Publications 2003

The Graduate School of Education is one of the largest in the country, embracing a considerable variety of research activity, from large-scale externally funded programmes to small-scale collaborations with local teachers.

For full lists of all publications from staff of the Graduate School of Education currently in print please choose a year:

• 2010
• 2009
• 2008
• 2007
• 2006
• 2005
• 2004
• 2003
• 2002
• 2001
• 2000 and earlier

Books

• Biesta, G.J.J. & Burbules, N.  (2003). Pragmatism and educational research. Lanham, MD: Rowman and Littlefield.
• Copley, T.  (2003). Mysterious Encounters.  Norwich: RMEP, SCM Canterbury Press Ltd.
• Copley, T., Savini, H. & Walshe, K.  (2003). Biblos Secondary Teacher's Handbook.  Norwich: RMEP, SCM Canterbury Press Ltd.
• Copley, T., Savini, H. & Walshe, K.  (2003). Biblos Secondary Teachers' Handbook.  Norwich: RMEP, SCM Canterbury Press Ltd.
• Dirks, E., Stams, G.J., Biesta, G.J.J., et al  (2003). Sport en sociale integratie. Een onderzoek naar de betekenis van sportparticipatie voor de sociale integratie van jongens in de samenleving.[Sport and social integration.] Utrecht: NIZW.
• Ecclestone, K.  (2003). Assessment and Qualifications in post-compulsory education: principles, policy and practice.  Leicester: National Institute of Adult and Continuing Education.
• Fergusson, A. & Lawson, H.  (2003). Access to Citizenship.  London: David Fulton.
• Lewis, M. & Fisher, R.  (eds) (2003). Curiosity Kits. Reading: National Centre for Language and Literacy.
• O'Brien, J., Murphy, D. & Draper, J.  (2003). School Leadership.  Edinburgh: Dunedin Press.
• Quinn, J.  (2003). Powerful Subjects: Are Women Really Taking over the University.  Stoke on Trent: Trentham.
• Robinson, W.  (2003). Pupil Teachers and their Professional Training in Pupil-Teacher Centres in England and Wales, 1870-1914.  New York: Edwin Mellen Press.
• Syed, Z., Coombe, C. & Troudi, S.  (eds) (2003). Critical reflection and practice. UAE: TESOL Arabia Publications.
• Thomas, L., Cooper, M. & Quinn, J.  (2003). Improving Completion Rates Among Disadvantaged Students.  Stoke on Trent: Trentham.
• Walshe, K.  (2003). Troubled People.  Norwich: RMEP, SCM Canterbury Press Ltd.
• Young, S.  (2003). Music with the Under-Fours.  London and New York: Falmer/Routledge.

Journal Articles

Links will search Google Scholar for matching titles.

• Almeida, D.F.  (2003). Numerical and proof methods of Indian mathematics for the classroom.  , 7-10.
• Almeida, D.F.  (2003). Engendering proof attitudes - Can the history of mathematics teach us anything?.  International Journal for Mathematics Education in Science and Technology 34(4), 479-488.
• Bennetts, C.  (2003). Mentoring Youth: Trend and Tradition.  British Journal of Guidance and Counselling 31(1), 63-76.
• Bennetts, C.  (2003). Self-evaluation and Self-perception of Student Learning in Person-Centred Counselling Training.  British Journal of Guidance and Counselling 31(3), 305-319.
• Bennetts, C.  (2003). The impact of transformational learning on individuals, families and communities.  International Journal of Lifelong Education 22(5), 457-480.
• Berding, J., Biesta, G.J.J. & Miedema, S.  (2003). John Dewey: retrospectief en prospectief. Naar aanleiding van zijn vijftigste sterfjaar.  Pedagogiek 23(1), 68-72.
• Biesta, G.J.J.  (2003). Demokrati - ett problem för utbildning eller ett utbildningsproblem?.  Utbildning och Demokrati 12(1), 59-80.
• Biesta, G.J.J.  (2003). Learning from Levinas: A response.  Studies in Philosophy and Education 22(1), 61-68.
• Bradley, P. & Postlethwaite, K.  (2003). Simulation in clinical learning.  Medical Education 37(1), 1-5.
• Bradley, P. & Postlethwaite, K.  (2003). Setting up a clinical skills learning facility.  Medical Education 37(1), 6-13.
• Burden, R. & Williams, M.  (2003). A cognitive processing approach to motivation in foreign language learning.  Journal of Teachers of English Union of Thrace and Macedonia 10, 3-7.
• Burden, R. & Williams, M.  (2003). A cognitive processing approach to motivation in foreign language learning.  Journal of Teachers of English Union of Thrace and Macedonia 10, 3-7.
• Burghes, D.  (2003). International Project on Mathematical Attainment.  Mathematics Educator 1, 97-107.
• Burn, R.P.  (2003). Prime factors in generalised Fibonacci sequences - a question posed by Gill Hatch.  Mathematical Gazette 87(509), 203-208.
• Burn, R.P.  (2003). The Hyperbola: some 17th century arguments.  Mathematics in School 32(1), 152-168.
• Burn, R.P.  (2003). Triangles with 60 degree angle and sides of integer length.  Mathematical Gazette 87(508), 148-153.
• Burn, R.P.  (2003). Review of John Fauvel and Jan van Maanen, eds., History in Mathematics Education - The ICMI Study.  52(2), 211-214.
• Carter, D.S.G., Bennetts, C. & Carter, S.  (2003). We're not Sheep: Illuminating the Nature of the Adolescent Peer Group in Effecting Lifelstyle Choice.  British Journal of Sociology of Education 24(2), 225-241.
• Colley, H., James, D., Tedder, M. & Diment, K.  (2003). Learning as becoming in vocational education and training: class, gender and the role of vocational habitus.  Journal of Vocational Education and Training 55(4), 471-498.
• Craft, A.  (2003). The limits to creativity in education.  British Journal of Educational Studies 51(2), 113 - 127.
• Craft, A.  (2003). How do we prepare early years practitioners to stimulate pupil creativity?.  Early Years 23(2), 143-154.
• Craft, A.  (2003). Early Years Education in England and Little c Creativity: The Third Wave? .  Korean Journal of Thinking and Problem 13(1).
• Cunliffe, L.  (2003). Connectivity for showing and saying across differences in art education.  International Journal of Art and Design Education 22(3), 305-315.
• Davies, J. & Tedder, M.  (2003). Becoming vocational: insights from two different vocational courses in a further education (FE) college.  Journal of Vocational Education and Training 55(4), 517-539.
• De Laat, M.F. & Lally, V.  (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community..  Instructional Science 31(1&2), 7-39.
• Dillon, P. & Howe, T.  (2003). Design as narrative: objects, stories and negotiated meaning.  International Journal of Art and Design Education 22(3), 291-298.
• Dillon, P. & Prosser, D.  (2003). Educational transactions in museum open learning environments.  International Journal on e-Learning 2(1), 14-20.
• Draper, J. & McMichael, P.  (2003). The Rocky Road to Headship.  Australian Journal of Education 47(2), 185-196.
• Draper, J. & McMichael, P.  (2003). Managing Acting Headship : A safe pair of hands?.  School Leadership and Management 22(3), 289-303.
• Draper, J. & McMichael, P.  (2003). Keeping the Show on the Road: the role of the acting headteacher.  Educational Management and Administration 31(1), 67-81.
• Ecclestone, K. & Field, J.  (2003). Promoting social capital in a 'risk society': a new approach to emancipatory learning or a new moral authoritarianism?.  British Journal of Sociology of Education 24(3), 267-282.
• Ecclestone, K. & Pryor, J.  (2003). Learning Careers or Assessment Careers?: the impact of assessment systems on learning.  British Educational Research Journal 29(4), 471-488.
• Ernest, P.  (2003). Why teach mathematics?.  Nieuwe Wiskrant 23(2), 12-16.
• Ernest, P.  (2003). Conversation as a Metaphor for Mathematics and Learning.  Philosophy of Mathematics Education Journal 17 http://www.ex.ac.uk/~PErnest/pome17/contents.htm.
• Fox, P. & Avramidis, E.  (2003). An evaluation of an outdoor education programme for students with emotional and behavioural difficulties.  Emotional and Behaviour difficulties 8((4)), 267-283.
• Golder, G.  (2003). Inclusive Education: Making the most of what’s available to you.  British Journal of Teaching Physical Education 34(2), 23-27.
• Haggarty, L. & Postlethwaite, K.  (2003). Action Research: a strategy for teacher change and school development.  Oxford Review of Education 29(4), 423-448.
• Haynes, G.S., Wragg, C.M., Wragg, E.C. & Chamberlin, R.P.  (2003). Threshold Assessment: The experiences of teachers who were unsuccessful in crossing the threshold.  Research Papers in Education 18(1), 25-44.
• Haynes, G.S., Wragg, C.M., Wragg, E.C. & Chamberlin, R.P.  (2003). Threshold Assessment: The experiences of teachers who were unsuccessful in crossing the threshold.  Research Papers in Education 18(1), 25-44.
• Haynes, G.S., Wragg, E.C., Wragg, C.M. & Chamberlin, R.P.  (2003). Performance Management for Teachers: headteachers’ perspectives.  School Leadership and Management 23(1), 75-90.
• Haynes, G.S., Wragg, E.C., Wragg, C.M. & Chamberlin, R.P.  (2003). Performance Management for Teachers - Headteachers' Perspectives.  School Leadership and Management 23(1), 75-90.
• Hennessy, S.  (2003). Different Drummers- Learning Taiko Against the Odds.  National Association of Music Educators Journal 11, 40-45.
• Hennessy, S. & Cox, G.  (2003). Mapping Music Education.  Sempre: Journal of the Society for Education, Music and Psychology Research 32(3), 239-291.
• Holden, C.  (2003). Citizenship in the primary school: going beyond circle time.  Pastoral Care in Education 21(3), 24 - 29.
• Holden, C. & Wilson, T.  (2003). Beyond British boundaries: literature and citizenship.  Primary English Magazine 8(3), 23 - 27.
• Hunt, C.  (2003). Ponowne rozbudzanie ducha: badanie dyskursu edukacji doroslych w spolecznosci lokalnej. [Rekindling spirit: researching the discourses of adult/community education] Terazniejszosc Czlowiek Edukacja 1(21), 157-179.
• Jordan, B., Freeman, P., Taylor, A., Proykov, T. & Zhelev, Z.  (2003). The reform of child welfare services in Bulgaria..  Journal of Social Work in Europe 10(3).
• Katene, W.H. & Faulkner, G.E.J.  (2003). Peer teaching: A case for collaborative learning between trainee teachers..  British Journal of Teaching Physical Education 34(3), 45-47.
• Kleine Staarman, J.  (2003). Face-to-face talk to support computer-mediated discussion in a primary school literacy practice.  Reading 37(2), 73-80.
• Kleine, J., Staarman, C., Aarnoutse, L. & Verhoeven,   (2003). Connecting discourses: intertextuality in a primary school CSCL practice.  International Journal of Educational Research 39, 807-816.
• Lambe, P.J.  (2003). A Chronology of Political Events in 2003.  British Elections and Parties Review 13, 275-302.
• Lawson, H.  (2003). Citizenship education for pupils with learning difficulties: towards participation? .  Support for learning 18(3), 117-122.
• Lawy, R.  (2003). Transformation of person, identity and understanding: a case study..  British Journal of Sociology of Education 24(3), 331-345.
• Lawy, R. & Bloomer, M.  (2003). Identity and learning as a lifelong project: situating vocational education and work..  International Journal of Lifelong Education 22(1), 24-42.
• Levinson, M.P. & Sparkes, A.C.  (2003). Gypsy Masculinities and the School-Home Interface: exploring contradictions and tensions.  British Journal of Sociology of Education 24(5), 587-603.
• Littleton, K. & Wegerif, R.  (2003). Exploring the distinctive contribution of new technologies for teaching and learning. Introduction to special edition on ‘deliberation with computers’..  International Journal of Educational Research 39(8), 801-810.
• Loucaides, C., Chedzoy, S. & Bennett, N.  (2003). Pedometer-assessed physical (ambulatory) activity in Cypriot children.  European Physical Education Review 9(1), 43-55.
• Macleod, F.J. & Golby, M.J.  (2003). Theories of learning and pedagogy: issues for teacher development.  Teacher Development 7(3), 345-361.
• Mercer, N., Fernandez, M., Dawes, L., Wegerif, R. & Sams, C.  (2003). Talk about texts at the computer: using ICT to develop children’s oral and literate abilities..  Reading, literacy and language 1(1), 81-89.
• Miedema, S. & Biesta, G.J.J.  (2003). Instruction or educating for life? On the aims of religiously affiliated and other schools.  International Journal of Education and Religion 4(1), 81-96.
• Muijs, D. & Reynolds, D.  (2003). The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school.  Educational Research 45(3), 219-230.
• Muijs, D. & Reynolds, D.  (2003). Student Background and Teacher Effects on Achievement and Attainment in Mathematics: a Longitudinal Study.  Educational Research and Evaluation 9(3), 289-314.
• Myhill, D.A.  (2003). Principled Understanding? Teaching the Active and Passive Voice.  Language and Education 15(5), 355-370.
• Nichol, J. & Watson, K.  (2003). ‘Rhetoric and reality – the present and future of ICT in education’.  British Journal of Educational Technology 34(2), 131 - 136.
• Nichol, J. & Watson, K.E.  (2003). Rhetoric and Reality - the present and future of ICT in education.  British Journal of Educational Technology 34(2), 131-136.
• Nichol, J., Watson, K. & Waites, G.  (2003). Using ICT to enhance pupil learning: Harry Potter and the Warley Woods Mystery.  British Journal of Educational Technology 34(2), 131 - 136.
• Nichol, J., Watson, K.E. & Waites, G.  (2003). Rhetoric and Reality: using ICT to enhance pupil learning - Harry Potter and the Warley Woods Mystery - Case Study 2.  British Journal of Educational Technology 34(2), 131-136.
• Nicolson, R.I. & Reynolds, D.  (2003). Response: Science, Sense and Synergy, Response to Commentators.  Dyslexia 9(2), 167-176.
• Nicolson, R.I. & Reynolds, D.  (2003). Response: Sound Findings and Appropriate Statistics, Response to Snowling and Hume.  Dyslexia 9(2), 134-135.
• Postlethwaite, K. & Maull, W.  (2003). Similarities and differences amongst learning sites in four FE colleges in England and some implications for the transformation of learning cultures.  Journal of Vocational Education and Training 55(4), 447-469.
• Poulet, G.M.A.  (2003). Le Nouveau paysage politique en France 2002-2004.  Francophonie 27.
• Poulson, L. & Avramidis, E.  (2003). Pathways and possibilities in professional development: case studies of effective teachers of literacy.  British Educational Research Journal 29(4), 543-560.
• Preece, P.F.W. & Skinner, N.C.  (2003). The use of information and communications technology to support the teaching of science in primary schools .  International Journal of Science Education 25, 205-219.
• Quinn, J.  (2003). The Dynamics of the Protected Space: spatial concepts and women students.  British Journal of Sociology of Education 24(4), 449-463.
• Reynolds, D., Muijs, D. & Treharne, D.  (2003). Teacher Evaluation and teacher Effectiveness in the United Kingdom.  Journal of Personnel Evaluation in Education 17(1), 83 - 100.
• Reynolds, D., Nicolson, R. & Hambly, H.  (2003). Evaluation of an Exercise-based Treatment for Children with Reading Difficulties.  Dyslexia 9(1), 48 - 71.
• Reynolds, D., Treharne, D. & Tripp, H.  (2003). ICT – the hopes and the reality.  British Journal of Educational Technology 34(2), 151-167.
• Robison, W.  (2003). Teacher Appraisal:the case for differentiation.  Education 3-13 28(3), 3-10.
• Robison, W.  (2003). Frocks, frills, feminininity and representation of the woman teacher in The Woman Teacher's World.  Journal of Educational Administration and History 74(2), 87-99.
• Schäfer, N.  (2003). Familienbilder in Ost- und Westdeutschland. Ein Einblick in den Lebensalltag ost-westdeutscher Paare.  Potsdamer Studien zur Frauen- und Geschlechterforschung 7.
• Shaw, K.E.  (2003). Issues in Muslim education in the Gulf and Saudi Arabia.  The Maghreb Review 28(4), 281-293.
• Shaw, K.E.  (2003). Post-Developmentalism and Educational Policies in the Arab Gulf Region.  The Maghreb Review 28(2-3), 186-198.
• Shaw, K.E.  (2003). Technical education in an Arab-European Dialogue.  Prospects (UNESCO) XXXIII(4), 439-451.
• Skinner, N.C.  (2003). What's in School Science Review?.  Primary Science Review 80, 25 - 28.
• Skinner, N.C. & Preece, P.F.W.  (2003). The Use of Information and Communication Technology to Support the Teaching of Science in Primary Schools.  International Journal of Science Education 25(2), 205 -220.
• Tearle, P.  (2003). Enabling teachers to use ICT for teaching and learning through professional development: Influential factors..  Teacher Development 7(3), 457-472.
• Tearle, P.  (2003). ICT implementation: What makes the difference?.  British Journal of Educational Technology 34(5), pp 567-583.
• Tearle, P.  (2003). The transfer of educational multimedia across professional boundaries..  Innovations in Education and Teaching International 40(4), 369-378.
• Thompson, L.  (2003). Sedgemoor: a suitable case for treatment? Heritage Interpretation and educational Process.  Resources in Education 5, 1-11.
• Venville, G., Adey, P., Larkin, S. & Robertson, A.  (2003). Fostering thinking through science in the early years of schooling.  International Journal of Science Education 25(11), 1313-1331.
• Walshe, K.  (2003). The Jesus Factor.  Teaching Thinking 11, 24-25.
• Wegerif, R., Littleton, K. & Jones, D.  (2003). Stand alone computers supporting learning dialogues in primary classrooms..  International Journal of Educational Research 39(8), 851-860.
• Wood, E.  (2003). The power of pupil perspectives in evidence-based practice: The case of gender and underachievement.  Research Papers in Education 18(4), 363-383.
• Wragg, E.C., Haynes, G.S., Chamberlin, R.P. & Wragg, C.M.  (2003). Performance- related pay: the views and experiences of 1,000 primary and secondary headteachers.  Research Papers in Education 18(1), 3-24.
• Wragg, E.C., Wragg, C.M., Haynes, G.S. & Chamberlin, R.P.  (2003). Performance-related Pay: the Views and Experiences of 1,000 Primary and Secondary Head Teachers.  Research Papers in Education 18(1), 3-24.
• Young, S.  (2003). Time-space structuring in spontaneous play on educational percussion instruments among three- and four-year-olds.  British Journal of Music Education 20(1), 45-59.
• Young, S.  (2003). Giocando con le Canzoni [Playing with Songs],.  Musica Domani 127, 10-15.
• Young, S.  (2003). Instrumental Music-making by 3-5’s.  Primary Music Today Summer, 8-10.
• Young, S.  (2003). The Interpersonal Dimension: a potential source of musical creativity for young children?.  Musicae Scientiae Special Issue, 165-179.
• Young, S.  (2003). Lullaby for a potato: some thoughts on the creative processes and transformation of small ideas in young children's creative play..  Journal for Research and Education in the Arts. (CREArTA) 3(2), 73-83.

Chapters in Books

• Avramidis, E. & Norwich, B.  (2003). Promoting inclusive education: a review of literature on teachers' attitudes towards integration and inclusion. In L.Poulson & M.Wallace (eds) Learning to read critically in teaching and learning (pp. 201-222). London: Sage Publications.
• Avramidis, E. & Norwich, B.  (2003). Promoting inclusive education: a review of literature on teachers' attitudes towards integration and inclusion. In L.Poulson & M.Wallace (eds) Learning to read critically in teaching and learning (pp. 201-222). London: Sage Publications.
• Bayliss, P.D.  (2003). Building an inclusive community.  In M.L.H.Hui, C.R.Dowson & M.G.Moont (eds) Inclusive education in the new Millennium (pp. 58-67). Hong Kong and Macau: Education Convergence. The Association for Childhood Education International.
• Biesta, G.J.J.  (2003). Jacques Derrida. Deconstruction = Justice.  In M.Peters, M.Olssen & C.Lankshear (eds) Futures of critical theory: Dreams of difference (pp. 141-154). Lanham, MD: Rowman and Littlefield.
• Biesta, G.J.J.  (2003). How general can Bildung be? Reflections on the future of a modern educational ideal.  In L.Loevlie, K.P.Mortensen & S.E.Nordenbro (eds) Educating humanity: Bilding in postmodernity (pp. 61-74). Oxford: Blackwells.
• Ernest, P.  (2003). The Epistemic Subject in Mathematical Activity.  In M.Anderson, A.Saenz-Ludlow, S.Zellweger & V.V.Cifarelli (eds) Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing (pp. 81-106). New York, Ottawa and Toronto: Legas Publishing.
• Ernest, P.  (2003). The Mathematical Attitudes, Beliefs and Ability of Students.  In LTSN, Maths & Team (eds) Maths for Engineering and Science (pp. 4-5). University of Birmingham.
• Gahin, G.M.A. & Myhill, D.A.  (2003). The Communicative Approach in Egypt: digging into the Pyramids.  In J.Gollin, G.Ferguson & H.Trappes-Lomax (eds) Symposium for Language Teacher Educators Edinburgh: IALS, University of Edinburgh.
• Holden, C.  (2003). Citizenship in the primary school.  In S.Gatt & Vella (eds) Constructivist Teaching in Primary Schools: Examples from Social Studies, Mathematics, Science and Technology (pp. 195 - 214). Malta: Agenda publishers.
• Hunt, C.  (2003). 'Whereof one cannot speak'? Spirituality as an aspect of lifelong learning.  In I.Davidson, D.Murphy & B.Piette (eds) Speaking in Tongues: languages of lifelong learning (pp. 115-120). University of Wales, Bangor: SCUTREA.
• Hunt, C.  (2003). Gaia, Aquarius and the Waves: from New Age imagery to a personal and professional worldview.  In J.Gregory (ed.) Living Spirit: new dimensions in work and learning (pp. 163-171). http://www.icosconference.com: University of Surrey.
• Mercer, N. & Wegerif, R.  (2003). Is 'exploratory talk' productive talk? In Daniels. HRJ., Edwards. A (Editors) (2003). Psychology and Education: a reader (pp 79-102). In (pp. 79-102). London: Routledge/Falmer.
• Murphy, C.  (2003). A theoretical comparison of the teaching of mental calculation strategies in England and the Netherlands.  In S.Pope & O.McNamara (eds) Research in Mathematics Education, Vol 5 (pp. 123-137). London: British Society for Research into Learning Mathematics.
• Myhill, D.A.  (2003). Postgraduate Student Difficulties in Learning Grammar.  In Neather, E.J. (ed.) Getting to Grips with Grammar (pp. 79-82). London: CILT.
• Poulson, L. & Avramidis, E.  (2003). Primary school teachers' theoretical beliefs about literacy: an exploratory study.  In L.Poulson & M.Wallace (eds) Learning to read critically in teaching and learning (pp. 201-222). London: Sage Publications.
• Quinn, J.  (2003). The Ethnographic Self as Hired Hand: reflecting on Researching Partnerships.  In J.Satterthwaite, E.Atkinson & K.Gale (eds) Discourse, Power, Resistance: challenging the Rhetoric of Contemporary Education (pp. 71-85). Stoke on Trent: Trentham.
• Quinn, J.  (2003). The Corporeality of Learning.  In S.Ali, S.Benjamin & M.Mathner (eds) The Politics of Gender and Education (pp. 174-189). London: Palgrave Macmillan.
• Reynolds, D.  (2003). Education: Building on Difference.  In J.Osmond (ed.) Second Term Challenge; Can the Welsh Assembly Hold its Course? (pp. 43-51). Cardiff: The Institute for Welsh Affairs.
• Trend, R.D.  (2003). Thomas Huxley and Earth System Science: Opportunities for Fostering Global Science Literacy in UK Schools.  In V.J.Mayer (ed.) Implementing Global Science Literacy (pp. 93-110). Columbus Ohio: Ohio State University.
• Troudi, S.  (2003). Virtues of Action Research: A practical EFL example.  In Z.Syed, C.Coombe & S.Troudi (eds) Critical reflection and practice (pp. 186-211). UAE: TESOL Arabia Publications.
• Troudi, S.  (2003). A critical approach to language teacher education.  In C.Coombe, P.Davidson & D.Llyod (eds) Current Trends in English Language Testing (pp. 141-154). UAE: TESOL Arabia Publications.
• Wood, E.  (2003). Research on Play.  In E.A.Wood, A. Anning, A. Edwards & T. David (eds) Early Years Research: Pedagogy, Curriculum and Adult Roles, Training and Professionalism. (pp. 13 -17). British Educational Research Association.

Other publications

• Avramidis, E.  (2003). Review of Tilstone, C. & Rose, R. (2003) “Strategies to Promote Inclusive Practice” , .  in European Journal of Special Needs Education 19(2), 267-269.
• Avramidis, E.  (2003). Review of Hunter-Carsch, M & Herrington, M. (2001 Eds.) “Dyslexia and effective learning in secondary and tertiary education” , .  in British Journal of Educational Psychology 73(3).
• Avramidis, E.  (2003). Review of Thomas, G. & Loxley, A. (2001 Eds.) “Deconstructing special education and constructing inclusion” , .  in Journal of Education for Teaching 29(2).
• Bayliss, P.D. & Pratchett, G.  (2003). The Inclusion of Children with Profound and Multiple learning Difficulties.[Interim Report Scope/DfES Project Special Schools partnership programme. A report of the supported inclusion practices (Scope, UK) for children with pmld in Devon.]  University of Exeter: School of Education and Lifelong Learning.
• Bennetts, C.  (2003). The Second Chance Trust and the Fellowship Scheme: An Evaluation.  Joint report - Institute of Community Studies/Research Centre for the Learning Society, School of Education and Lifelong Learning. Exeter: University of Exeter.
• Bennetts, C.  (2003). Introducing the Fellowship Scheme Research Project: understanding the processes of adult learning and self-directed change. Research Brief No. 1.   Research Centre for the Learning Society, Exeter: University of Exeter.
• Christie, F., Draper, J. & O’Brien, J.  (2003). A Study of the Induction Scheme for Beginning Secondary Teachers in Scotland.   Edinburgh: University of Edinburgh.
• Craft, A.  (2003). Creativity in Education: Pedagogical and Conceptual Frameworks. Part 1.[Research report commissioned by the Qualifications and Curriculum Authority.] .
• Craft, A.  (2003). Creativity in Education: Pedagogical and Conceptual Frameworks. Part 2.[Research report commissioned by the Qualifications and Curriculum Authority.] .
• Freeman, P.  (2003). The Paradox of Empowerment :the consequences of this principle within the Family Conference model: a critical appraisal. International Restorative Justice Publication ,Veldhoven , NL. htpp/www.restorative practices.org .
• Freeman, P. & Thorn, B.  (2003). A Final report of the piloting of Family Group Conferences.   Published by NCH .
• Hennessy, S., Haynes, G. & Wragg, C.  (2003). Evaluation Report of Singing Challenge 3 Programme.   Research commissioned by National Foundation for Youth Music London: National Foundation for Youth Music.
• Holden, C.  (2003). Education for Citizenship: the knowledge, understanding and motivation of trainee teachers in .  (pp. 361-368). London: CiCe Publications.
• Holden, C.  (2003). Language, culture and identity; a study of British children in Europe in .  Strasbourg: Universite Marc Bloc.
• Holden, C.  (2003). Education for Citizenship: teaching about democracy and the law in primary initial teacher education.
• Holden, C., Clough, N., Hicks, D. & Martin, F.  (2003). Education for Global Citizenship: the knowledge, understanding and motivation of trainee teachers.  Unpublished research report commissioned by the World Studies Trust. .
• Holden, C., Clough, N., Hicks, D. & Martin, F.  (2003). Education for Global Citizenship: the knowledge, understanding and motivation of trainee teachers.  Unpublished research report commissioned by the World Studies Trust. .
• Hopper, R.  (2003). Spreading the Word, Review essay of Bill Rogers, Effective Supply Teaching, London: Paul Chapman, 2003, and Peter Hannon, Reflecting on Literacy in Education.  London: Routledge/Falmer, 2000 in Teacher Development 7(2), 327 - 334.
• Lambe, P.J.  (2003). An introduction to quantitative research methods in history.  Journal of the Association for History and Computing VI(2)  http://mcel.pacificu.edu/JAHC/jahcindex.htm .
• Osberg, D.C. & Biesta, G.J.J.  (2003). Complexity, Representation and the Epistemology of Schooling. in Davis, B (ed.) Proceedings of the First Complexity Science and Educational Research Conference, Edmonton, Alberta, 16th-18th Oct.  (pp. 39-55). www.complexityandeducation.ca.
• Thomas, E. & Quinn, J.  (2003). International Insights into Widening Participation.   Stoke on Trent: Staffordshire University.
• Troudi, S.  (2003).  Review of Alastair Pennycook, Critical applied linguistics.  Mahwah,New Jersey: Lawrence Erlbaum Associates, 2001 in TESOL Quarterly 37(4), 776-777.