Acquah, Mary (2016) Exploring the impact of technology enhanced learning on EAL learning in mathematics, English and modern foreign languages within a secondary education state school. EdD thesis, University of Greenwich.

Ade-Ojo, G. O. ORCID: 0000-0002-1098-0765 and Duckworth, V. (2016) Moments in transformation: Trainee and newly qualified Lifelong learning teachers’ reconceptualization of assessment in practice. In: Faculty of Education and Health Seminar Series, June 2016, Univeresity of Greenwich, London. (Unpublished)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2021) Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum. Academia Letters:173. (doi:https://doi.org/10.20935/AL173)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2016) Literacy and health (Diabetracy). In: Seminar of the Diabetes Management Group, May 2016, University of Greenwich, London, UK. (Unpublished)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2022) Of the new dominant: a preliminary exploration of the dominance of ‘IT literacy’ in organizational processes. In: Federation of European Literacy Association Conference 2022, 4th July to 6th July 2022, Dublin. (Unpublished)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2014) Promoting employability through specific literacies. Project Report. Grundtvig.

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. In: 7th International Conference Comparative Education and Teacher Training, 29 Jun - 03 Jul 2009, Sofia and Tryavna, Bulgaria. (Unpublished)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2014) Specific Literacies: Trowel Industry. In: Promoting employability through specific literacies. Not published. (Unpublished)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2014) Towards a functional curriculum model of social literacy: literacy for specific purposes. In: Duckworth, Vicky and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 , (eds.) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, 1 . Routledge, London, UK, pp. 11-27. ISBN 9780415741248

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Booth-Martins, Heather (2017) Effective curriculum research development in FE ITE: Linking the theoretic to the practical in education programmes. In: BERA BCF Conference (2018), Feb 24, 2018, University of Birmingham. (Unpublished)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Booth-Martins, Heather (2018) Promoting effective curriculum research: Linking the theoretic to the practical in FE teacher education programmes. In: The BERA Blog: Research Matters. British Educational Research Association, UK.

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2015) Adult Literacy Policy and Practice from Intrinsic Values to Instrumentalism. Palgrave Pivot Research Monographs . Palgrave Pivot (Macmillan), UK. ISBN 9781137535108

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2015) Changing value positions: A movement in transition. Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Education Collection . Palgrave Pivot, London, pp. 29-64. ISBN 978-1137535115 (doi:https://doi.org/10.1057/9781137535115_2)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2015) Exploring an alternative: a transformative curriculum driven by social capital. Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Education Collection . Palgrave Pivot, London, pp. 101-120. (doi:https://doi.org/10.1057/9781137535115_4)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2015) Exploring the concepts: Instrumentalism, philosophy of education, ideology and value positions. Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Education Collection . Palgrave Pivot, London, pp. 1-28. ISBN 978-1137535115 (doi:https://doi.org/10.1057/9781137535115_1)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2014) Introduction: is practice keeping pace with theory? In: Duckworth, Vicky and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 , (eds.) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, 1 . Routledge, London, UK, pp. 1-11. ISBN 9780415741248

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2020) Moments in transformation: Newly qualified lifelong learning teachers’ reconceptualization of assessment in practice. Creative Education, 11 (11). pp. 2477-2497. ISSN 2151-4755 (Print), 2151-4771 (Online) (doi:https://doi.org/10.4236/ce.2020.1111182)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2016) Of cultural dissonance: the UK's adult literacy policies and the creation of democratic learning spaces. International Journal of Lifelong Education, 36 (4):TLED 1250232. pp. 388-405. ISSN 0260-1370 (Print), 1464-519X (Online) (doi:https://doi.org/10.1080/02601370.2016.1250232)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2015) The consolidation of an instrumental value position: the Moser Committee. Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Education Collection . Palgrave Pivot, London, pp. 65-100. ISBN 978-1137535115 (doi:https://doi.org/10.1057/9781137535115_3)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2024) A transformational approach to addressing the needs of a new generation of ‘left behinds': a preliminary exploration of the dominance of ‘IT/digital literacy’ in organisational processes. International Journal of Lifelong Education. pp. 1-12. ISSN 0260-1370 (Print), 1464-519X (Online) (doi:https://doi.org/10.1080/02601370.2024.2365797)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Oguledo, Ngozi (2023) Exploring an alternative framework for measuring the assessment literacy of secondary school science teachers in England: the attitude-driven model. IJMCS, 9 (1):1. pp. 5-24. ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (2018) Editorial. International Journal of Multidisciplinary Comparative Studies, 5 (1-3). p. 3. ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (2017) Editorial: Interdisciplinarity and the new REF agenda. International Journal of Multidisciplinary Comparative Studies, 4 (1-3). ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (eds.) (2014) International Journal of Multidisciplinary Comparative Studies. IJMCS, 1 (1). Corporate Document Services. ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (eds.) (2014) International Journal of Multidisciplinary Comparative Studies. CDS. ISBN 9781859242070

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (eds.) (2014) International Journal of Multidisciplinary Comparative Studies. IJMCS, 1 (3). CDS, London. ISBN 9781859242070 ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (eds.) (2015) International Journal of Multidisiplinary Comparative Studies. IJMCS, 2 (1). IJMCS, London. ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (2018) Of ideological obsessions. International Journal of Multidisciplinary Comparative Studies, 5 (1-3). pp. 4-13. ISSN 2059-4976

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (2014) The essence of multi-disciplinary studies. International Journal of Multidisciplinary Comparative Studies (Editorial), 1 (1). pp. 3-4. ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Ogunleye, James (2015) The goals of interdisciplinary studies. International Journal of Multidisciplinary Comparative studies, 2 (1):1. pp. 3-4. ISSN 2059-4976 (Print), 2059-4984 (Online)

Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 (2010) [Book review] Reading the fine Print: a history of the Victorian Adult Literacy and Basic Education Council (VALBEC) 1978-2008. RaPAL Journal, 72 (Summer).

Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 (2010) Do teachers trust policy and policy makers?: between the rhetoric of policy and the reality of implementation in UK literacy policy since 2001. In: 9th Discourse, Power, Resistance Conference, 30 Mar - 01 Apr 2010, University of Greenwich, London. (Unpublished)

Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 (2010) Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. In: International Conference on Special Education (ICOSE 2010), 16-18 Apr 2010, Kyrenia, North Cyprus. (Unpublished)

Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2019) Forms of institutionalised symbolic violence and resistance in the journey of a cohort of adult literacy learners. International Journal of Educational Research, 98. pp. 336-344. ISSN 0883-0355 (Print), 1873-538X (Online) (doi:https://doi.org/10.1016/j.ijer.2019.08.008)

Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 and Yacoub, Raed (2019) Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in ESOL and literacy learning: A case study of the use of a computerised environment (SCRATCH) in an ESOL class. Studies in the Education of Adults, 51 (1). pp. 89-108. ISSN 0266-0830 (Print), 1478-9833 (Online) (doi:https://doi.org/10.1080/02660830.2019.1572441)

Adjani, Michael, Jack, Chloe, Konadu-Boadi, Andrew, Nwosu, Ekejiuba and Magaji, Adewale (2023) Science trainee teachers’ experience of outdoor learning and its inclusion in the curriculum. ASE International, 19. pp. 37-43. ISSN 2515-110X (Online)

Aiello, Emilia, Donovan, Claire ORCID: 0000-0002-6105-7794 , Duque, Elena, Fabrizio, Serena, Flecha, Ramon, Holm, Poul, Molina, Silvia, Oliver, Esther and Reale, Emanuela (2020) Effective strategies that enhance the social impact of social sciences and humanities research. Evidence & Policy, 17 (1). pp. 131-146. ISSN 1744-2648 (Print), 1744-2656 (Online) (doi:https://doi.org/10.1332/174426420X15834126054137)

Askew, M, Back, J, Field, Jenny, Trundley, R and Wood, C (2021) A national position statement on the teaching of multiplication bonds: on behalf of the Mathematics Association and the Association of Teachers of Mathematics. In: The Association of Teachers of Mathematics (ATM) and the Mathematics Association (MA) - Annual Meeting of Joint Professional Bodies, 11th June 2021, Online. (Unpublished)

Askew, Mike, Back, Jenni, Field, Jenny, Trundley, Ruth and Wood, Christina (2021) A position statement on the teaching and learning of multiplication bonds, on behalf of the Mathematic Association and the Association of Teachers of Mathematics. Mathematic Association (MA) and the Association of Teachers of Mathematics (ATM), Derby, UK.

Back, Jenny, Borthwick, Alison, Field, Jenny, Hall, Michael, Parker, Gemma and Woodham, Liz (2019) Teaching times tables. In: ATM-MA 2019 Conference, 15 - 18 Apr 2019, Warwick, UK. (Unpublished)

Barnard, Jane ORCID: 0000-0003-3658-1452 , Betteney, Mark and Lambirth, Andrew (2022) Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Teaching and Teacher Education, 119:103871. ISSN 0742-051X (doi:https://doi.org/10.1016/j.tate.2022.103871)

Bath, Diana (2011) Book Review: Early Childhood Education: Society and Culture, 2nd Edn. Contemporary Issues in Early Childhood, 12 (1). pp. 94-98. ISSN 1463-9491 (Online) (doi:https://doi.org/10.2304/ciec.2011.12.1.94)

Bath, Diana (2012) Let’s get personal: A call for personalised pedagogy. Compass: Journal of Learning and Teaching, 2 (3). pp. 1-8. ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v2i3.44)

Bath, Diana (2015) When feedback holds us back. Compass: Journal of Learning and Teaching, 6 (10). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v6i10.139)

Bertram, Sharon and Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) Portraits of Peckham: what does a sense of belonging mean to you? [Show/Exhibition]

Best, Michelle, Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and McKelvey, Cecilia (2019) Last among equals: Perceptions and prospects of further education trained PGCE holders in the age of 'Parity'. Research in Post Compulsory Education, 24 (1). pp. 129-150. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2019.1584430)

Best, Michelle, Magaji, Adewale and Smith, Lorraine (2021) Chapter 17. Outdoor learning. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565 , (eds.) Inspiring Primary Learners: Insights and Inspiration across the curriculum. Routledge- Taylor & Francis Group, Oxon & New York. ISBN 978-0367110659; 978-0367110642; 978-0429658778; 042965877X; 978-0429024597

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:https://doi.org/10.1080/02619768.2018.1471464)

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)

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.

Bijlhout, Diola (2019) Integrating literacy, health and well-being for adolescents (16 - 24). In: Annual ATEE Conference 2019, 14 - 16 Aug 2019, Bath Spa University, UK. (In Press)

Bijlhout, Diola and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2024) Literacy for Specific Purposes (LSP): a literacy curriculum framework for learners in vocational education. International Journal of Instruction, 18 (1). pp. 215-236. ISSN 1694-609X (Print), 1308-1470 (Online)

Bingle, Branwen (2018) Matilda and the mythologisation of Miss Honey and Miss Trunchbull. Mousaion, 35 (2). pp. 41-55. ISSN 0027-2639 (Online) (doi:https://doi.org/10.25159/0027-2639/2768)

Bingle, Branwen Mary (2018) Construing the teacher: reading sociocultural representations in children's and young adult storytelling. In: 54th UKLA International Conference - Literacies in a changing world: creativity, criticality, empowerment., 6th-8th July 2018, Cardiff. (Unpublished)

Bingle, Branwen Mary (2018) Matilda’s Miss Honey: Teaching role model or unprofessional educator? Teachwire Primary.

Bingle, Branwen Mary (2018) We Are Europe – Planning for Participant-Voice in Sociocultural Education. In: Kington, Alison and Blackmore, Karen, (eds.) Social and Learning Relationships in the Primary School. Bloomsbury. (Submitted)

Bingle, Branwen Mary (2018) The application of Personal Construct Theory to critical literacy and language analysis. In: 3rd International Pedagogical and Linguistic Conference ‘Educational Role of Language. How to we understand it?’, 14th-15th June 2018, Lithuanian University of Educational Sciences. (Unpublished)

Bingle, Branwen Mary (2018) The perceived influence of children’s literature on sociocultural understanding in UK Education. Journal of Literary Education, 1 (1). pp. 130-150. ISSN 2659-3149 (Online) (doi:https://doi.org/10.7203/JLE.1.12277)

Black, Pat, Green, Michael and Noble-Rogers, Bea (2017) Aspirational teacher education for inspirational new teachers! Lessons learned. In: Universities' Council for the Education of Teachers Annual Conference, 7-8 November 2017, Stratford-upon-Avon.

Bowden, Jacqueine A., Sargent, Nicole, Wesselingh, Steve, Size, Lincoln, Donovan, Claire ORCID: 0000-0002-6105-7794 and Miller, Caroline L. (2018) Measuring research impact: a large cancer research funding programme in Australia. Health Research Policy and Systems, 16:39. ISSN 1478-4505 (Online) (doi:https://doi.org/10.1186/s12961-018-0311-3)

Brett, Ashley (2021) Painting a canvas of creativity. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565 , (eds.) Inspiring Primary Learners: Insights and Inspiration Across the Curriculum. Routledge, London, pp. 102-120. ISBN 978-0367110659 (doi:https://doi.org/10.4324/9780429024597-8)

Broad, Janet Hamilton (2015) So many worlds, so much to do: Identifying barriers to engagement with continued professional development for teachers in the further education and training sector. London Review of Education, 13 (1). pp. 17-30. ISSN 1474-8460 (doi:https://doi.org/10.18546/LRE.13.1.03)

Broad, Janet Hamilton (2016) Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers' professional development. Journal of Vocational Education and Training, 68 (2):1. pp. 143-160. ISSN 1363-6820 (Print), 1747-5090 (Online) (doi:https://doi.org/10.1080/13636820.2015.1128962)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2019) The Build Up: Gentrification performance in two parts. [Creative Performance or Reading]

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) Contribution to oral history in 'Peckham's Heritage: Past, Present and Future'. Peckham Heritage Regeneration Partnership, London.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2012) Friend or foe! The professionalisation agenda: Teacher educators in The Lifelong Learning Sector (LLS). Compass: The Journal of Learning and Teaching at the University of Greenwich, 3 (4). pp. 1-6. ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v3i4.59)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2020) Fund the future: empower and educate1st. [Video]

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2020) Fund the future: protect education for all. [Video]

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2019) Gentrification & effects on local communities. In: Gentrification & effects on local communities, 16 April 2019, Drapers Tenants Hall, Elephant & Castle. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2021) 'Gentrification of Peckham and Black Urban removal worldwide', the impact on the Black community and the ways in which a complex set of public policy interactions have played out in practice. In: 'Gentrification of Peckham and Black Urban removal worldwide', the impact on the Black community and the ways in which a complex set of public policy interactions have played out in practice., 28 October 2021, Cabinet office online.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) 'Gone too far': gentrification and the intersection of race and identity politics in Peckham. In: Talk to NYT cast of Bola Agbaje's play 'Gone Too Far', 6th March 2023, Peckham, London. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2021) Grow Our Histories - SLG Oral history project. [Audio]

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) Heritage, urban regeneration and gentrification: ​School of Education Annual Partnership event 2024. In: Heritage, urban regeneration and Gentrification: ​School of Education Annual Partnership event 26 September 2024, Sep 26th, 2024, University of Greenwich, School of Education - Avery Hill Campus. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) Keynote Address. Heritage and gentrification: who wins, who loses? In: Heritage and Gentrification: Who wins, Who loses? Institute of Historic Building Conservation (IHBC) Day Conference, 3rd October 2023, Royal College of Physicians, London. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2022) Levelling up! ‘The Gentrification of Peckham and Black urban removal worldwide’. In: Black History Walks, 20 February 2022, Online. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) Liveable cities: the gentrification of Peckham and Black urban removal worldwide. In: AMPS: Liveable Cities London, 26th - 28th June, 2024, City, University of London. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2019) 'Lloydie's', the real life Desmond's - A tale of urban regeneration, gentrification and displacement in Peckham. Community Bridges, 5.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) Marcus Mosiah Garvey. In: Wrigglesworth, Phil and Leith, Colum, (eds.) Left Cultures: A Lexicon of stories past and present. KOPA, Lithuania, pp. 60-61. ISBN 978-1739628512

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) Memories of the Future: Social Architecture. Case studies on Peckham Caribbean legacies 1960-1990. [Show/Exhibition]

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) More-Than-Human-Mappings. Livingmaps network conference 2024. In: More-Than-Human-Mappings: Livingmaps network conference 2024, 14th - 16th Nov, 2024, Senate House, University of London, Malet St, London WC1E 7HU. (In Press)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2014) Nzinga lecture series: the gentrification of Peckham & other Black areas. In: Nzinga Lecture series - Black History Walks, 12 April 2014, Birkbeck, University of London.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2022) Peckham Heritage Society: Black people's empowerment through wealth creation, and the experiences of the Windrush generation and their families in Peckham and London. In: Regeneration, Gentrification & urban removal: impact on the Caribbean community in Peckham., 23rd September 2022, Peckham Heritage Society. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) Peckham gentrification walk and portraits of Peckham workshop. [Show/Exhibition]

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2022) Place / Changemaking. In: Place/Change making, 28th October 2022, Mountview Peckham. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) Prompts & Logistics: Black Love and/In the City. [Performance] (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2014) Raising awareness and galvanising the local community to  find ways of acting against further gentrification. In: Exhibition and talks about learner-creators, 2-7 June 2014, Thomas Calton Centre.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2019) Regeneration v gentrification? Transforming an area and keeping the social capital: gentrification of Peckham and other black areas. Community Bridges, 2. pp. 13-14.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) Reimagining infrastructure ‘knowledge exchange' workshop. [Performance] (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) Rights in Focus - Gentrification of Peckham and Black urban removal worldwide. In: Rights in Focus - 'Gentrification of Peckham and Black Urban removal worldwide' lecture and a walking tour of Peckham focusing on this work., 21st - 22nd April 2023, UAL Camberwell College of Art and South London Gallery, London.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) A child’s story: perspectives and experiences of a Windrush generation. In: Beryl's and Hubert's stories: Journeys of a lifetime - From JA to UK, 19th May, 2024, All Nations Church, RCGG Clays Lane Christian Centre, London. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2021) An exploration of FE teachers’ attitudes, intentions and behaviours in response to the ‘Professionalisation Agenda’. EdD thesis, University of Greenwich.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) An exploration of FE teachers’ attitudes, intentions, and behaviours in response to the ‘Professionalisation Agenda’: a review of CPD requirements in further education ITE in UK. In: 2023 Bi-Annual International Conference on Educational Leadership & Management, 18th - 20th October 2023, Holiday Inn, Montego Bay, Jamaica. (Unpublished)

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2020) The gentrification of Peckham and Black urban removal worldwide (2020) - Black History Walks. In: The Gentrification of Peckham and Black urban removal worldwide, 19 November 2020, Black History Walks - Zoom online.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2021) The gentrification of Peckham and Black urban removal worldwide (2021). In: Gentrification of Peckham and Black Urban removal worldwide, 5 May 2021, online.

Brown, Charmaine ORCID: 0000-0002-6471-9706 (2023) The gentrification of Peckham and Black urban renewal worldwide revisited. In: Local Cultures: Global Spaces, Communities, People and Place, 5th - 7th December 2023, Virtual International Conference: Rochester Institute of Technology, New York | Chinese University of Hong Kong | University of Melbourne. (Unpublished)

Bullingham, Rachael, Bingle, Branwen Mary and Shire, Jo (2017) "I Am What I Am" Comparing the Experiences of Openly Gay and Lesbian PE Teachers with Non-specialist Peers in a Period of Declining Homohysteria. In: Gender, Physical Education and Active Lifestyles: Researching Young People’s Experiences Conference, 11th September 2017, Leeds Beckett University. (Unpublished)

Busia, Akosua, Magaji, Adewale and Linton-Hemmings, Lorna (2022) Climate education in secondary school and the pedagogical implications. ASE International Journal, 14. pp. 51-57.

Cabral, A. P. and Huet, I. (2012) Contributions for innovative institutional research quality assessment practices and processes. Procedia - Social and Behavioral Sciences, 47. pp. 1109-1114. ISSN 1877-0428 (doi:https://doi.org/10.1016/j.sbspro.2012.06.787)

Cabral, Ana (2017) Teaching research methodology by linking teaching and research. Indagatio Didactica, 9 (1). pp. 10-26. ISSN 1647-3582 (Online)

Cabral, Ana and Lambirth, Andrew (2017) Accelerated degrees in education: a new profile, alternative access to teaching or part of a re-tooling process? Journal of Further and Higher Education, 42 (6). pp. 742-755. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:https://doi.org/10.1080/0309877X.2017.1311995)

Cabral, Ana, Oram, Charlotte and Allum, Sally (2018) Developing nursing leadership talent - views from the NHS nursing leadership for South East England. Journal of Nursing Management, 27 (1). pp. 75-83. ISSN 0966-0429 (Print), 1365-2834 (Online) (doi:https://doi.org/10.1111/jonm.12650)

Cabral, Ana Paula (2008) Reading and writing in Higher Education: A Portuguese case study. The Reading Matrix: an International Online Journal, 8 (1). pp. 64-77.

Cabral, Ana Paula and Baptista, Ana Vitoria (2014) Enhancing experience and support provided to students within the Bologna professionally-focused master’s degree. Procedia - Social and Behavioral Sciences, 159. pp. 156-160. ISSN 1877-0428 (doi:https://doi.org/10.1016/j.sbspro.2014.12.349)

Cabral, Ana Paula and Huet, Isabel (2014) Assessment of research quality in higher education: contribution for an institutional framework. Procedia - Social and Behavioral Sciences, 116. pp. 1528-1532. ISSN 1877-0428 (doi:https://doi.org/10.1016/j.sbspro.2014.01.429)

Cabral, Ana Paula and Huet, Isabel (2015) Growing separation between teaching/learning and research – anticipating the impacts from REF 2014. Compass: Journal of Learning and Teaching, 6 (10). pp. 1-13. ISSN 2044-0081

Cabral, Ana Paula and Huet, Isabel (2014) Promoting the development of a quality culture: Steps and tools for research management. Journal of International Forum of Educational Research, 1 (2). pp. 38-59. ISSN 2349-2708

Cabral, Ana Paula and Huet, Isabel (2014) Research quality assessment: a research project. Indagatio Didactica, 6 (4). pp. 151-163. ISSN 1647-3582 (Online)

Cabral, Ana Paula and Huet, Isabel (2011) Research ın Hıgher Educatıon: the role of teachıng and student learnıng. Procedia - Social and Behavioral Sciences, 29. pp. 91-97. ISSN 1877-0428 (doi:https://doi.org/10.1016/j.sbspro.2011.11.211)

Cabral, Ana Paula and Tavares, José (2002) Practising college reading strategies: First-year students’ choices. The Reading Matrix: an International Online Journal, 2 (3).

Chadwick, David (2016) Defining a formal model of edutainment that enhances the learning of cyber security subjects by higher education students. EdD thesis, University of Greenwich.

Chatterjee, Saradamoyee and Jameson, Jill ORCID: 0000-0002-9545-8078 (eds.) (2024) Coercion and Trust: a multi-disciplinary dialogue. Lucy Cavendish Lecture Series . Routledge - Taylor & Francis, Abingdon, Oxon; London. ISBN 978-1032503721; 978-1003398233

Chopra, Priti (2021) Anti-violence curriculum development. [Video]

Chopra, Priti (2017) Deconstructing a colonial legacy: An analysis of Indian secondary education policy. Italian Journal of Sociology of Education, 9 (2). pp. 88-103. ISSN 2035-4983 (Online) (doi:https://doi.org/10.14658/pupj-ijse-2017-2-5)

Chopra, Priti (2012) Moving beyond access: Widening participation in post-compulsory teacher education through the integration of LAMS. In: Thornton, Mary and Wankhede, Govardhan, (eds.) Widening Participation and Social Cohesion amongst Diverse, Disadvantaged and Minority Groups in Higher Education. Tata Institute of Social Sciences (TISS), Mumbai, India, pp. 121-130.

Chopra, Priti (2021) Ni3 Conference 2021- Translating the findings into curricular content to accompany the games. In: Ni3 Conference 2021, 27th September- 1st October 2021, Online.

Chopra, Priti (2020) Teachers’ participation in school decision-making processes and practices: the case of an Indian government secondary school. Italian Journal of Sociology of Education, 12 (1). pp. 44-55. ISSN 2035-4983 (Online) (doi:https://doi.org/10.14658/pupj-ijse-2020-1-4)

Chopra, Priti (2016) Using literacy for empowering traditional midwives (dais) in Bihar, northern India: Is there a literacy-participant disconnect? In: McCaffery, Juliet and Street, Brian, (eds.) Theory and Practice in Literacy and Development: Papers from the Informal Literacy Discussions 2011 – 2015. British Association for Literacy in Development, Uppingham, pp. 63-73. ISBN 978-0-9542114-6-2

Chopra, Priti (2023) A global teacher education vision for the prevention of gender-based violence. In: Proceedings of the International Conference on Future of Teaching and Education. Diamond Scientific Publishing, Vienna, pp. 82-87. ISBN 978-6094854170 ISSN 2783-7718 (doi:https://doi.org/10.33422/icfte.v2i1.95)

Chopra, Priti, Fray, Christine, Nanfuka, Esther and Patil, Prarthana (2021) Teacher talk on designing inclusive anti-violence learning resources. In: DIG Autumn Conference 2021: Contemporary Issues in Equality and Diversity, 22nd September 2021, Online - University of Greenwich - Faculty of Liberal Arts and Sciences. (Unpublished)

Chopra, Priti and Miller, Paul (2021) Curriculum to support the prevention of child marriage and gender-based violence in Uganda. None in Three Research Centre - Uganda . The University of Huddersfield, Huddersfield, UK. ISBN 978-1862181977

Chopra, Priti and Miller, Paul (2021) Curriculum to support the prevention of child sexual abuse in Jamaica: a curriculum framework. Project Report. The University of Huddersfield - University of Technology. ISBN: 978-1862181953, Huddersfield, UK, and Jamaica.

Chopra, Priti and Miller, Paul (2021) Curriculum to support the prevention of gender bias and gendered-based violence in India. Project Report. None in Three Research Centre for the Global Prevention of Gender-based Violence - The University of Huddersfield -UK Idealists Consulting and ISDI School of Design and Innovation, Huddersfield, UK, and Mumbai, India.

Chopra, Priti, Sathe, Prachi, Gowda, Veena, Morarka, Vandita and Panicker, Anne (2021) Developing policy. In: Preventing Gender Bias and Gender-based Violence : Discovering Possibilities | Ni3 India, 24th September 2021, Online.

Clay, Moira A, Donovan, Claire ORCID: 0000-0002-6105-7794 , Butler, Linda and Oldenburg, Brian F (2006) The returns from cardiovascular research: the impact of the National Heart Foundation of Australia’s investment. Medical Journal of Australia, 185 (4). pp. 209-212. ISSN 0025-729X (doi:https://doi.org/10.5694/j.1326-5377.2006.tb00533.x)

Clements, Mark Michael (2017) Exploring computer mediated communications in Facebook for an insight into enhancing uptake and usage in higher education for social, educational and institutional benefit. EdD thesis, University of Greenwich.

Coker, Toyin (2018) Examination of collaborative practices among post-compulsory education basic skills and vocational teachers. EdD thesis, University of Greenwich.

Collins, Timothy James (2014) Organ and tissue donation: an evaluation of health care professionals’ knowledge and training and implications for education. EdD thesis, University of Greenwich.

Dennison, Paul Henry (2017) The professionalisation of teaching in higher education in the UK: perceptions and understandings. EdD thesis, University of Greenwich.

Dilnot, Andrew, Donovan, Claire ORCID: 0000-0002-6105-7794 , Fagan, Colette, Goodman, Roger, Oancea, Alis and Walmsley, Ian (2015) Impact and knowledge exchange in an evolving research environment. In: Impact and Knowledge Exchange in an Evolving Research Environment. Impact in an evolving research environment . University of Oxford.

Dixon, Lynne and Hales, Alison (2013) Bringing history alive through local people and places. Routledge, Oxford, United Kingdom. ISBN 978-0415535854

Dixon, Lynne and Hales, Alison (2015) This old town. Teach Primary, 8 (4).

Dixon, Lynne and Hales, Alison (2015) What makes good local history? Primary History, 71:8682. pp. 19-25. ISSN 0966-6559

Donovan, Claire ORCID: 0000-0002-6105-7794 (2019) Assessing the broader impacts of publicly-funded research. In: Simon, Dagmar, Kuhlmann, Stefan, Stamm, Julia and Canzler, Weert, (eds.) Handbook on Science and Public Policy. Handbooks of Research on Public Policy series . Edward Elgar Publishing, Northampton, MA; Cheltenham, UK, pp. 448-502. ISBN 978-1784715939 (doi:https://doi.org/10.4337/9781784715946.00036)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2019) Assessing the broader impacts of publicly-funded research. In: Social Sciences and Humanities Research Impact in the Nordic context: Understanding the contemporary state-of-the-art in international comparative perspective, 20-21 Aug 2019, Reykjavík, Iceland. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2008) The Australian research quality framework: a live experiment in capturing the social, economic, environmental, and cultural returns of publicly funded research. New Directions in Evaluation, 2008 (118). pp. 47-60. ISSN 1097-6736 (Print), 1534-875X (Online) (doi:https://doi.org/10.1002/ev.260)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2009) Beyond post-modernity (and the postmodern university). In: Centre for Research in the Humanities, Arts and Social Sciences (CRASSH), 12 October 2009, Cambridge, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2013) Beyond the ‘Postmodern University’. The European Legacy: Toward New Paradigms, 18 (1). pp. 24-41. ISSN 1084-8770 (Print), 1470-1316 (Online) (doi:https://doi.org/10.1080/10848770.2013.748119)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2009) Capturing the impacts of publicly funded social sciences and humanities research. In: Congress of the Humanities and Social Sciences, 01 May 2009, Ottawa, Canada. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2004) Citation and content analysis. In: Halsey, A. H., (ed.) A History of Sociology in Britain: Science, Literature and Society. Oxford University Press, Oxford, UK, pp. 241-249. ISBN 978-0199266609

Donovan, Claire ORCID: 0000-0002-6105-7794 (2007) Consuming social science. In: Trentmann, Frank and Bevir, Mark, (eds.) Governance, Consumers and Citizens: Agency and resistance in contemporary politics. Consumption and Public Life . Palgrave MacMillan, pp. 69-94. ISBN 978–0230517288 (doi:https://doi.org/10.1057/9780230591363_4)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2014) Creating #havoc: a holistic approach to valuing our culture. In: Swindells, Steve and Powell, Anna, (eds.) “What is to be Done?”: Cultural leadership and public engagement in art and design education. Cambridge Scholars, Cambridge, UK, pp. 19-28. ISBN 978-1443858908

Donovan, Claire ORCID: 0000-0002-6105-7794 (2008) Das zweiköpfige Lama zähmen: Die australische suche nach den besten evaluierungsmethoden für die geisteswissenschaften [Taming the Pushmi-pullyu: State of the art in evaluating humanities research quality – A view from down under]. In: Lack, E and Markschies, C, (eds.) Qualitätsstandards in den Geisteswissenschaften [What the Hell is Quality? Quality standards in the humanities]. Campus Verlag, Frankfurt, Germany, pp. 74-98. ISBN 978-3593387499

Donovan, Claire ORCID: 0000-0002-6105-7794 (2016) Defining and measuring broader impacts. In: Evaluating Broader Impacts: The state of the art, National Science Foundation Workshop, 11 Feb 2016, Washington DC, USA. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2018) Demonstrating impact. In: Impact of Science 2018, 14 Jun 2018, Ottawa, Canada. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2019) Do we need a feminist bibliometrics. In: Excellence and Equality: Critical perspectives on gender and knowledge in the humanities and social sciences, 26-28 Jun 2019, Canberra, Australia. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2019) Do we need a feminist bibliometrics? In: CGHE Seminar 110. Centre for Global Higher Education.

Donovan, Claire ORCID: 0000-0002-6105-7794 (2015) For complexity: a cautionary tale. In: Open Policy Debate on Measuring Impact from Publicly Funded Scientific Research, 13 Nov 2015, Dublin, Ireland. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2017) For ethical 'impactology'. Journal of Responsible Innovation, 6 (1). pp. 78-83. ISSN 2329-9460 (Print), 2329-9037 (Online) (doi:https://doi.org/10.1080/23299460.2017.1300756)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2014) Found in translation: how to make an impact in healthcare. In: Campus Alberta Student Conference on Health, 01 Sep 2014, Banff, Canada. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2016) From multiversity to postmodern university. In: Cote, James E. and Furlong, Andy, (eds.) Routledge Handbook of the Sociology of Higher Education. Routledge, London, UK, pp. 85-93. ISBN 978-1315772233 (doi:https://doi.org/10.4324/9781315772233-8)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2014) From multiversity to postmodern university. In: Public Seminar, Department of Education. Department of Education Public Seminars . University of Oxford.

Donovan, Claire ORCID: 0000-0002-6105-7794 (2009) Gradgrinding the social sciences: the politics of metrics of political science. Political Studies Review, 7 (1). pp. 73-83. ISSN 1478-9299 (Print), 1478-9302 (Online) (doi:https://doi.org/10.1111/j.1478-9299.2008.00172.x)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2017) Impact for beginners. In: Faculty of Health and Life Sciences Conference on The Impact of PhD Research, 02 Mar 2017, De Montfort University, Leicester, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2018) Indicators for SSH impact. In: Impact of Science Finding Shared Approaches to Assess, Enable, and Accelerate Impacts of Science on Society, Network for Advancing & Evaluating the Societal Impact of Science (AESIS), 14 Jun 2018, Ottawa, Canada. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2015) International experience of research impact metrics and assessment. In: Open Policy Debate on Measuring Impact from Publicly Funded Scientific Research, 13 Nov 2015, Dublin, Ireland. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2007) Introduction: future pathways for science policy and research assessment: metrics vs peer review, quality vs impact. Science and Public Policy, 34 (8). pp. 538-542. ISSN 0302-3427 (Print), 1471-5430 (Online) (doi:https://doi.org/10.3152/030234207X256529)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2012) Is there a third way? Going beyond instrumentalism versus intrinsic value. In: St. George’s House consultation ‘The Value of Culture and Crisis of Judgement’, 01 Dec 2012, Windsor Castle, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2012) Issues in research evaluation in the light of different disciplines. In: European Science Foundation Member Organisation Forum ‘Evaluation of Publicly Funded Research’, 01 May 2012, Paris, France. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2018) Mapping the broader impact of social sciences and humanities. In: The Impact of Social Sciences & Humanities 2018, 04-05 Oct 2018, Copenhagen, Denmark. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2017) Moral panic and the impact agenda. In: SRHE Annual Research Conference 2017, 06-08 Dec 2017, Newport, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2015) New perspectives on measuring impact in science: evaluating the benefits of participatory health research. In: International Scientific Meeting on the Impact of Participatory Health Research, 01 - 03 Jun 2015, ZiF (Centre for Interdisciplinary Research), Bielefeld University, Germany. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2007) The RQF: models, strategies and likely outcomes. In: The Australian Financial Review Higher Education Summit, 01 Apr 2007, Melbourne, Australia. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2018) Science policy and higher education policy in the UK. In: Chinese Academy of Science High Level Delegation, 28 May 2018, Croydon, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2007) Scope, limits and role of impact evaluation. In: Science Impact: Rethinking the Impact of Basic Research on Society and the Economy Conference Report. FWF Austrian Science Fund 2007, pp. 37-41. ISBN 978-3200010178

Donovan, Claire ORCID: 0000-0002-6105-7794 (2009) Simplicity versus sophistication: evaluation frameworks compared. In: New frontiers in evaluation of impacts of medical research: International Workshop 2009. Swedish Research Council, pp. 8-9.

Donovan, Claire ORCID: 0000-0002-6105-7794 (2018) Societal and economic impact as funding criteria. In: Global Research Council European Regional Meeting, Expectations of Societal and Economic Impact, 13-14 Nov 2018, Vienna, Austria. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2011) State of the art in assessing research impact: introduction to a special issue. Research Evaluation, 20 (3). pp. 175-179. ISSN 0958-2029 (Print), 1471-5449 (Online) (doi:https://doi.org/10.3152/095820211X13118583635918)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2004) Taking the rise of the meritocracy. In: Australasian Political Studies Association Annual Conference, 01 Sep 2004, University of Adelaide, Australia. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2006) Towards the fair assessment of humanities, arts and social sciences research within a science policy framework. In: SPRU 40th Anniversary Conference - The Future of Science, Technology and Innovation Policy, 01 Sep 2006, University of Sussex, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2012) Value added stats: measuring the value of culture. In: Association of British Orchestras Annual Conference, 18-20 Jan 2012, Liverpool, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2006) The chequered career of a cryptic concept. The Political Quarterly, 77 (s1). pp. 61-72. ISSN 0032-3179 (Print), 1467-923X (Online) (doi:https://doi.org/10.1111/j.1467-923X.2006.00781.x)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2005) The governance of social science and everyday epistemology. Public Administration, 83 (3). pp. 597-615. ISSN 0033-3298 (Print), 1467-9299 (Online) (doi:https://doi.org/10.1111/j.0033-3298.2005.00464.x)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2008) The hidden perils of citation counting for Australasian political science. Australian Journal of Political Science, 42 (4). pp. 665-678. ISSN 1036-1146 (Print), 1363-030X (Online) (doi:https://doi.org/10.1080/10361140701595825)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2013) A holistic approach to valuing our culture. In: Symposium on Public Engagement and Impact: Articulating Value in Art and Design, 23 May 2013, Institute of Contemporary Art, London, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 (2007) The qualitative future of research evaluation. Science and Public Policy, 34 (8). pp. 585-597. ISSN 0302-3427 (Print), 1471-5430 (Online) (doi:https://doi.org/10.3152/030234207X256538)

Donovan, Claire ORCID: 0000-0002-6105-7794 and Butler, Linda (2007) Testing novel quantitative indicators of research 'quality', esteem and 'user engagement': an economics pilot study. Research Evaluation, 16 (4). pp. 231-242. ISSN 0958-2029 (Print), 1471-5449 (Online) (doi:https://doi.org/10.3152/095820207X257030)

Donovan, Claire ORCID: 0000-0002-6105-7794 and Butler, Linda (2007) Testing novel quantitative indicators of research ‘quality’, esteem and ‘user engagement’: an economics pilot study. Research Evaluation, 16 (4). pp. 231-242. ISSN 0958-2029 (Print), 1471-5449 (Online) (doi:https://doi.org/10.3152/095820207X257030)

Donovan, Claire ORCID: 0000-0002-6105-7794 , Butler, Linda, Butt, Alison J., Jones, Teresa H. and Hanney, Stephen R. (2014) Evaluation of the impact of National Breast Cancer Foundation-funded research. Medical Journal of Australia, 200 (4). pp. 214-218. ISSN 0025-729X (Print), 1326-5377 (Online) (doi:https://doi.org/10.5694/mja13.10798)

Donovan, Claire ORCID: 0000-0002-6105-7794 and Gulbrandsen, Magnus (2018) Introduction: measuring the impact of arts and humanities research in Europe. Research Evaluation, 27 (4). pp. 285-286. ISSN 0958-2029 (Print), 1471-5449 (Online) (doi:https://doi.org/10.1093/reseval/rvy019)

Donovan, Claire ORCID: 0000-0002-6105-7794 and Hanney, Stephen (2011) The 'Payback Framework' explained. Research Evaluation, 20 (3). pp. 181-183. ISSN 0958-2029 (Print), 1471-5449 (Online) (doi:https://doi.org/10.3152/095820211X13118583635756)

Donovan, Claire ORCID: 0000-0002-6105-7794 and Hansen, Martin (2016) Assessing the impact of research and innovation: an analysis of evidence, metrics and narratives used in REF 2014 business and management impact submissions. In: SPRU 50th Anniversary Conference, 07-09 Sep 2016, Sussex, UK. (Unpublished)

Donovan, Claire ORCID: 0000-0002-6105-7794 , Hodgson, Barbara, Scanlon, Eileen and Whitelegg, Elizabeth (2005) Women in higher education: Issues and challenges for part-time scientists. Women's Studies International Forum, 28 (2-3). pp. 247-258. ISSN 0277-5395 (doi:https://doi.org/10.1016/j.wsif.2005.04.011)

Donovan, Claire ORCID: 0000-0002-6105-7794 and Larkin, Philip (2006) The problem of political science and practical politics. Politics, 26 (1). pp. 11-17. ISSN 0263-3957 (Print), 1467-9256 (Online) (doi:https://doi.org/10.1111/j.1467-9256.2006.00246.x)

Donovan, Claire ORCID: 0000-0002-6105-7794 and O'Brien, David (2015) Governing culture: legislators, interpreters and accountants. Critical Perspectives on Accounting, 37. pp. 24-34. ISSN 1045-2354 (doi:https://doi.org/10.1016/j.cpa.2015.10.003)

Donovan, Claire ORCID: 0000-0002-6105-7794 , Samuel, Gabrielle and Lee, Jeung (2017) Stakeholder perspectives on the pubic value of university-industry teaching collaborations: a case study of the MSc in structural integrity co-produced by Brunel University London and the Welding Institute. In: SRHE Annual Research Conference 2017, 06-08 Dec 2017, Newport, UK. (Unpublished)

Doull, Karen, Russell, Christoper and Hales, Alison (2019) Mastering Primary History. Mastering Teaching . Bloomsbury, London. ISBN 978-1474295550

Driscoll, Patricia, Lambirth, Andrew and Roden, Judith (eds.) (2015) The Primary Curriculum: a Creative Approach. Sage, London. ISBN 9781473903647

Duckworth, Vicky and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (eds.) (2014) Landscapes of specific literacies in contemporary society: exploring a social model of literacy. Routledge Research in Education, 1 . Routledge, London, UK. ISBN 9780415741248

Duckworth, Vicky and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2014) Promoting employability through specific literacies. International Journal of Multidisciplinary Comparative Studies, 1 (2). pp. 3-6. ISSN 2059-4976 (Print), 2059-4984 (Online)

Duckworth, Vicky and Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 (2016) Journey through transformation: A case study of two literacy learners. Journal of Transformative Education, 14 (4). pp. 285-304. ISSN 1541-3446 (Print), 1552-7840 (Online) (doi:https://doi.org/10.1177/1541344616644682)

Dymoke, Sue, Lambirth, Andrew, Wilson, Anthony and Barrs, Myra (eds.) (2015) Making Poetry Happen: Transforming the Poetry Classroom. Bloomsbury, London. ISBN 9781472508058

Eldred, Janine, Robinson-Pant, Anna, Nabic, Rafat, Chopra, Priti, Nussey, Charlotte and Bown, Lalage (2014) Women's right to learning and literacy. Compare: A Journal of Comparative and International Education, 44 (4). pp. 655-675. ISSN 0305-7925 (Print), 1469-3623 (Online) (doi:https://doi.org/10.1080/03057925.2014.911999)

Essex, Ryan ORCID: 0000-0003-3497-3137 , Kennedy, Jack, Miller, Denise ORCID: 0000-0001-9947-0616 and Jameson, Jill ORCID: 0000-0002-9545-8078 (2023) A scoping review exploring the impact and negotiation of hierarchy in healthcare organisations. Nursing Inquiry. ISSN 1320-7881 (Print), 1440-1800 (Online) (doi:https://doi.org/10.1111/nin.12571)

Evans, Thomas ORCID: 0000-0002-6670-0718 , Burns, Calvin ORCID: 0000-0002-5435-3114 , Essex, Ryan ORCID: 0000-0003-3497-3137 , Finnerty, Gina, Hatton, Ella, Clements, Andrew, Breau, Genevieve Marie, Quinn, Francis, Elliott, Helen ORCID: 0000-0002-8798-1037 , Smith, Lorraine D. ORCID: 0009-0006-0893-9372 , Matthews, Barry ORCID: 0000-0001-7605-0694 , Jennings, Katherine, Crossman, Jodie, Williams, Gareth ORCID: 0000-0002-8504-4517 , Miller, Denise A ORCID: 0000-0001-9947-0616 , Harold, Benjamin, Gurnett, Philip ORCID: 0000-0003-0445-0255 , Jagodzinski, Lee, Smith, Julie, Milligan, Wendy ORCID: 0000-0002-4516-0759 , Markowski, Marianne ORCID: 0000-0003-4652-3168 , Collins, Peter ORCID: 0000-0003-4831-2524 , Yoshimatsu, Yuki, Margalef Turrull, Jordi, Colpus, Mark, Dayson, Mark L and Weldon, Sharon Marie ORCID: 0000-0001-5487-5265 (2023) A systematic scoping review on the evidence behind debriefing practices for the wellbeing/emotional outcomes of healthcare workers. Frontiers in Psychiatry, 14:1078797. pp. 1-10. ISSN 1664-0640 (Online) (doi:https://doi.org/10.3389/fpsyt.2023.1078797)

Farrugia, Joanne (2018) Maltese parents’ role as sexuality and relationships educators. PhD thesis, University of Greenwich.

Fernández-Fontecha Rumeu, María Leticia (2017) Pain, childhood, and the emotions: a cultural history c. 1870-1950. PhD thesis, University of Greenwich.

Field, Jenny (2012) Attitudes to Mathematics. In: Donaldson, Gina, Harries, Dave, Tope, Clare and Taylor, Helen, (eds.) Becoming a Primary Mathematics Specialist Teacher. Routledge, London, pp. 19-34. ISBN 978-0415604345

Field, Jenny (2012) Becoming a Primary Mathematics Specialist Teacher. In: Donaldson, Gina, Harris, Dave, Tope, Claire and Taylor, Helen, (eds.) Becoming a Primary Mathematics Specialist Teacher. Routledge, London, pp. 3-18. ISBN 978-0415604345

Field, Jenny (2016) Can China teach the UK anything about education in primary maths? Primary Mathematics, 19 (3). ISSN 1465-0495

Field, Jenny (2015) Can we learn anything from China about Education in Mathematics? Compass: The Journal of Learning and Teaching, 7 (11). ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v7i11.237)

Field, Jenny (2022) Embedding the multiplication bonds: pedagogical research. In: ATM Annual Conference 2022, 11th - 12th April 2022, Park Inn by Radisson, Northampton. (Unpublished)

Field, Jenny (2018) How to improve paired talk in primary maths: one teacher trainer shares a simple tweak that could enhance the quality of 'talk partner' discussion in primary maths. TES.

Field, Jenny (2019) Investigating the Early Impact of the Times Tables Innovation Action Research Project in Schools. In: Mathematics Mastery Conference 2, 21st May 2019, University of Greenwich (Greenwich Campus). (Unpublished)

Field, Jenny (2018) LLME National Maths Hub Conference (2018) - for Leaders in Mathematics Education. In: LLME National Maths Hub Conference (2018) - for leaders in mathematics education. (Unpublished)

Field, Jenny (2023) Multiplication mat to support the assessment of multiplicative reasoning in KS2 (Children's version and Teacher Guidance version). UNSPECIFIED. (Unpublished)

Field, Jenny (2022) NCETM Research and Innovation Group Findings 2022 (London Thames Maths Hub). In: LLME RIWG Presentation of Findings, 11th July 2022, Online. (Unpublished)

Field, Jenny (2018) NTF Symposium 2018: as a National Teaching Fellow. In: The Impact of Teaching Excellence – ANTF and HEA Excellence Awards Symposium.

Field, Jenny (2019) Practical ideas to make lectures more creative, engaging and interactive, and in doing so provide opportunities for regular formative assessment as part of the teaching process. In: A Saucer Full of Secrets: Abstract of Papers. National Teaching Fellow Symposium, Birmingham City University, p. 12.

Field, Jenny (2019) Presentation of Findings from Innovation Action Research Project with 70 Schools on 'Whole School Approaches to Teaching Times Tables'. In: ATM and MA Primary Committee Conference, 7th June 2019, Royal Society London. (Unpublished)

Field, Jenny (2014) Problem solving and reasoning in the new National Curriculum. In: Newly qualified teachers: annual survey 2014. (Unpublished)

Field, Jenny (2014) Problem solving in the primary classroom. In: NQT Annual Conference (2014). (Unpublished)

Field, Jenny (2017) Research points to the fact that mindfulness can both increase resilience and reduce stress; so what is it all about and could it play any part in improving student and staff wellbeing? In: SHIFT 2018: Annual Conference of Learning, Teaching & Assessment, Friday 5th January 2018, Greenwich Maritime Campus, Queen Anne Court.

Field, Jenny (2015) Shanghai and Singapore mastery approaches to primary mathematics. In: Shift 2015 - Sparking ideas: Sharing educational innovation, 9th January 2015, University of Greenwich, UK. (Unpublished)

Field, Jenny (2023) Subject Leaders as Researchers (SLasR): enhancing the role of pedagogical research in Primary schools. In: Local Leaders in Mathematics Education, 29th September 2023, The Charis Centre Crawley. (Unpublished)

Field, Jenny (2023) Taking ownership of your maths curriculum: the role of research in moving us away from 'Stepford' teaching. In: Visions for the Future - National Association for Primary Education (NAPE), 1st March 2023, Northampton, Recorded and online. (Unpublished)

Field, Jenny (2018) What about the Lecturer? Exploring our own wellbeing and whether Mindfulness could help us to improve our resilience. In: Teaching and Learning Annual Festival University of Greenwich Business School, Wednesday, 27th June 2018, Greenwich Maritime Campus, Queen Anne Court. (Unpublished)

Field, Jenny (2019) Whole school approaches to teaching and learning times tables. In: Mathematics Mastery Conference 1, 04 Mar 2019, University Of Greenwich (Avery Hill Campus). (Unpublished)

Field, Jenny (2019) Working in Partnership with the National Maths Hubs - how to design and lead an Innovation Project. In: Developing Working Partnerships: Networks of ITE Providers and Maths Hubs, 17th May 2019, University College London. (Unpublished)

Field, Jenny (2023) The efficacy of the array as a developmental model for multiplicative reasoning in KS1 (in partnership with the NCETM and London Thames Maths Hub). In: Research and Innovation Influence Event - Developing Pupils Understanding of Mathematics, 12th July 2023, Online. (Unpublished)

Field, Jenny (2023) A longitudinal view: the multiplicative reasoning innovation project (2017-2023). In: Primary Mathematics Subjects Leaders Conference for London, Surrey & Slough - Reasoning & Challenge for All, 17th March 2023, Holy Family Primary Catholic School, Langley, Slough. (Unpublished)

Field, Jenny (2021) A mastery approach to teaching, learning and understanding multiplication bonds. In: The Association of Teachers of Mathematics' 2021 Annual Conference - 'Revisualising', a virtual online event, 6th - 8th April 2021, Online.

Field, Jenny (2018) A resource for primary mathematics: The Array Manipulative. [Artefact]

Field, Jenny (2020) A whole school intervention for teaching, learning and understanding Times Tables. Primary Mathematics, 24 (1). pp. 17-22. ISSN 1465-0495

Field, Jenny, Day, Allie and Vyas, Sunita (2021) Teaching, learning and understanding times tables, a case study from the perspective of schools participating in a national CPD programme. Primary Mathematics, 25 (1). pp. 19-25.

Field, Jenny and Olugbodi, Grace (2023) Research into playing mathematics games in the KS2 classroom. In: Finding the Common Factors, 3rd April – 4th April 2023, Warwick University. (Unpublished)

Field, Jenny and Olugbodi, Grace (2023) Research into playing maths games in the KS2 classroom: race to infinity! Primary Mathematics, 28 (3). pp. 3-7. ISSN 1465-0495

Field, Jenny, Tharp, Ian ORCID: 0000-0001-8903-8483 and Gorgoni, Sara (2019) Appendix 3: University of Greenwich Assessment and Feedback Policy 2019. Documentation. University of Greenwich, University of Greenwich.

Freeman, Andy (2017) A study of the national curriculum for physical education (2005-2013): socialisation and the value orientations of male and female students and teachers, and male physical education teachers’ curricular interpretation and lesson delivery. EdD thesis, University of Greenwich.

Gibbs, Paul, Jameson, Jill ORCID: 0000-0002-9545-8078 and Elwick, Alex (eds.) (2019) Values of the University in a Time of Uncertainty. Springer International Publishing, Cham, Switzerland. ISBN 978-3030159696

Gibson, Poppy ORCID: 0000-0002-5971-8565 and Morgan, Robert ORCID: 0000-0002-7891-2662 (2023) Where should university students’ money go? Nexus Education.

Gibson, Poppy ORCID: 0000-0002-5971-8565 , Morgan, Robert ORCID: 0000-0002-7891-2662 and Brett, Ashley (eds.) (2024) Primary teacher solutions: ready pedagogy and inspirational ideas. Routledge - Taylor & Francis, Abingdon; New York. ISBN 978-1032110288; 978-1032110271; 978-1003218098

Gibson, Poppy ORCID: 0000-0002-5971-8565 , Shanks, Rehana and Dick, Suzie (2017) The EdD and one bedtime story more! An exploration of the Third-Space inhabited by mothers working in educational leadership whilst studying for a professional doctorate. Management in Education, 31 (4). pp. 172-179. ISSN 0892-0206 (Print), 1741-9883 (Online) (doi:https://doi.org/10.1177/0892020617738157)

Gibson, Poppy ORCID: 0000-0002-5971-8565 and Smith, Sarah L. (2018) Digital literacies: preparing pupils and students for their information journey in the twenty-first century. Information and Learning Science. ISSN 2398-5348 (doi:https://doi.org/10.1108/ILS-07-2018-0059)

Gibson, Poppy Frances ORCID: 0000-0002-5971-8565 , Perera, Sharon, Morgan, Robert ORCID: 0000-0002-7891-2662 and Kerr, Bonnie (2019) Creating conditions for student success on a two-year accelerated degree. Compass: Journal of Learning and Teaching, 12 (1). ISSN 2044-0081 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v12i1.944)

Gibson, Poppy Frances ORCID: 0000-0002-5971-8565 , Perera, Sharon, Morgan, Robert ORCID: 0000-0002-7891-2662 and Kerr, Bonnie (2019) Embedding academic skills at level 4, 5 & 6: creating conditions for student success on a 2-year accelerated degree. Compass: Journal of Learning and Teaching, 12 (1):Gibson. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v12i1.944)

Gibson, Poppy Francis and Smith, Sarah ORCID: 0009-0008-9815-8629 (2018) Digital literacies: preparing pupils and students for their information journey in the twenty-first century. Information and Learning Science, 119 (12). pp. 733-742. ISSN 2398-5348 (Print), 2398-5348 (Online) (doi:https://doi.org/10.1108/ILS-07-2018-0059)

Gould, Andrew (2016) Work-based learning pedagogy for increasing social agency in higher education. PhD thesis, University of Greenwich.

Green, Caroline Teresa Anne (2021) Getting the colours to ‘sing’: exploring pupils’ creative engagement with contemporary text-making in a literacy classroom. PhD thesis, University of Greenwich.

Green, Michael (2018) Addressing Teacher Workload:- An Exploration of the Issues & Strategies to Manage Workload. In: Early Career Teacher Conference - Chartered College of Teaching, 17th October 2018, Manchester, England.

Green, Michael (2018) Addressing Workload:-Supporting trainee & early career teachers to thrive & not merely survive. In: National Association of School-Based Teacher Trainers: - Training and Assessment Toolkit Workshop, 23rd - 24th April 2018, Sheffield.

Green, Michael (2018) Addressing teacher workload in Initial Teacher Education (ITE): Advice for ITE providers. Other. Department for Education (DfE).

Green, Michael (2016) Case study: Promoting and tracking trainees’ impact on pupil learning and progress. NASBTT (The National Association of School-Based Teacher Trainers) & UCET (Universities' Council for the Education of Teachers).

Green, Michael (2015) Effective mentoring in the context of the Carter recommendations. In: UCET Primary and Early Years Committee morning symposium, Tuesday 9 June 2015, The Mander Hall, Hamilton House (NUT Building), Mabledon Place. Lonfon, UK.

Green, Michael (2014) Getting outside. In: Bower, Virginia, (ed.) Developing Early Literacy 0-8. Sage, London, pp. 36-50. ISBN 978-1446255339

Green, Michael (2015) Involving school partners to drive student teacher improvement. In: Let's talk about … improving support for student and probationary teachers to learn more effectively, 4 June 2015, General Teaching Council Scotland, Edinburgh, UK.

Green, Michael (2017) Partnership response to reducing teacher workload recommendations. In: UCET Primary and Early Years Committee Morning Sympsoium on workload reports and ITE programmes, Tuesday, 14 March 2017, Friends House, London.

Green, Michael (2018) Reducing Workload: Supporting Teachers in the Early Stages of Their Career. Other. Department for Education Crown Copyright.

Green, Michael (2017) Supporting the development of student teachers - Mentoring. In: National Primary Teacher Education Council Conference: Mentoring and coaching for an enduring primary career, 30 March 2017, London.

Green, Michael (2018) Supporting your workload as an early career teacher. The Profession 18/19: The Annual Publication for Early Career Researchers.

Green, Michael (2017) Tackling Workload Reports: An ITT Provider’s Response. Project Report. GOV.UK.

Green, Michael (2017) Tackling workload reports: An ITT provider's response. Department for Education.

Green, Michael (2017) A University's Response to Reducing Teacher Workload Recommendations. In: UCET Primary and Early Years Committee Morning Sympsoium on workload reports and ITE programmes, Tuesday 14 March 2017, The William Penn Suite, Friends House, London.

Green, Michael (2018) What are the issues surrounding teacher workload? In: Carden, Catherine, (ed.) Primary Teaching: Learning and Teaching in Primary Schools Today. Learning Matters, pp. 445-458. ISBN 978-1526436443

Green, Michael (2015) What do teachers gain from organizing educational visits? In: Sangster, Margaret, (ed.) Challenging Perceptions in Primary Education: Exploring Issues in Practice. Bloomsbury, London, pp. 25-29. ISBN 978-1472578372

Green, Michael (2018) Why schools' top brass should trumpet NQT support. TES (5316). p. 53.

Green, Michael (2016) An exploration of the lived experiences of Year Six children on a residential trip to Normandy. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 45 (5). pp. 599-612. ISSN 0300-4279 (Print), 1475-7575 (Online) (doi:https://doi.org/10.1080/03004279.2016.1143855)

Green, Michael (2017) The mentor as a teacher educator: Involving school partners to support student teacher development. In: NAPTEC Conference: Mentoring and coaching for an enduring primary career, Friday, 24 March 2017, Hamilton House, Mabledon Place, London WC1H 9BD.

Green, Michael and Hilditch, Felicity (2015) Reconceptualising partnership: the experiences of one university. In: UCET Annual Conference, 3-4 November 2015, Birmingham Hilton Metropole, UK.

Green, Michael and Kerr, Bonnie (2018) What drives primary schools today? In: Carden, Catherine, (ed.) Primary Teaching: Learning and Teaching in Primary Schools Today. Learning Matters, pp. 187-201. ISBN 978-1526436443

Green, Michael and Pearce, Matthew (2017) Removing Unnecessary Teacher Workload. In: Universities Council for the Education of Teachers Annual Conference, 7th - 8th November 2017, Stratford-upon-Avon. (Submitted)

Gregory, Peter (2014) An investigation into the contribution made by primary art coordinators to the development of the teaching of art: the evolution of identities, understanding and practice. EdD thesis, University of Greenwich.

Hafez, Rania (2015) Beyond the metaphor: Time to take over the castle. In: Daely, Maire, Orr, Kevin and Petrie, Joel, (eds.) Further Education and the Twelve Dancing Princesses. Trentham Books. ISBN 978-1858566405

Hafez, Rania (2016) Faith in the Academy: religion at University. In: Hudson, Cheryl and Williams, Joanna, (eds.) Why Academic Freedom Matters: A response to current challenges. Civitas, Lodnon, pp. 112-127. ISBN 978-1906837822

Hafez, Rania (2017) Inside the Trojan horse: Educating teachers for leadership. The Principal. Trentham. ISBN 978-1858568447

Hafez, Rania (2014) Playing on the boundaries: a childhood across cultural and geographical lines. Childhood in the Past: An International Journal, 7 (2). pp. 117-132. ISSN 1758-5716 (doi:https://doi.org/10.1179/1758571614Z.00000000021)

Hafez, Rania (2016) Professionalism without autonomy. SCETT (Standing Committee for the Education and Training of Teachers). UNSPECIFIED.

Hales, Alison (2015) Learning in the early years through local people and places: Developing historical concepts in the early years foundation stage. Primary History, 70. pp. 6-8.

Hales, Alison (2021) Putting the human back into the Humanities. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565 , (eds.) Inspiring Primary Learners: Insights and Inspirations across the curriculum. Taylor and Francis Group - Routledge, London and Oxon, pp. 87-102. ISBN 978-0367110659; 978-0429024597 (doi:https://doi.org/10.4324/9780429024597)

Hales, Alison (2018) The local in history: personal and community history and its impact on identity. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 46 (6). pp. 671-684. ISSN 0300-4279 (Print), 1475-7575 (Online) (doi:https://doi.org/10.1080/03004279.2018.1483802)

Harris, Richard and Parsons, Carl (2014) School exclusion and English remedies: a failure to protect children. Education Public Law and the Individual, 17 (1). pp. 20-28. ISSN 1086-0282

Hart, Glenys, Magaji, Ade, Fleming, Margaret and Serret, Natasha (2021) Reflections on the ASE Conference. In: ASE International Journal. ASE International (12). Association for Science Education, UK, pp. 6-8.

Hassan, Nuur (2015) Somali parents’ involvement in their children’s education: an exploration of parental involvement and family-school relationships. EdD thesis, University of Greenwich.

Headington, Rita (2016) Journeys in feedback: undergraduate primary student teachers’ uses of personal and professional social networks to gather and interpret feedback, and the extent to which feedback influenced their reflective practices. EdD thesis, University of Greenwich.

Henshall, Amanda (2017) On the school beat: police officers based in English schools. British Journal of Sociology of Education, 39 (5). pp. 593-606. ISSN 0142-5692 (Print), 1465-3346 (Online) (doi:https://doi.org/10.1080/01425692.2017.1375401)

Henshall, Amanda, Atkins, Louise, Bolan, Rebecca, Harrison, Jill and Munn, Heather (2018) Certified to make a difference’: the motivation and perceptions of newly qualified early years teachers in England. Journal of Vocational Education & Training, 70 (3). pp. 417-434. ISSN 1363-6820 (Print), 1747-5090 (Online) (doi:https://doi.org/10.1080/13636820.2018.1437063)

Hillier, Yvonne and Jameson, Jill ORCID: 0000-0002-9545-8078 (2003) Empowering researchers in further education. Trentham Books, Stoke on Trent, England. ISBN 9781858562858

Jameson, Jill ORCID: 0000-0002-9545-8078 (2009) Academic commentary from Jill Jameson. Leadership for Innovation: Case Studies from South East England. GWE Business West, Swindon, Wiltshire, UK, pp. 27-28. ISBN 9780956353801

Jameson, Jill ORCID: 0000-0002-9545-8078 (2024) Blind trust and coercion in online social media grooming in a community of practice to challenge hate crime. In: Chatterjee, Saradamoyee and Jameson, Jill ORCID: 0000-0002-9545-8078 , (eds.) Coercion and Trust: A Multi-Disciplinary Dialogue. Lucy Cavendish Lecture Series, 1st (1). Routledge - Taylor & Francis, Abingdon, Oxon; London, pp. 81-108. ISBN 978-1032503721 (doi:https://doi.org/10.4324/9781003398233)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2008) Bridging the gap with teamwork: collaborative leadership for communities of practice in the learning and skills sector. In: BERA Annual Conference 2008, 3-6 Sept 2008, Heriot-Watt University, Edinburgh, Scotland. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2012) Chapter 3: Coaching as a pedagogical approach. Insights Nº 1: The role of coaching In vocational education and training. Insights: City & Guilds Centre for Skills Development, 1 (1). City & Guilds Centre for Skills Development, London, UK, pp. 50-73.

Jameson, Jill ORCID: 0000-0002-9545-8078 (2009) Creative leadership & communities of practice. In: Reaching Communities 2009/10 Youth Creativity & Social Justice [5th Symposium at Second Wave on Friday 11th December 2009], 11 Dec 2009, Deptford. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2018) Critical corridor talk: Just gossip or stoic resistance? Unrecognised informal Higher Education leadership. Higher Education Quarterly, 72 (4):8. pp. 375-389. ISSN 0951-5224 (Print), 1468-2273 (Online) (doi:https://doi.org/10.1111/hequ.12174)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2009) Critical friends benefit realisation. In: JISC Next Generation Technologies in Practice Conference, 10-11 Mar 2009, Loughborough University, Loughborough. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2011) Dance like a butterfly, sting like a bee: moments of trust, power and heautogogic leadership in post-compulsory education. In: Satterthwaite, Jerome, Piper, Heather, Sikes, Pat and Webster, Simon, (eds.) Trust in Education: Truth and Values. Discourse, Power and Resistance Series (8). Trentham Books Ltd, Stoke on Trent, Staffordshire, pp. 69-84. ISBN 9781858564883

Jameson, Jill ORCID: 0000-0002-9545-8078 (2019) Developing Innovative Student Leadership for Enhanced Graduate Employability. In: Bui, Hong T.M., Nguyen, Hoa T.M. and Cole, Doug, (eds.) Innovate Higher Education to Enhance Graduate Employability: Rethinking the Possibilities. Routledge, London, UK, pp. 31-43. ISBN 978-0429058899 (doi:https://doi.org/10.4324/9780429058899-4)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2019) Developing critical and theoretical approaches to educational technology research and practice. British Journal of Educational Technology, 50 (3). pp. 951-955. ISSN 0007-1013 (Print), 1467-8535 (Online) (doi:https://doi.org/10.1111/bjet.12775)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2011) Distributed leadership and the visibility/invisibility paradox in on-line communities. Human Technology, 7 (1). pp. 49-71. ISSN 1795-6889

Jameson, Jill ORCID: 0000-0002-9545-8078 (2009) Distributed leadership, trust and online communities. In: Online Communities and Social Computing: Third International Conference, OCSC 2009, Held as Part of HCI International 2009, San Diego, CA, USA, July 19-24, 2009, Proceedings. Lecture Notes in Computer Science, 5621 . Springer, Berlin / Heidelberg, Germany, pp. 226-235. ISBN 9783642027734 ISSN 0302-9743 (Print), 1611-3349 (Online) (doi:https://doi.org/10.1007/978-3-642-02774-1_25)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2013) E-Leadership in higher education: The fifth “age” of educational technology research. British Journal of Educational Technology, 44 (6). pp. 889-915. ISSN 0007-1013 (Print), 1467-8535 (Online) (doi:https://doi.org/10.1111/bjet.12103)

Jameson, Jill ORCID: 0000-0002-9545-8078 (ed.) (2019) International Perspectives on Leadership in Higher Education: Critical Thinking for Global Challenges. International Studies in Higher Education, 26 . Routledge, Abingdon, Oxon. ISBN 978-1138564343 ISSN 978-1315122410 (Online)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2007) Investigating collaborative leadership for communities of practice in learning and skills. Project Report. Lancaster University, Lancaster, UK.

Jameson, Jill ORCID: 0000-0002-9545-8078 (2009) Leadership and management standards in the UK Lifelong Learning sector. In: Conference on 'Teachers and Trainers at the heart of innovation and VET reforms', 23-24 Jul 2009, Thessaloniki, Greece. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2015) Leadership in e-learning. In: Spector, J. Michael, (ed.) The SAGE Encyclopedia of Educational Technology. Sage Reference Encyclopedias, 1 . Sage Publications, Inc, London, UK, pp. 443-444. ISBN 9781452258225 (doi:https://doi.org/10.4135/9781483346397.n185)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2005) Leadership in post-compulsory education: inspiring leaders of the future. David Fulton Publishers, London, UK. ISBN 9781843123392

Jameson, Jill ORCID: 0000-0002-9545-8078 (2011) Leadership of shared spaces in online learning communities. International Journal of Web Based Communities (IJWBC), 7 (4). pp. 463-477. ISSN 1477-8394 (doi:https://doi.org/10.1504/IJWBC.2011.042991)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2012) Leadership values, trust and negative capability: Managing the uncertainties of future English Higher Education. Higher Education Quarterly, 66 (4). pp. 391-414. ISSN 0951-5224 (Print), 1468-2273 (Online) (doi:https://doi.org/10.1111/j.1468-2273.2012.00533.x)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2008) Leadership: professional communities of leadership practice in post-compulsory education. Report. Higher Education Academy Education Subject Centre, Bristol, UK.

Jameson, Jill ORCID: 0000-0002-9545-8078 (2015) Leading future pedagogies. In: Harris, Alma and Jones, Michelle S., (eds.) Leading Futures: Global Perspectives on Educational Leadership. Sage Publications Pvt Ltd, New Delhi, India; Thousand Oaks, California; London, UK, pp. 222-232. ISBN 9789351502555

Jameson, Jill ORCID: 0000-0002-9545-8078 (2019) Moving beyond ‘Homo Economicus’ into spaces for kindness in Higher Education: The critical corridor talk of informal higher education leadership. In: Gibbs, Paul, Jameson, Jill ORCID: 0000-0002-9545-8078 and Elwick, Alex, (eds.) Values of the University in a Time of Uncertainty. Springer International Publishing, Cham, Switzerland, pp. 279-295. ISBN 978-3030159696 (doi:https://doi.org/10.1007/978-3-030-15970-2_19)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2008) Rethinking the digital divide. In: Learning from the Learners' Experience: elearning@Greenwich.ac.uk, 8 July 2008, University of Greenwich, Greenwich, UK. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (ed.) (2009) Special conference 'A Community Call to Action': Working together for solutions on gun, knife, gang and drug related crime. In: Jameson, Jill ORCID: 0000-0002-9545-8078 and Michael, David, (eds.) Lewisham Community Police Consultative Group in association with Lewisham Council, Lewisham, pp. 1-107. ISBN 9780956351104

Jameson, Jill ORCID: 0000-0002-9545-8078 (2013) Special issue on e-leadership: Editorial. British Journal Of Educational Technology, 44 (6). pp. 883-888. ISSN 0007-1013 (Print), 1467-8535 (Online) (doi:https://doi.org/10.1111/bjet.12106)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2007) Stop and search: the way forward - conference report. Technical Report. University of Greenwich for Lewisham Community Police Consultative Group (LCPCG), London, UK.

Jameson, Jill ORCID: 0000-0002-9545-8078 (2011) Taming the tiger of the EdD together: the challenges of the professional doctorate in education. In: 2nd International Conference on Professional Doctorates, 20-21 April 2010, John McIntyre Conference Centre, Edinburgh. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2010) Trust and leadership in post-compulsory education: Some snapshots of displaced dissent. Power and Education, 2 (1). pp. 48-62. ISSN 1757-7438 (doi:https://doi.org/10.2304/power.2010.2.1.48)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2022) Trust in the informal leadership of UK Higher Education in an era of global uncertainty. In: Gibbs, Paul and Maassen, Peter, (eds.) Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom. Higher Education Dynamics, 1 (57). Springer Nature Switzerland AG, Cham, Switzerland, pp. 51-67. ISBN 978-3030870362 (doi:https://doi.org/10.1007/978-3-030-87037-9_4)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2009) Trust, leadership and economic necessity in post-compulsory education. In: British Educational Research Association (BERA) Annual Conference 2009, 2-5 Sept 2009, Manchester. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2009) A case study of the effectiveness of the electronic survey as a research tool for measuring students' experience of e-learning. In: ALT-C 2009, the 16th International Conference of the Association for Learning Technology: In dreams begins responsibility - choice, evidence, and change, 8-10 Sep 2009, Manchester. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2010) The digital abyss in Zimbabwe. In: Leigh, Patricia Randolph, (ed.) International Exploration of Technology Equity and the Digital Divide: Critical, Historical and Social Perspectives. Premier Reference Source . IGI Global Information Resources Mgt Association, Hershey, PA., USA., pp. 106-135. ISBN 9781615207930 (doi:https://doi.org/10.4018/978-1-61520-793-0.ch006)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2008) The eLIDA CAMEL model of collaborative partnership: a community of practice in design for learning. In: Proceedings of the 3rd International Conference on e-Learning. Academic Publishing Limited, Reading, United Kingdom, pp. 225-232. ISBN 9781906638054 cd

Jameson, Jill ORCID: 0000-0002-9545-8078 (2008) The eLIDA CAMEL nomadic model of collaborative partnership for a community of practice in design for learning. Electronic Journal of e-Learning, 6 (3). pp. 197-206. ISSN 1479-4403 (Print), 1479-4403 (Online)

Jameson, Jill ORCID: 0000-0002-9545-8078 (2008) The eLIDA CAMEL: designed for learning by community. ALT-N Online [Association for Learning Technology: Online Newsletter], 1 (12). ISSN 1479-2222 (Print), 1748-3603 (Online)

Jameson, Jill ORCID: 0000-0002-9545-8078 and Andrews, Margaret (2008) Trust and leadership in the lifelong learning sector. Project Report. Centre for Excellence in Leadership, Lancaster University, Lancaster, UK.

Jameson, Jill ORCID: 0000-0002-9545-8078 , Barnard, Jane, Rumyantseva, Nataliya ORCID: 0000-0001-9795-2590 , Essex, Ryan ORCID: 0000-0003-3497-3137 and Gkinopoulos, Theofilos (2022) A systematic scoping review and textual narrative synthesis of trust amongst Staff in Higher Education settings. Studies in Higher Education, 48 (3). pp. 424-444. ISSN 0307-5079 (Print), 1470-174X (Online) (doi:https://doi.org/10.1080/03075079.2022.2145278)

Jameson, Jill ORCID: 0000-0002-9545-8078 , Ferrell, Gill, Kelly, Jacquie, Walker, Simon and Ryan, Malcolm (2006) Building trust and shared knowledge in communities of e-learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects. British Journal of Educational Technology, 37 (6). pp. 949-967. ISSN 0007-1013 (Print), 1467-8535 (Online) (doi:https://doi.org/10.1111/j.1467-8535.2006.00669.x)

Jameson, Jill ORCID: 0000-0002-9545-8078 and Hillier, Yvonne (2006) Managing 'ragged-trousered philanthropy': the part-time staffing dilemma in the learning and skills sector. Project Report. Learning and Skills Network, London. (doi:9781845720483)

Jameson, Jill ORCID: 0000-0002-9545-8078 and Hillier, Yvonne (2008) ‘Nothing will prevent me from doing a good job’. The professionalisation of part-time teaching staff in further and adult education. Research in Post-Compulsory Education, 13 (1). pp. 39-53. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596740801903521)

Jameson, Jill ORCID: 0000-0002-9545-8078 and Hillier, Yvonne (2008) Part-time and fractional staff in the learning and skills sector. In: Universities and College Union (UCU) launch event - 'Stamp out Casual Contracts', 1 November 2008, London, UK. (Unpublished)

Jameson, Jill ORCID: 0000-0002-9545-8078 and Hillier, Yvonne (2003) Researching post-compulsory education. Continuum Research Methods . Continuum International Publishing Group Ltd., London, UK. ISBN 9780826467126

Jameson, Jill ORCID: 0000-0002-9545-8078 and Loo, Sai (2016) Global perspectives on vocationalism and the English model. In: Loo, Sai and Jameson, Jill ORCID: 0000-0002-9545-8078 , (eds.) Vocationalism in Further and Higher Education: Policy, Programmes and Pedagogy. Routledge Research in Education . Routledge, Abingdon, Oxon, UK, pp. 131-140. ISBN 9781138947047

Jameson, Jill ORCID: 0000-0002-9545-8078 and McNay, Ian (2007) Ultimate FE leadership and management handbook. The Essential FE Toolkit Series . Continuum International Publishing Group, London, UK. ISBN 9780826490124

Jameson, Jill ORCID: 0000-0002-9545-8078 , Ng'ambi, Dick, Bozalek, Vivienne and Carr, Tony (2016) Editorial. British Journal of Educational Technology, 47 (5):1. pp. 821-828. ISSN 0007-1013 (Print), 1467-8535 (Online) (doi:https://doi.org/10.1111/bjet.12486)

Jameson, Jill ORCID: 0000-0002-9545-8078 , Rumyantseva, Nataliya ORCID: 0000-0001-9795-2590 , Cai, Minjie ORCID: 0000-0003-1739-0474 , Markowski, Marianne ORCID: 0000-0003-4652-3168 , Essex, Ryan ORCID: 0000-0003-3497-3137 and McNay, Ian ORCID: 0000-0002-6096-4640 (2022) A systematic review, textual narrative synthesis and framework for digital leadership research maturity in Higher Education. Computers and Education Open, 3:100115. pp. 1-27. ISSN 2666-5573 (doi:https://doi.org/10.1016/j.caeo.2022.100115)

Jameson, Jill ORCID: 0000-0002-9545-8078 and Walker, Simon (2005) Writing in LAMs with Moodle for eLISA PDS: an e-Learning partnership in Greenwich, Oxford and Kent. In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005. Association for the Advancement of Computing in Education, Chesapeake, VA, pp. 342-352. ISBN 1880094576

Jameson, Jill ORCID: 0000-0002-9545-8078 , Walker, Simon, Ryan, Malcolm and Noble, Howard (2004) Developments in collaborative e-learning models for a new Centre for Excellence in Teaching and Training in e-Learning in Greenwich and Oxford. In: ED-MEDIA 2004 world conference on educational multimedia, hypermedia & telecommunications. AACE (Association for the Advancement of Computing in Education), Chesapeake, VA, pp. 4989-4994. ISBN 1880094533

Jeavons, Charlotte, Moreno Leguizamon, Carlos ORCID: 0000-0002-4294-3387 and Cole, Linda ORCID: 0009-0005-7111-7702 (2024) Exploring learning experiences of Black Asian and Minority Ethnic (BAME) students in a public health undergraduate degree. Compass: Journal of Learning and Teaching, 17 (1). pp. 7-23. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v17i1.1368)

Jenkins, Fiona, Keane, Helen and Donovan, Claire ORCID: 0000-0002-6105-7794 (2018) Introduction: gendered innovations in the social sciences. Women's Studies International Forum, 72. p. 103. ISSN 0277-5395 (doi:https://doi.org/10.1016/j.wsif.2018.05.008)

Jenkins, Fiona, Keane, Helen and Donovan, Claire ORCID: 0000-0002-6105-7794 (2018) Work (still) in progress: establishing the value of gendered innovations in the social sciences. Women's Studies International Forum, 72. pp. 104-108. ISSN 0277-5395 (doi:https://doi.org/10.1016/j.wsif.2018.04.006)

Johnstone, Barbara Ann (2016) Teachers working together in the Wider Opportunities instrumental programme in the primary school. EdD thesis, University of Greenwich.

Jones, Harriet, Orpin, Hilary, Mansi, Gemma and Molesworth, Catherine ORCID: 0000-0002-2253-8480 (eds.) (2023) Transitions into Higher Education. Critical Practice in Higher Education . Critical publishing, St Albans. ISBN 978-1914171291

Jones, Teresa, Donovan, Claire ORCID: 0000-0002-6105-7794 and Hanney, Stephen (2012) Tracing the wider impacts of biomedical research: a literature search to develop a novel citation categorisation technique. Scientometrics, 93. pp. 125-134. ISSN 0138-9130 (Print), 1588-2861 (Online) (doi:https://doi.org/10.1007/s11192-012-0642-8)

Joslyn, Erica, Miller, Paul and Callender, Christine (2018) Leadership and diversity in education in England: progress in the new millennium? Management in Education, 32 (4). pp. 149-151. ISSN 0892-0206 (Print), 1741-9883 (Online) (doi:https://doi.org/10.1177/0892020618788713)

Lambirth, Andrew (2016) Exploring children's discourses of writing. English in Education, 50 (3). pp. 215-233. ISSN 0425-0494 (Print), 1754-8845 (Online) (doi:https://doi.org/10.1111/eie.12111)

Lambirth, Andrew, Bruce, Tina, Clough, Peter, Nutbrown, Cathy and David, Tricia (2015) Dialogic space theory. In: David, Tricia, Goouch, Kathy and Powell, Sasha, (eds.) The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care. Routledge International Handbooks . Routledge, Abingdon, pp. 165-175. ISBN 978138022812

Lambirth, Andrew and Cabral, Ana (2016) Issues of agency, discipline and criticality: an interplay of challenges involved in teachers engaging in research in a performative school context. Educational Action Research, 25 (4). pp. 650-666. ISSN 0965-0792 (Print), 1747-5074 (Online) (doi:https://doi.org/10.1080/09650792.2016.1218350)

Lambirth, Andrew, Cabral, Ana, Church, Elizabeth, Pickford, Emma, Pirittijarvi, Kara, Thesher, Rosie, Gibson, Kerry, Archer, Toni and Higgins, Claire (2016) Action research projects 2015-2016: Teachers’ reports - Royal Greenwich Teaching School Alliance. Project Report. University of Greenwich.

Lambirth, Andrew, Cabral, Ana, Jenkins, Elizabeth, Smith, Hannah, Apsey, Isobel and Marandure, Termaine (2016) Action research projects 2015-2016: Teachers’ reports - Boxgrove Alliance. Project Report. University of Greenwich.

Lambirth, Andrew, Cabral, Ana and McDonald, Roger (2019) Transformational professional development: (re)claiming agency and change (in the margins). Teacher Development, 23 (3). pp. 387-405. ISSN 1366-4530 (Print), 1747-5120 (Online) (doi:https://doi.org/10.1080/13664530.2019.1605407)

Lambirth, Andrew, Cabral, Ana, Sheppey, Julie, Rothwell, Daisy, Botham, Allison, Cawte, Julie, Tomlinson, Suzanne and Constantinou, Yanoula (2015) Action research projects 2014-2015: Teachers’ reports - Royal Greenwich Teaching School Alliance (RGTSA). Project Report. University of Greenwich.

Lambirth, Andrew, Smith, Sarah ORCID: 0009-0008-9815-8629 and Steele, Susanna (2011) Leading poetry: ten subject leaders talk about poetry teaching in their schools. In: Empowerment Through Literacy: Literacy Shaping Futures, 1-3 July 2011, University of Chester.

Leggatt, Simon (2016) Overcoming the barriers of distance: using mobile technology to facilitate moderation and best practice in initial teacher training. Journal of Further and Higher Education, 40 (3). pp. 432-446. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:https://doi.org/10.1080/0309877X.2014.984597)

Loo, Sai and Jameson, Jill ORCID: 0000-0002-9545-8078 (eds.) (2016) Vocationalism in further and higher education: policy, programmes and pedagogy. Routledge Research in Education . Routledge, Abingdon, Oxon, UK. ISBN 9781138947047 ISSN 9781317366799

Magaji, A. (2024) Building an inclusive learning community of teachers and students through assessment for learning practices: a pedagogy of learning. In: XVIII World Congress of Comparative Education Societies Fostering Inclusive Ecologies of Knowledge: Education for Equitable and Sustainable Futures, 22-26 Jul 2024, New York, USA. (Unpublished)

Magaji, A. and Ade-Ojo, G. ORCID: 0000-0002-1098-0765 (2017) Evaluating the potentials of Bloom’s Taxonomy as a tool for developing year 8 (Key Stage 3) science students’ questioning skills in a UK secondary school. International Journal of Multidisciplinary Comparative Studies, 4 (1-3):2. pp. 24-49. ISSN 2059-4976 (Print), 2059-4984 (Online)

Magaji, A., Ade-Ojo, G. ORCID: 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:https://doi.org/10.1080/09500693.2018.1473658)

Magaji, Ade (2022) Editorial: Climate education and sustainability. ASE International Journal, 14. pp. 4-5.

Magaji, Ade (2021) Promoting learning in the science classroom using an innovative model of learning discourse. In: ASE International conference, 12 Jan 2022, UK - online. (Unpublished)

Magaji, Ade (2022) Trainee teachers’ classroom assessment practices: towards a pedagogy of learning. In: Assessment in Higher Education (AHE) Conference: Contemporary assessment practice in the new age of higher education., 22nd Jun - 24th Jun 2022, Manchester, UK. (Unpublished)

Magaji, Adewale (2015) Classroom discourse with both student-led questions and feedback: enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom. EdD thesis, University of Greenwich.

Magaji, Adewale (2022) Evaluating science trainee teachers’ assessment pedagogy in promoting cognitive learning experience among students. IMPACT (16). ISSN 2514-6955 (Print), 2514-6963 (Online)

Magaji, Adewale (2024) Professionalism and ethical leadership: from recipe to repertoire. Discussion Paper. House of Lords, Parliament & Chartered College of Teaching, London. (Unpublished)

Magaji, Adewale (2024) Promoting constructivism as a pedagogy of learning among secondary science trainee teachers. School Science Review, 105 (390). pp. 20-25. ISSN 0036-6811

Magaji, Adewale (2021) Promoting problem-solving skills among secondary science students through problem based learning. International Journal of Instruction, 14 (4). pp. 549-566. ISSN 1694-609X (Print), 1308-1470 (Online) (doi:https://doi.org/10.29333/iji.2021.14432a)

Magaji, Adewale (2021) Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students. IMPACT Journal of the Chartered College of Teaching (12).

Magaji, Adewale (2021) Reflecting on lessons from engaging with remote teaching during the Covid-19 pandemic in schools in England: a commentary on potentials for improvement. International Journal of Multidisciplinary Comparative Studies, 7 (1-3). pp. 65-75. ISSN 2059-4976 (Print), 2059-4984 (Online)

Magaji, Adewale (2024) STEM Education in Sub-Saharan Africa: Is there a future? Education in Science, 295. pp. 17-18.

Magaji, Adewale (2024) Supporting International Teachers in the UK: a discussion forum. Discussion Paper. Association for Science Education, ASE, London. (In Press) (doi:https://www.ase.org.uk/events/international-teachers-in-uk-discussion-forum)

Magaji, Adewale (2023) Towards a comparative education: a wake-up call to developing quality STEM in Nigerian public schools. ASE International (18). pp. 33-35. ISSN 2515-110X (Online)

Magaji, Adewale and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2023) Trainee teachers’ classroom assessment practices: towards evaluating trainee teachers’ learning experience in a teacher education program. Social Sciences & Humanities Open, 7 (1):100467. pp. 1-9. ISSN 2590-2911 (Online) (doi:https://doi.org/10.1016/j.ssaho.2023.100467)

Magaji, Adewale, Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Bijlhout, Diola (2022) The impact of after school science club on the learning progress and attainment of students. International Journal of Instruction, 15 (3):2021062412. pp. 171-190. ISSN 1694-609X (Print), 1308-1470 (Online)

Magaji, Adewale and Adjani, Michael (2024) Co-constructing knowledge between educators and their students: a pedagogical approach to teaching and learning in the HE. In: Courage, Compassion & Trust: Helping students see the value of Higher Education, 26th Jun, 2024, Medway Learning & Teaching Conference, Medway Campus, Kent, UK. (Unpublished)

Magaji, Adewale ORCID: 0000-0002-1648-2548 , Adjani, Michael and Coombes, Samuel (2024) A systematic review of preservice science teachers’ experience of problem-based learning and implementing it in the classroom. Education Sciences, 14 (3):301. pp. 1-19. ISSN 2227-7102 (Online) (doi:https://doi.org/10.3390/educsci14030301)

Magaji, Adewale and Akinnukawe, Tolulope (2024) Practical work in the science curriculum: insight from the African perspective. Education in Science, 295. p. 15.

Magaji, Adewale, Coombes, Justin and Smith, Lorraine ORCID: 0009-0006-0893-9372 (2024) Pedagogical approaches to inclusive education and decolonising the curriculum as both sides of the spectrum: what does it entail for us as educators? In: Courage, Compassion & Trust: Helping students see the value of Higher Education, 26th Jun, 2024, Medway Learning & Teaching Conference, Medway Campus, Kent, UK. (Unpublished)

Magaji, Adewale, Smith, Lorraine and Best, Michelle (2021) Chapter 3. Science: children as inventors. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565 , (eds.) Inspiring Primary Learners: Insights and Inspiration across the curriculum. Routledge- Taylor & Francis Group, Oxon & New York. ISBN 978-0367110659; 978-0367110642; 978-0429658778; 042965877X; 978-0429024597

Male, A. and Magaji, A. (2024) What has drama got to do with science? School Science Review, 105 (391). pp. 27-30.

Male, Alberta Araba (2021) Ghanaian diasporic migrant students: challenges, culture and capitals. EdD thesis, University of Greenwich.

Mansi, Gemma (2021) Bridging the gap between markers’ tacit knowledge and students’ assessment literacy. Compass: Journal of Learning and Teaching, 14 (2). pp. 1-8. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1224)

Mansi, Gemma (2020) Is consistency the key to keeping students happy? Wonkhe.

Martin, Mary ORCID: 0000-0002-3568-6423 (2023) Play cultures, social worlds and youth in familial settings, 1700-1904. In: Marten, James, (ed.) Oxford Handbook of the History of Youth Culture. Oxford Handbooks - Oxford Handbooks Online . Oxford University Press, Oxford, pp. 213-234. ISBN 978-0190920753 (doi:https://doi.org/10.1093/oxfordhb/9780190920753.013.16)

Martin, Mary ORCID: 0000-0002-3568-6423 (2019) Religion and adolescence from 1700-1900: autonomy, ritual and community. In: 12th Annual Conference of the Society for the Study of Childhood in the Past: Rebels Without a Cause? Accessing and Exploring Adolescents/Adolescence in the Past, 30 Oct - 01 Nov 2019, Sheffield, UK. (Unpublished)

Martin, Mary Clare ORCID: 0000-0002-3568-6423 (2020) Gender, generation and life-cycle: the Hackney Phalanx and the world, 1799-1855. In: British Society for Eighteenth-Century Studies 49th Annual Conference, Oxford, 08-10 Jan 2020, Oxford, UK. (Unpublished)

Martin, Mary Clare ORCID: 0000-0002-3568-6423 (2014) In market, mansion or mountain: Representations of disability in reading for the young in rural and urban contexts, 1850-1950. Childhood in the Past: An International Journal, 7 (1). pp. 38-45. ISSN 1758-5716 (Print), 2040-8528 (Online) (doi:https://doi.org/10.1179/1758571614Z.00000000016)

Martin, Mary Clare ORCID: 0000-0002-3568-6423 (2015) Race, indigeneity and the Baden-Powell Girl Guides: Age, gender and the British world, 1908-1920. In: Robinson, Shirleene and Sleight, Simon, (eds.) Children, Childhood and Youth in the British World. Palgrave Studies in the History of Childhood . Palgrave Macmillan UK, Houndmills, Basingstoke, UK, pp. 161-182. ISBN 9781137489401

Martin, Mary Clare ORCID: 0000-0002-3568-6423 (2021) Religious practice and the social worlds of eighteenth-century Children, 1688 to 1800. In: Bowden, Caroline, Vine, Emily and Whitehouse, Tessa, (eds.) Religion and the life cycle in early modern England. Manchester University Press, Manchester. (doi:https://doi.org/10.7765/9781526149244.00011)

Martin, Mary Clare ORCID: 0000-0002-3568-6423 (2019) Thrown upon the waves: an education of nature on Rousseau’s principles in Epping Forest, 1760s-1790s. In: International Society for Eighteenth Century Studies Conference, 14-19 Jul 2019, Edinburgh, UK. (Unpublished)

Masterman, Elizabeth, Jameson, Jill ORCID: 0000-0002-9545-8078 and Walker, Simon (2009) Capturing teachers' experience of learning design through case studies. Distance Education, 30 (2). pp. 223-238. ISSN 0158-7919 (Print), 1475-0198 (Online) (doi:https://doi.org/10.1080/01587910903023207)

McDonald, Roger (2018) Investigating the aims, values and purposes of primary education. In: Cremin, Teresa and Burnett, Cathy, (eds.) Learning to teach in the primary school. Routledge, pp. 231-245. ISBN 978-1138211063

McDonald, Roger (2016) Making effective language choices. English 4-11, 58. pp. 18-20. ISSN 1460-5945

McDonald, Roger (2014) Picture Books. In: Bower, Virginia, (ed.) Developing Early Literacy 0 to 8: From theory to practice. Sage Publications Ltd., London, UK, pp. 153-168. ISBN 9781446255339

McDonald, Roger (2017) The Really Useful Drama Book: Using Picturebooks to Inspire Imaginative Learning. Routledge. ISBN 978-1138185999

McNay, Ian ORCID: 0000-0002-6096-4640 (2014) Debate: Does research quality assessment increase output and give value for money? (Non-theme article). Public Money & Management, 35 (1). pp. 67-68. ISSN 0954-0962 (Print), 1467-9302 (Online) (doi:https://doi.org/10.1080/09540962.2015.986888)

McNay, Ian ORCID: 0000-0002-6096-4640 (2019) Governance, leadership and university values: do universities critique social norms and values, or copy them. In: Gibbs, Paul, Jameson, Jill ORCID: 0000-0002-9545-8078 and Elwick, Alex, (eds.) Values of the University in a Time of Uncertainty. Springer International Publishing, Dordrecht, pp. 89-105. ISBN 978-3030159696 (doi:https://doi.org/10.1007/978-3-030-15970-2_7)

McNay, Ian ORCID: 0000-0002-6096-4640 (2016) Imbalancing the academy: the impact of research quality assessment. Sociologia Italiana - AIS Journal of Sociology (8):7. pp. 119-150. ISSN 2281-2652 (doi:https://doi.org/10.1485/AIS_2016/8_OTTOBRE_3366461)

McNay, Ian ORCID: 0000-0002-6096-4640 (2017) Leadership, values, trust and universities. International Scientific Journal of Universities and Leadership, 2 (3):2. pp. 1-18. ISSN 2520-6702

McNay, Ian ORCID: 0000-0002-6096-4640 (2015) Learning from the UK Research Excellence Framework: ends and means in research quality assessment, and the reliability of results in Education. Higher Education Review, 47 (3):2. pp. 24-47. ISSN 0018-1609

McNay, Ian ORCID: 0000-0002-6096-4640 (2017) TEF: why and how? Ideological and operational imperatives driving policy. Compass: Journal of Learning and Teaching, 10 (2). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i2.487)

McNay, Ian ORCID: 0000-0002-6096-4640 and Hladchenko, Myroslava (2015) Leading the autonomous university: conditioning factors and culture of organisations in the UK, Ukraine and other European contexts. International Scientific Journal of Universities and Leadership, 1 (1):1. pp. 7-14. ISSN 978-617-7288-08-03

Miller, Denise ORCID: 0000-0001-9947-0616 (2020) Educational Equity Services – Launch Event. [Video]

Miller, Denise A ORCID: 0000-0001-9947-0616 (2021) Black British female managers – the silent catastrophe. Gender, Work & Organization, 28 (4). pp. 1665-1682. ISSN 1468-0432 (Print), 1468-0432 (Online) (doi:https://doi.org/10.1111/gwao.12688)

Miller, Denise A ORCID: 0000-0001-9947-0616 (2020) CALL FOR PAPERS - Decolonising the school curriculum. UCL Press.

Miller, Denise A ORCID: 0000-0001-9947-0616 (2022) Constructivist Grounded Theory: a method for change. In: Methods for Change: Social science methodologies for 21st century problems, 9th November 2022, University of Manchester. (Unpublished)

Miller, Denise A ORCID: 0000-0001-9947-0616 (2022) Digital resource: race, Higher Education and special educational needs and disabilities. [Video]

Miller, Denise A ORCID: 0000-0001-9947-0616 (2022) Race, Higher Education and special educational needs and disabilities. British Educational Research Association report series: Race & Education.

Miller, Denise A ORCID: 0000-0001-9947-0616 (2023) Unmasking educational inequalities: the impact of Covid-19 on deaf students in HE. In: Unmasking educational inequalities: Covid-19 and deaf students in HE, 30th January 2023, Deaf Cultural Centre, Birmingham. (Unpublished)

Miller, Denise A ORCID: 0000-0001-9947-0616 (2022) Using constructivist grounded theory to examine the experiences of Black British female managers: a worked example. The Qualitative Report, 27 (10). pp. 2135-2156. ISSN 1052-0147 (Online) (doi:https://doi.org/10.46743/2160-3715/2022.5067)

Miller, Denise A ORCID: 0000-0001-9947-0616 and Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) Psychosocial cost of racism to White University staff (ECER 2024). In: European Conference on Educational Research - Education in an Age of Uncertainty: memory and hope for the future, 27th - 30th Aug, 2024, Nikosia, Cyprus. (Unpublished)

Miller, Denise A ORCID: 0000-0001-9947-0616 and Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) The problem of institutional racism in a UK-based University. Part of series: BERA Conference 2023 Videos. [Video]

Miller, Denise A ORCID: 0000-0001-9947-0616 and Essex, Ryan ORCID: 0000-0003-3497-3137 (2023) The impact of Covid-19 on self-employed female psychologists in the UK. Journal of Affective Disorders Reports, 11:100477. pp. 1-7. ISSN 2666-9153 (Online) (doi:https://doi.org/10.1016/j.jadr.2023.100477)

Miller, Denise A ORCID: 0000-0001-9947-0616 , Soni, Anita, Hobbs, Charmian, Gibbs, Simon, Malagoli, Chiara, Morgan, Gavin and Lauchlan, Fraser (2021) Guest Editorial – Black Lives Matter: making a difference for racial justice. Educational and Child Psychology, 38 (4). pp. 5-8. ISSN 0267-1611 (Print), 2396-8702 (Online)

Miller, Denise A ORCID: 0000-0001-9947-0616 , Surendran, Shone and Towers, Emma (2023) Decolonising the school curriculum: a special feature. London Review of Education, 21 (1). pp. 1-5. ISSN 1474-8460 (Print), 1474-8479 (Online) (doi:https://doi.org/10.14324/LRE.21.1.06)

Miller, Denise A ORCID: 0000-0001-9947-0616 and Warner, Diane (2023) When being Black and having special educational needs and disabilities converge in children and young people: in conversation with Denise Miller. Research Intelligence, 156. p. 19.

Miller, Denise A. ORCID: 0000-0001-9947-0616 , Brown, Charmaine ORCID: 0000-0002-6471-9706 and Essex, Ryan ORCID: 0000-0003-3497-3137 (2021) Dissemination of findings on prejudice, discrimination and racism in HE to the School of Education. In: Diversity Interest Group (DIG) Autumn Conference, Wed, 22 September 2021; 10:00 – 16:30 BST, University of Greenwich.

Miller, Denise A. ORCID: 0000-0001-9947-0616 , Essex, Ryan ORCID: 0000-0003-3497-3137 and Brown, Charmaine ORCID: 0000-0002-6471-9706 (2024) Study highlights White lecturers’ role in tackling systemic racism in higher education. The Voice Newspaper, Voice Online.

Miller, Paul (2020) Anti-racist school leadership: making ‘race’ count in leadership preparation and development. Professional Development in Education, 47 (1). pp. 7-21. ISSN 1941-5257 (Print), 1941-5265 (Online) (doi:https://doi.org/10.1080/19415257.2020.1787207)

Miller, Paul (2019) BAME teacher progression in England: towards a conceptual model. International Studies in Educational Administration (ISEA), 47 (3). pp. 18-35. ISSN 1324-1702

Miller, Paul (2019) Leadership as sustainability: context and primary school principals in Jamaica. Journal of School Leadership, 29 (2). pp. 130-149. ISSN 1052-6846 (doi:https://doi.org/10.1177/1052684619832153)

Miller, Paul (2019) Overseas trained teachers: race, origin, qualifications and career progression. In: Miller, Paul and Callender, Christine, (eds.) Race, Education and Educational Leadership in England: An Integrated Analysis. Bloomsbury. ISBN 978-1350068605

Miller, Paul (2019) Race and ethnicity in educational leadership. In: Bush, Tony, Bell, Les and Middlewood, David, (eds.) Principles of Educational Leadership & Management. Sage, pp. 223-238. ISBN 978-1526431738

Miller, Paul (2019) Race discrimination, the politics of knowledge and cultural inequality in England. In: Papa, Rosemary, (ed.) Handbook on Promoting Social Justice in Education. Springer Link, Cham, Switzerland. ISBN 978-3030146269 (doi:https://doi.org/10.1007/978-3-319-74078-2_43-1)

Miller, Paul (ed.) (2019) Race, Education and Educational Leadership in England: An Integrated Analysis. Bloomsbury. ISBN 978-1350068605

Miller, Paul (2019) ‘Tackling’ race inequality in school leadership: positive actions in BAME teacher progression – evidence from three English schools. Educational Management Administration & Leadership, 48 (6). pp. 986-1006. ISSN 1741-1432 (Print), 1741-1440 (Online) (doi:https://doi.org/10.1177/1741143219873098)

Miller, Paul (2019) The political dichotomy of school leadership: policy, practice, social justice - evidence from sixteen countries. Research in Educational Administration and Leadership (REAL), 4 (3). pp. 469-492. ISSN 2564-7261 (Online) (doi:https://doi.org/10.30828/real/2019.3.2)

Miller, Paul, Brown, Charmaine ORCID: 0000-0002-6471-9706 , Powell, Saffron, Warner, Diane and Callender, Christine (2024) Black History Month 2024. What progress has been made to celebrate and support Black colleagues’ excellence in Educational Research? [Video]

Miller, Paul, Hill-Berry, Nola P., Hylton-Fraser, Kadia and Powell, Shernette (2019) Social justice work as activism: the work of education professionals in England and Jamaica. International Studies in Educational Administration (ISEA), 47 (1). pp. 3-19. ISSN 1324-1702

Miller, Paul, Roofe, Carmel and Garcia-Carmona, Marina (2019) School leadership, curriculum diversity, social justice and critical perspectives in education. In: Angelle, Pamela S. and Torrance, Deirdre, (eds.) Cultures of Social Justice Leadership: An Intercultural Context of Schools. Intercultural Studies in Education . Palgrave, pp. 93-119. ISBN 978-3030108748 (doi:https://doi.org/10.1007/978-3-030-10874-8_5)

Miller, Paul W., Warner, Diane, Powell, Saffron, Miller, Denise A ORCID: 0000-0001-9947-0616 , Brown, Charmaine ORCID: 0000-0002-6471-9706 and Boyle, Rachel C. (2024) Black History Month 2024. Looking to the future, what are your hopes for Black Educational Researchers? [Video]

Molesworth, Catherine ORCID: 0000-0002-2253-8480 , Chevallier, Coralie, Happé, Francesca and Hampton, James A. (2015) Children with autism do not show sequence effects with auditory stimuli. Journal of Experimental Psychology: General, 144 (1). pp. 48-57. ISSN 0096-3445 (Print), 1939-2222 (Online) (doi:https://doi.org/10.1037/a0038204)

Moreno Leguizamon, Carlos J. ORCID: 0000-0002-4294-3387 , Patterson, Jennifer J. ORCID: 0000-0002-8254-7602 and Gómez Rivadeneira, Alexander (2015) Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing. Research and Humanities in Medical Education, 2. pp. 18-23. ISSN 2350-0565 (Online)

Morgan, Robert ORCID: 0000-0002-7891-2662 (2023) Behaviourism in schools: The Friday Morning Show. [Audio]

Morgan, Robert ORCID: 0000-0002-7891-2662 (2024) Editorial. Primary First: The Journal for Primary Schools, 39. pp. 4-5.

Morgan, Robert ORCID: 0000-0002-7891-2662 (2022) Editorial. Primary First: The Journal for Primary Schools, 35. pp. 4-5.

Morgan, Robert ORCID: 0000-0002-7891-2662 (2022) Editorial. Primary First: The Journal for Primary Schools, 34. pp. 4-5.

Morgan, Robert ORCID: 0000-0002-7891-2662 (2022) Editorial. Primary First: The Journal for Primary Schools, 33. pp. 4-5.

Morgan, Robert ORCID: 0000-0002-7891-2662 (2021) Editorial. Primary First: The Journal for Primary Schools, 32. pp. 4-5.

Morgan, Robert ORCID: 0000-0002-7891-2662 (2022) Myth busting in the contemporary primary classroom. In: Ogier, Susan, (ed.) A broad and balanced curriculum in primary schools: educating the whole child. Exploring the Primary Curriculum . Learning Matters - Sage, London, pp. 296-307. ISBN 978-1529761047 ; 978-1529761054

Morgan, Robert ORCID: 0000-0002-7891-2662 (2016) Presentation to NaPTEC annual conference 2016. In: National Primary Teacher Education Council (NaPTEC) Annual Conference, 23rd-24th September 2016, St Hugh's College, Oxford. (Unpublished)

Morgan, Robert ORCID: 0000-0002-7891-2662 (2020) Primary First Editorial. Primary First (29). p. 3.

Morgan, Robert ORCID: 0000-0002-7891-2662 (2021) Religious Education – a creative freedom to teach innovatively. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565 , (eds.) Inspiring Primary Learners: Insights and Inspiration Across the Curriculum. Routledge, Abingdon, pp. 186-202. ISBN 9780367110659

Morgan, Robert ORCID: 0000-0002-7891-2662 (2019) Wasted formative assessment. In: University of Greenwich SHIFT Conference 2019, 04 Jan 2019, London, UK. (Unpublished)

Morgan, Robert ORCID: 0000-0002-7891-2662 (2019) A broad and balanced curriculum in primary schools. In: Ogier, Susan, (ed.) A broad and balanced curriculum in primary schools. Learning Matters, London, pp. 256-267. ISBN 9781526469427

Morgan, Robert Austin ORCID: 0000-0002-7891-2662 (2018) What are the perceptions of the practice of the deployment of teaching assistants by trainee teachers during classroom teaching experiences on a university-based Initial Teacher Training programme in southeast London? EdD thesis, University of Greenwich.

None in Three Research Centre, #Ni3Centre and Chopra, Priti (2021) None in Three: a global vision for change | #Ni3Centre. [Video]

Oguledo, Ngozi Ekwelem (2016) An exploration of science teachers’ attitudes towards assessment. EdD thesis, University of Greenwich.

Okolo-Angus, Ogugua (2017) An examination of the perceptions of additional inspectors involved in maintained school inspections (post September 2012). EdD thesis, University of Greenwich.

Otiotio, Mary (2015) An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger. EdD thesis, University of Greenwich.

Page, Damien (2014) Desirable organisational masculinities: competition and entrepreneurialism in schools of construction in further education colleges. British Journal of Sociology of Education, 35 (6). pp. 895-913. ISSN 0142-5692 (Print), 1465-3346 (Online) (doi:https://doi.org/10.1080/01425692.2013.800445)

Page, Damien (2014) Managing serious teacher misbehaviour. School Leadership and Management, 34 (3). pp. 269-283. ISSN 1363-2434 (Print), 1364-2626 (Online) (doi:https://doi.org/10.1080/13632434.2013.849682)

Page, Damien (2016) The multiple impacts of teacher misbehaviour. Journal of Educational Administration, 54 (1). pp. 2-18. ISSN 0957-8234 (doi:https://doi.org/10.1108/JEA-09-2014-0106)

Page, Damien (2015) ‘The soldier danced with them unseen’: Managerial resistance and collusion in Further Education. In: Daley, Maire, Orr, Kevin and Petrie, Joel, (eds.) Further Education and the Twelve Dancing Princesses. Trentham Books, London, UK. ISBN 978-1858566405

Papadopoulou, Marianna (2016) The 'space' of friendship: young children's understandings and expressions of friendship in a reception class. Early Child Development and Care, 186 (10). pp. 1544-1558. ISSN 0300-4430 (Print), 1476-8275 (Online) (doi:https://doi.org/10.1080/03004430.2015.1111879)

Papadopoulou, Marianna and Sidorenko, Ewa (2021) Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative. British Educational Research Journal (BERA), 48 (2). pp. 354-370. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3770)

Papapolydorou, Maria (2014) 'When you see a normal person …': Social class and friendship networks among teenage students. British Journal of Sociology of Education, 35 (4). pp. 559-577. ISSN 0142-5692 (Print), 1465-3346 (Online) (doi:https://doi.org/10.1080/01425692.2013.782811)

Parsons, Carl (2016) Ethnicity, gender, deprivation and low educational attainment in England: Political arithmetic, ideological stances and the deficient society. Education, Citizenship and Social Justice, 11 (2). pp. 160-183. ISSN 1746-1979 (Print), 1746-1987 (Online) (doi:https://doi.org/10.1177/1746197916648282)

Parsons, Carl (2018) Including older pupils with challenging behaviour: a case study within a secondary school in England. In: Griffiths, Darrin and Ryan, James, (eds.) Case Studies for Inclusive Educators & Leaders. Word & Deed Publishing Incorporated, pp. 99-104. ISBN ‎978-0991862634 ISSN ISBN: 978-0-9918626-3-4

Parsons, Carl (2018) Looking for strategic alternatives to school exclusion. The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Crime and Society . Palgrave Macmillan, Cham, pp. 529-552. ISBN 978-3-319-71558-2 (doi:https://doi.org/10.1007/978-3-319-71559-9_27)

Parsons, Carl (2018) Social justice, race and class in education in England: competing perspectives. Cambridge Journal of Education, 49 (3). pp. 309-327. ISSN 0305-764X (Print), 1469-3577 (Online) (doi:https://doi.org/10.1080/0305764X.2018.1524848)

Parsons, Carl (2018) The continuing school exclusion scandal in England. FORUM: for promoting 3-19 comprehensive education, 60 (2):9. pp. 245-254. ISSN 0963-8253 (doi:https://doi.org/10.15730/forum.2018.60.2.245)

Parsons, Carl and Thompson, Trevor ORCID: 0000-0001-9880-782X (2017) Ethnicity, disadvantage and other variables in the analysis of Birmingham longitudinal school attainment datasets. Educational Review, 69 (5). pp. 577-599. ISSN 0013-1911 (Print), 1465-3397 (Online) (doi:https://doi.org/10.1080/00131911.2017.1281227)

Patterson, Jennifer ORCID: 0000-0002-8254-7602 (2021) Acute pain is sexy and chronic pain is not: representations, language and transformation. Encountering Pain: Hearing, Speaking, Seeing. UCL Press, London, pp. 147-176. ISBN 9781787352636 (doi:https://doi.org/10.14324/111.9781787352636)

Patterson, Jennifer ORCID: 0000-0002-8254-7602 (2024) Into the wild: uncertain frontiers and sustainable human–nature interactions. Frontiers in Sociology, 9:1325963. pp. 1-14. ISSN 2297-7775 (Online) (doi:https://doi.org/10.3389/fsoc.2024.1325963)

Patterson, Jennifer ORCID: 0000-0002-8254-7602 (2014) These clothes don't fit!: identity, hybridity and education in the city. International Journal of Social Ecology and Sustainable Development, 5 (2). pp. 24-38. ISSN 1947-8402 (Print), 1947-8410 (Online) (doi:https://doi.org/10.4018/ijsesd.2014040103)

Patterson, Jennifer ORCID: 0000-0002-8254-7602 (2014) Walking with intangibles: experiencing organisational learning. Journal of Management Development, 33 (6). pp. 564-579. ISSN 0262-1711 (doi:https://doi.org/10.1108/JMD-04-2014-0036)

Patterson, Jennifer ORCID: 0000-0002-8254-7602 and Kinchington, Francia (eds.) (2019) Body talk in medical humanities, whose language? Cambridge Scholars. ISBN 978-1527534735

Patterson, Jennifer ORCID: 0000-0002-8254-7602 and Kinchington, Francia (2024) Learning sustainability at the Barefoot College: local and global community values in action. Sustainable Earth Reviews, 7:16. pp. 1-23. ISSN 2520-8748 (doi:https://doi.org/10.1186/s42055-024-00086-7)

Patterson, Jennifer J. ORCID: 0000-0002-8254-7602 (2019) Menstrual hygiene management and sustainable development. In: Leal Filho, Walter, Marisa Azul, Anabela, Brandli, Luciana, Lange Salvia, Amanda and Wall, Tony, (eds.) Gender Equality. Encyclopedia of the UN Sustainable Development Goals . Springer Nature, Cham, Switzerland. ISBN 978-3319956886 (doi:https://doi.org/10.1007/978-3-319-70060-1_11-1)

Pentaris, Panagiotis ORCID: 0000-0001-5593-8555 , Raja, Mariam, Hanna, Susan ORCID: 0000-0002-0198-3358 and Oresanya, Abiola (2021) Social work education and training in England in 2020-21: attitudes, perceptions and experiences about the specialist regulator, COVID-19 experiences and responses, and equality, diversity and inclusion. Project Report. Social Work England, London.

Philpott, Chris (2015) Musical literacy: Music as language. In: McPherson, Gary. E, (ed.) The Child as Musician: A Handbook of Musical Development. OUP, Oxford, pp. 192-207. ISBN 978-0198744443 (doi:https://doi.org/10.1093/acprof:oso/9780198744443.003.0010)

Philpott, Chris (2015) Social justice in the English secondary music classroom. In: Benedict, Cathy, Schmidt, Patrick, Spruce, Gary and Woodford, Paul, (eds.) The Oxford Handbook of Social Justice in Music Education. OUP, Oxford, pp. 426-445. ISBN 978-0199356157

Philpott, Chris (2014) A pedagogy for initial teacher education in England. Teacher Education Advancement Network Journal, 6 (3). pp. 4-16. ISSN 2054-5266 (Online)

Reale, Emanuela, Avramov, Dragona, Canhial, Kubra, Donovan, Claire ORCID: 0000-0002-6105-7794 , Flecha, Ramon, Holm, Poul, Larkin, Charles, Lepori, Benedetto, Monsoni-Fried, Judith, Oliver, Esther, Primeri, Emilia, Puigvert, Lidia, Scharnhorst, Andrea, Schubert, Andras, Soler, Marta, Soos, Sandor, Sorde, Teresa, Travis, Charles and Van Horik, Rene (2017) A review of literature on evaluating the scientific, social and political impact of social sciences and humanities research. Research Evaluation, 27 (4). pp. 298-308. ISSN 0958-2029 (Print), 1471-5449 (Online) (doi:https://doi.org/10.1093/reseval/rvx025)

Reynolds, Deborah, Smith, Sarah ORCID: 0009-0008-9815-8629 and Vallely, Kat (2021) Empowering communication through speaking, reading and writing. In: Gibson, Poppy and McDonald, Roger, (eds.) Inspiring Primary Learners. Routledge - Taylor & Francis Group, London, pp. 5-24. ISBN 9780367110659 ; 9780429024597

Robson, Robert Arnett (2018) The use of drama-based techniques in higher education teaching. EdD thesis, University of Greenwich.

Samuel, Gabrielle, Donovan, Claire ORCID: 0000-0002-6105-7794 and Lee, Jeung (2016) University–industry teaching collaborations: a case study of the MSc in structural integrity co-produced by Brunel University London and The Welding Institute. Studies in Higher Education, 43 (4). pp. 769-785. ISSN 0307-5079 (Print), 1470-174X (Online) (doi:https://doi.org/10.1080/03075079.2016.1199542)

Santamaria, Melanie and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2019) Other People’s Voices: A reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice. Ensaio: Avaliação e Políticas Públicas em Educação, 27 (105). ISSN 0104-4036 (Print), 1809-4465 (Online) (doi:https://doi.org/10.1590/s0104-40362019002702206)

Sidorenko, Ewa (2017) Building bridges between Breslau and Wrocław: a case study from the European capital of culture initiative 2016. In: Fellerer, Jan and Pyrah, Robert, (eds.) Lviv and Wrocław, Cities in Parallel? Myth, Memory and Migration, c. 1890-Present. CEU Press, Maryland, USA. ISBN 978-9633863237

Sidorenko, Ewa (2015) Childism: Confronting prejudice against children (Book review). Journal of Playwork Practice, 2 (1). pp. 108-110. ISSN 2053-1621 (Print), 2053-163X (Online) (doi:https://doi.org/10.1332/205316215X14291108802270)

Sidorenko, Ewa (2013) Identity, youth and post-modern social landscapes. Youth & Policy, 111. pp. 58-76. ISSN 0262-9798

Sidorenko, Ewa (2014) Playing free in the Polish people's republic: Making do without consumerism. Childhood in the Past, 7 (2). pp. 95-116. ISSN 1758-5716 (doi:https://doi.org/10.1179/1758571614Z.00000000020)

Sidorenko, Ewa (2019) ‘A Portrait of Lower Silesia’: Researching identity through collodion photography and memory narratives. Methodological Innovations, 12 (3). pp. 1-13. ISSN 2059-7991 (Online) (doi:https://doi.org/10.1177/2059799119890787)

Sidorenko, Ewa (2022) Remembering the war: an autoethnography of survival. Qualitative Inquiry, 28 (3-4). pp. 365-377. ISSN 1077-8004 (Print), 1552-7565 (Online) (doi:https://doi.org/10.1177/10778004211066881)

Sidorenko, Ewa and Marusinska, Karina (2017) Cultural Intervention in the Public Sphere through HUG: Articulating Social Exclusion. In: Kasia, Katarzyna and Kochanowska, Magda, (eds.) Fair Book. Aktywnosc/ Activity. Faculty of Design Academy of Fine Arts in Warsaw, Warszawa, pp. 201-208. ISBN 978-83-65455-65-9

Simpson, Yvonne (2014) The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education: professional quantity surveying education in England. EdD thesis, University of Greenwich.

Smith, John A. and Jenks, Chris (2017) Sociology and Human Ecology: Complexity and Posthumanist Perspectives. Complexity in The Social Sciences . Routledge, Abingdon. ISBN 978-1138230095

Smith, John, A. and Hafez, Rania (2017) Rethinking the concept of social construction from a complexity perspective. International Journal of Multidisciplinary Comparative Studies, 4 (1-3). pp. 6-22. ISSN 2059-4976 (Print), 2059-4984 (Online)

Smith, Karen (2012) Exploring flying faculty teaching experiences: Motivations, challenges and opportunities. Studies in Higher Education, 39 (1). pp. 117-134. ISSN 0307-5079 (Print), 1470-174X (Online) (doi:https://doi.org/10.1080/03075079.2011.646259)

Smith, Lorraine ORCID: 0009-0006-0893-9372 , Coombes, Samuel, Magaji, Adewale, Wragg, Jane and Hornsby, Rosamund (2022) We need to talk about… differentiation. ASE International Journal, 16 (7). pp. 48-52. ISSN 2515-110X (Online)

Smith, Lorraine ORCID: 0009-0006-0893-9372 , Magaji, Adewale, Wragg, Jane, Coombes, Sam and Hornsby, Rosamund (2023) Decolonising the secondary initial teacher education curriculum in a university in England: a journey. International Journal of Multidisciplinary Comparative Studies, 9 (1). pp. 48-56. ISSN 2059-4976 (Print), 2059-4984 (Online)

Smith, Sarah ORCID: 0009-0008-9815-8629 (2021) We need to talk about digital literacy. In: UKLA UK Literacy Association 56th International Conference. UK Literacy Association (UKLA), Oxford, UK, p. 34.

Smith, Sharon, Joslin, Hugh and Jameson, Jill ORCID: 0000-0002-9545-8078 (2017) Progression of College Students in London to Higher Education 2011-2014. Project Report. Linking London, London.

Smith, Sharon, Joslin, Hugh and Jameson, Jill ORCID: 0000-0002-9545-8078 (2015) Progression of apprentices to higher education – 2nd cohort BIS Research Report 240. Project Report. BIS, London, UK.

Smith, Sharon, Joslin, Hugh and Jameson, Jill ORCID: 0000-0002-9545-8078 (2015) Progression of college students in England to higher education: BIS research paper number 239. Project Report. BIS, London, UK.

Sowe, Nicola and Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 (2014) Teacher trainers' attitudes towards the use of digital recordings in collaborative feedback: A qualitative study. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 50-63. ISSN 2059-4976 (Print), 2059-4984 (Online)

Sowe, Nicola B. (2021) Trainee teachers’ (in-service, post 16yrs) and teacher trainers’ perspectives on the significant transformative experiences that inform transformation from trainee to early career teacher - A Case Study. EdD thesis, University of Greenwich.

Speare, Jane and Henshall, Amanda (2014) ‘Did anyone think the trees were students?’ Using poetry as a tool for critical reflection. Reflective Practice: International and Multidisciplinary Perspectives, 15 (6). pp. 807-820. ISSN 1462-3943 (Print), 1470-1103 (Online) (doi:https://doi.org/10.1080/14623943.2014.944138)

Tavares, José, Cabral, Ana Paula, Silva, Isabel Huet, Carvalho, Rita, Pereira, Anabela, Lopes, Isabel and Caixinha, Helder (2004) Internet-based tearning tools: Development and learning psychology (DLP) experience. Journal of Systemics, Cybernetics and Informatics, 2 (1). pp. 37-43. ISSN 1690-4532 (Print), 1690-4524 (Online)

Taysum, A, Arar, K, Chopra, P, Imam, H, Harrison, K, McNamara, G, O'Hara, J, Pogosian, V, Mynbayeva, A, Yelbayeva, Z and McGuinness, SJ (2020) Optimising well-being and learning through participatory processes and practices: an international comparative analysis of ten groundwork case-studies in schools. Italian Journal of Sociology of Education, 12 (1). pp. 182-210. ISSN 2035-4983 (doi:https://doi.org/10.14658/pupj-ijse-2020-1-11)

Trinder, Jill (2018) ‘Exploring English children’s money relationships and its relevance to their futures’: presentation to the Young Money Personal Financial Education Group Forum. In: Young Money Forum, 24th Feb, 2018, Capital One Bank, London EC1. (Unpublished)

Trinder, Jill (2019) Teachers as Action Researchers: CTSN Launch Day PGCE and Action Research keynote speech. In: Cambridge Teaching Schools Network 2019 PGCE Conference, 16th Sep, 2019, King Edward VI School, Bury St Edmunds. (Unpublished)

Trinder, Jill (2021) Using manipulatives in mathematics twilight: Alexander McLeod maths manipulatives CPD event. In: Alexander McLeod CPD Twilight Event, 6th Jul, 2021, Alexander McLeod Primary School, London. (Unpublished)

Trinder, Jill, Brett, Ashley and Ross, Heather (2016) A mastery approach in a primary setting: May 2016 Link Tutor Development Event. In: Teaching for Maths Mastery Partnership CPD Event, 10th May, 2016, University of Greenwich. (Unpublished)

Trinder, Jill, Lambirth, Andrew and Cabral, Anna (2017) Exploring English children’s money relationships and its relevance to their futures. In: 56th Annual Financial Education Conference October 2017, 6th - 8th Oct, 2017, Marriott Hotel, Brooklyn, New York. (Unpublished)

Trinder, Jill and Lee, Martin (2019) CTSN Action Research Supervision Twilight CPD. In: CTSN PGCE Conference September 2019, 16th Sep, 2019, King Edward VI School, Bury St Edmunds. (Unpublished)

Walker, Simon, Abdillahi, Abdillahi, McKenna, Duncan and Molesworth, Catherine ORCID: 0000-0002-2253-8480 (2017) Examining predictors of retention with implications for TESTA@Greenwich. The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 122-134. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v3i1.607)

Walker, Simon, Jameson, Jill ORCID: 0000-0002-9545-8078 and Ryan, Malcolm (2010) Skills and strategies for e-learning in a participatory culture. In: Sharpe, Rhona, Beetham, Helen and de Freitas, Sara, (eds.) Rethinking learning for a digital age: how learners are shaping their own experiences. Routledge, London / New York, pp. 212-224. ISBN 978-0-415-87543-1 (pbk), 978-0-415-87542-4 (hbk), 978-0-203-85206-4 (ebk)

Walker, Simon, Salines, Emily, Abdillahi, Abdillahi, Mason, Sharon, Jadav, Aanesh and Molesworth, Catherine ORCID: 0000-0002-2253-8480 (2019) Identifying and resolving key institutional challenges in feedback and assessment: a case study for implementing change. Higher Education Pedagogies, 4 (1). pp. 422-434. ISSN 2375-2696 (Online) (doi:https://doi.org/10.1080/23752696.2019.1649513)

Watkins, Deborah Anne (2017) Reflective waypoints and relational bridging: a phenomenological exploration of spiritualities in therapeutic relationships between women living with borderline personality disorder and mental health nurses. EdD thesis, University of Greenwich.

Weldon, Sharon Marie ORCID: 0000-0001-5487-5265 , Buttery, Andy Graham, Spearpoint, Kenneth and Kneebone, Roger (2023) Transformative forms of simulation in healthcare. The seven simulation-based ‘I’s: a concept taxonomy review of the literature. International Journal of Healthcare Simulation. ISSN 2754-4524 (Online) (doi:https://doi.org/10.54531/tzfd6375)

Yacoub, Raed (2016) An evaluation of the impact of computational interventions (Scratch) on the learning of ESOL students. PhD thesis, University of Greenwich.

de Freitas, Sara and Jameson, Jill ORCID: 0000-0002-9545-8078 (eds.) (2012) The e-learning reader. The Continuum International Publishing Group / Bloomsbury Publishing Plc, London, UK. ISBN 9781441143778 (hbk), 9781441191410 (pbk)