schoolchildren and their parents from the PO19 and PO20 regions. Undergraduate thesis, University of Chichester.

Whiffen, G. (2023) PE teachers and sports coaches knowledge, awareness and confidence in managing concussion: A singe school case study. Masters thesis, University of Chichester.

Whitewood, C. (2018) The effect of forest schools on children's relationship with the natural world. Undergraduate thesis, University of Chichester.

Wicks, M. (2018) The effect of citrulline malate on athletic performance of university team handball players during the 30-15IFT. Undergraduate thesis, University of Chichester.

Wilcock, N. (2019) The critical citizen: a method through Rousseau, Dewey and Freire. Doctoral thesis, University of Chichester.

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

Wimbledon, V. (2024) An exploration into the impact of peer relationships on childrens’ learning and development. Undergraduate thesis, University of Chichester.

Woolgar, H. (2018) No title available. Undergraduate thesis, University of Chichester.

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