Journal Article

Akhtar, Nafees, Francis, Leslie J., McKenna, U. and Hasan, S. S. (2023) Introducing a short-form Parental Attachment Questionnaire for Muslim Societies (PAQ-MS) : a study among young adults in Pakistan. Mental Health, Religion & Culture . doi:10.1080/13674676.2022.2162030 ISSN 1367-4676. (In Press)

Akhtar, Nahees, Francis, Leslie J., Village, A., Sailer, A. B., Hasan, S. S. and McKenna, U. (2023) Testing the moral foundations questionnaire within a Muslim society : a study among young adults in Pakistan. Journal of Religious Education, 71 . pp. 1-18. doi:10.1007/s40839-023-00195-z ISSN 1442-018X.

Apostolidu, Masha and Johnston-Wilder, Sue (2023) Breaking through the fear : exploring the mathematical resilience toolkit with anxious FE students. Research in Post-Compulsory Education, 28 (2). pp. 330-347. doi:10.1080/13596748.2023.2206704 ISSN 1359-6748.

Bechman, Natasha, Thornby, John Albert, Brandstatter, Emma, Hewitt, Des and Patel, Vinod (2023) The Helping Everyone Achieve Long Term Health Passport : exploring potential use of the HEALTH Passport in primary and secondary schools. Journal of Public Health, 45 (2). e234-e240. doi:10.1093/pubmed/fdac039 ISSN 1741-3842.

Copland, Fiona, Garton, Sue and Barnett, Camilla (2023) Languages in the primary classroom : teachers' views and practices. ELT Journal . ccac041. doi:10.1093/elt/ccac041 ISSN 0951-0893. (In Press)

Cramer, Colin, Brown, Chris and Aldridge, David (2023) Meta-reflexivity and teacher professionalism : facilitating multi-paradigmatic teacher education to achieve a future-proof profession. Journal of Teacher Education . doi:10.1177/00224871231162295 ISSN 0022-4871. (In Press)

George, Sindu and Thornby, John Albert (2023) The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England. British Educational Research Journal . doi:10.1002/berj.3887 ISSN 1469-3518. (In Press)

Groß Ophoff, Jana, Brown, Chris and Helm, Christoph (2023) Do pupils at research-informed schools actually perform better? Findings from a study at English schools. Frontiers in Education, 7 . 1011241. doi:10.3389/feduc.2022.1011241 ISSN 0190-5848.

Hartas, Dimitra (2023) Vulnerable young people and post‐16 educational aspirations during Covid‐19. British Journal of Special Education . doi:10.1111/1467-8578.12477 ISSN 1467-8578. (In Press)

Henderson, Emily F. and Reynolds, P. J. (2023) Mobile, hierarchical, normative, decadent and conflict prone : understanding academia through fictional conferences. Higher Education, 85 . pp. 1201-1218. doi:10.1007/s10734-022-00885-x ISSN 0018-1560.

Martin, Paul (2023) Exploring the relationship between the characteristics of English schools and the progression rates of their pupils to degree-level study. Educational Review, 75 (5). pp. 894-915. doi:10.1080/00131911.2021.1978395 ISSN 1465-3397.

Motzkau, J. F. and Lee, Nick (2023) Cultures of listening : psychology, resonance, justice. Review of General Psychology, 27 (1). pp. 3-25. doi:10.1177/10892680221077999 ISSN 1089-2680.

Para, Telma and Johnston-Wilder, Sue (2023) Addressing mathematics anxiety : a case study in a high school in Brazil. Creative Education, 14 (2). pp. 377-399. doi:10.4236/ce.2023.142025 ISSN 2151-4755.

Reynolds, P. J. and Henderson, Emily F. (2023) Gender and the symbolic power of academic conferences in fictional texts. Higher Education Research and Development, 42 (3). pp. 728-741. doi:10.1080/07294360.2022.2089097 ISSN 0729-4360.

Sideropoulos, V., Kye, H., Dukes, D., Samson, A. C., Palikara, O. and Van Herwegen, J. (2023) Anxiety and worries of individuals with down syndrome during the COVID-19 pandemic : a comparative study in the UK. Journal of Autism and Developmental Disorders, 53 . pp. 2021-2036. doi:10.1007/s10803-022-05450-0 ISSN 0162-3257.

Sideropoulos , Vassiis, Sokhn, Nayla Sokhn, Palikara, Olympia, Van Herwegen , Jo and Samson , Andrea (2023) Anxiety, concerns and emotion regulation in individuals with Williams syndrome and Down syndrome during the COVID-19 outbreak : a global study. Scientific Reports, 13 . 8177 . doi:10.1038/s41598-023-35176-7 ISSN 2045-2322.

(2023) Child studies multiple – collaborative play for thinking through theories and methods. Culture Unbound, 15 (1). doi:10.3384/cu.3529 ISSN 2000-1525.

Stewart, Ann, Sabharwal, N. S. and Yadav, R. (2023) Building an outreach culture for fairer access to higher education in Haryana, India : a ‘bottom up’ contribution to policy implementation. Policy Futures in Education . ISSN 1478-2103. (In Press)

Yulia, Yuyun, Irham Ishak, Wan , Perbowo, Krisna S. and Adi Widodo, Sri (2023) Literacy and numeracy teaching and learning in pandemic outbreak : a case study of private primary school in rural area. Jurnal Pendidikan Progresif, 13 (2). pp. 151-164. doi:10.23960/jpp.v13.i2.202301 ISSN 2087-9849.

Conference Item

Apostolidu, Masha and Johnston-Wilder, Sue (2023) People are afraid of looking incompetent : how can we stop fear of mathematics from holding us back? In: 3rd International Conference On Developing Mathematical Resilience, Open University, Milton Keynes, 1-2 Jul 2022. Published in: Proceedings of the DMR International Conference

Report

Morris, R., Perry, T., Chung, S., Till, R. and Smith, Emma (2023) Trying out teaching : mapping and understanding undergraduate teaching experience modules in the UK. Coventry, UK: Department for Education Studies, University of Warwick.

Morris, R., Perry, T., Smith, E. and Pilgrim-Brown, J. (2023) Education : the state of the discipline. A survey of education researchers' work, experiences and identities. British Educational Research Association.

Stewart, A., Henderson, E. F., Mansuy, J., Thomas, A., Samanta, N., Sabharwal, N. S., Rathee, S. and Yadav, R. (2023) A fair chance for education : gendered pathways to educational success in Haryana. Final project report. Coventry, UK: University of Warwick.

Stewart, A., Mansuy, J. and Thomas, A. (2023) Phase 4 report : the contribution to educational policy development of the Fair Chance for Education research on gendered access to higher education. Coventry, UK: University of Warwick.