Early reading; Notation; Pedagogy; Transfer; Decoding; Symbol recognition

Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.

Mentor, NQT, Bourdieu, assessment of professional practice, teaching practice

Betteney, Mark, Barnard, Jane and Lambirth, Andrew (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education, 41 (4). pp. 433-447. ISSN 0261-9768 (Print), 1469-5928 (Online) (doi:10.1080/02619768.2018.1471464)

Phonics; Decoding; Fluency; Music/literacy connection; RCT notation

Betteney, Mark and Brooks, Greg (2015) Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text? International Journal of Multidisciplinary Comparative Studies, 2 (1). pp. 57-72. ISSN 2059-4976 (Print), 2059-4984 (Online)

phonics, early reading, education policy, pedagogy

Betteney, Mark (2025) What do changes in policy regarding the teaching of phonics since 1995 disclose about successive UK education policymakers’ understanding of early reading skills? Literacy. ISSN 1741-4350 (Print), 1741-4369 (Online) (doi:10.1111/lit.70001)

power, documentation, teachers and teaching, pedagogy, policy-as-text

Betteney, Mark (2010) All for one, and one for all: If texts hold power, to what extent does current Primary and Early Years documentation empower teachers? Literacy, 44 (2). pp. 91-97. ISSN 1741-4369 (online) (doi:10.1111/j.1741-4369.2010.00551.x)

questioning; feedback; science learning; constructivism; attainment; engagement; student-led learning

Magaji, A., Ade-Ojo, G. ORCID: https://orcid.org/0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:10.1080/09500693.2018.1473658)