Publications 2004

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

• Burghes, D.  (ed.) (2004). Teacher Training: An International Overview. Budapest: Muszaki Konyvkiado, Wolterskluwer.
• Burghes, D. & Szalontai, T.  (eds) (2004). International Research: Selected articles from IJMTL. Budapest: Muszaki Konyvkiado, Wolterskluwer.
• Burghes, D., Geach, R. & Roddick, M.  (eds) (2004). International Project on Mathematical Attainment (IPMA). Budapest: Muszaki Konyvkiado, Wolterskluwer.
• Burghes, D., Kaur, B. & Thompson, D.R.  (eds) (2004). Kassel Project. Budapest: Muszaki Konyvkiado, Wolterskluwer.
• Campbell, R.J., Kyriakides, L., Muijs, R.D. & Robinson, W.  (2004). Assessing Teacher Effectiveness: Developing a differentiated Model.  London: Routledge/Falmer.
• Catling, S & Martin, F  (eds) (2004). Researching Primary Geography. London: Register of Research in Primary Geography.
• Dawes, L., Mercer, N. & Wegerif, R.  (2004). Thinking Together: A programme of activities for developing speaking, listening and thinking skills for children aged 8-11.  Birmingham: .
• Hunt, C.  (eds) (2004). Whose story now: (Re)generating research in adult learning and teaching. Sheffield: SCUTREA, University of Sheffield.
• Lewis, A. & Norwich, B.  (2004). Special teaching for special children? Pedagogies for inclusion.  Maidenhead: Open University Press.
• Nichol, J.  (2004). The History Teacher's Craft.  Rusia: Yaroslavl Pedagogic University: .
• Robinson, W.  (2004). Power to Teach: Learning Through Practice.  London: Routledge/Falmer.
• Wegerif, R. & Dawes, L.  (2004). Thinking and Learning with ICT: Raising Achievement in Primary Classrooms.  London and New York: Routledge/Falmer.
• Wragg, E.C., Haynes, G.S., Wragg, C.M. & Chamberlin, R.P.  (2004). Performance Pay for Teachers.  London: Routledge/Falmer.
• Wragg, E.C., Haynes, G.S., Wragg, C.M. & Chamberlin, R.P.  (2004). Performance Pay for Teachers.  London: Routledge Falmer: .

Journal Articles

Links will search Google Scholar for matching titles.

• Avramidis, E. & Kalyva, E.  (2004). Understanding "Dyslexia": cleaning up a messy construct and developing supportive educational environments.  Use of English 56(1), 25-47.
• Avramidis, E. & Skidmore, D.  (2004). Re-appraising Learning Support in Higher Education..  Research in Post-Compulsory Education 9(1), 63-82.
• Bayliss, L.J. & Bayliss, P.D.  (2004). Seamlessness and Articulation in tertiary Education in Western Australia.  DSW Research Bulletin 1(1), 27-33.
• Bennetts, C.  (2004). The Flight of the Phoenix: Using Hermeneutics to Interpret the Role of the Mentor in the Creative Cycle.  International Journal of Lifelong Education 23(4), 367-383.
• Berry, R.S.Y. & Williams, M.  (2004). In at the deep end: difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom.  Journal of Language and Social Psychology 23(1), 1-17.
• Biesta, G.J.J.  (2004). The community of those who have nothing in common. Education and the language of responsibility.  Interchange 35(3), 307-324.
• Biesta, G.J.J.  (2004). Education, accountability and the ethical demand. Can the democratic potential of accountability be regained?.  Educational Theory 54(3), 233-250.
• Biesta, G.J.J.  (2004). Kunskapande som ett sätt att handla - John Deweys transaktionella teori om kunskapande. [Knowing as a way of doing. John Dewey's transactional theory of knowing] Utbildning och Demokrati 13, 41-64.
• Biesta, G.J.J.  (2004). Against learning. Reclaiming a language for education in an age of learning..  Nordisk Pedagogik 23, 70-82.
• Bowker, R.  (2004). Children's perceptions of plants following their visit to the Eden Project.  Research in Science & Technological Education 22(2), 227-243.
• Broekaert, E., Van Hove, G., Bayliss, P. et al  (2004). The search for an integrated Paradigm of care Models for People with handicaps, Disabilities and Behavioural Disorders at the Department of Orthopedagogy of Ghent University.  Education and Training in Developmental Disabilities 39(3), 206-216.
• Burghes, D. & Hindle, M.  (2004). Response to key issues raised in the post-14 mathematics inquiry.  International Journal of Mathematical Education in Science and Technology 35(5), 633-660.
• Burns, C.M. & Myhill, D.A.  (2004). Inactive or Interactive? A consideration of the nature of interaction in whole class teaching..  Cambridge Journal of Education 34(1), 35-49.
• Burns, C.M. & Myhill, D.A.  (2004). Interactive or Inactive? A consideration of the nature of interaction in whole class teaching.  Cambridge Journal of Education 34(1), 35-49.
• Buswell-Griffiths, C., Norwich, B. & Burden, R.L.  (2004). Parental agency, identity and knowledge : mothers of children with dyslexia..  Oxford Review of Education 30(3), 417-433.
• Campbell, R.J., Kyriakides, L., Muijs, R.D. & Robinson, W.  (2004). Teacher Effectiveness and values:toward a model for research and appriasal.  Oxford Review of Education 30(4), 451-466.
• Copley, T.D.  (2004). From Shopkeepers to Keyholders: a UK perspective for pedagogies in Religious Education.  Journal of Religious Education (Australia) 52(3), 2-8.
• Craft, A. & Jeffrey, B.  (2004). Learner inclusiveness for creative learning .  Education 3-13 32(2), 39-43.
• Dillon, P.  (2004). Trajectories and tensions in the theory of information and communication technology in education.  British Journal of Educational Studies 52(2), 138-150.
• Dillon, P., Prosser, D. & Howe, T.  (2004). Design transactions in educational multimedia.  The Design Journal 7(2), 54-63.
• Draper, J., O'Brien, J. & Christie, F.  (2004). First impressions: the new teacher induction arrangements in Scotland.  Journal of In-service Education 30(2), 201-223.
• Ecclestone, K.  (2004). Learning or therapy?: the demoralisation of education.  British Journal of Educational Studies 57(3), 127-141.
• Ernest, P.  (2004). Son las matematicas descubiertas o inventadas?. [Is mathematics discovered or invented?] Revista de Didactica de las Matematicas 37(2), 25-31.
• Ernest, P.  (2004). What is the Philosophy of Mathematics Education?.  Philosophy of Mathematics Education Journal 18 http://www.ex.ac.uk/~PErnest/pome18/contents.htm.
• Ernest, P.  (2004). La Conversacion como una metafora para las matematicas. [Conversation as a metaphor for Mathematics] Revista de Didactica de las Matematicas 37(2), 81-91.
• Faulkner, G., Reeves, C. & Chedzoy, S.  (2004). Nonspecialist, Preservice Primary-School Teachers: Predicting Intentions to Teach Physical Education.  Journal of Teaching in Physical Education 23(3), 200-215.
• Fisher, R.  (2004). Thinking about Teaching: a case study of change.  Thinking Classroom/Peremena. A journal of the International Reading Association 5(1), 6-15.
• Fisher, R.  (2004). Embedding The Literacy Strategy: Snapshots of Change.  Literacy 38(3), 134-140.
• Fisher, R. & Stuart, M.  (2004). Editorial: Different Perspectives on Developing Readers.  Journal of Research in Reading 27(4), 339-341.
• Givens, N.P. & Bennett, S.L.  (2004). Tentative progress in a mainly white setting: hearing from trainee teachers from ethnic minority backgrounds.  Race Equality Teaching 23(1), 39-44.
• Griffiths, C., Norwich, B. & Burden, R.L.  (2004). I'm glad I do not take no for an answer: parent-professional relationships and dyslexia friendly schools.  Oxford Review of Education 30(3), 417-434.
• Haynes, G.S.  (2004). 'A Fair Day's Pay'.  Managing Schools Today 13(4), 24-27.
• Haynes, G.S.  (2004). Changing the status quo - making vocational education a first-class pathway..  Curriculum Briefing 2(3), 7-9.
• Hennessy, S.  (2004). Making Sense and Asking Questions.  Primary Music Today 11, 3-4.
• Holden, C.  (2004). Educating for Europe: the knowledge and understanding of British children..  Education 3-13 34(1), 39-44.
• Holden, C.  (2004). Heaven help the teachers! Parents' perspectives on the introduction of education for citizenship..  Educational Review 56(3), 247-258.
• Jeffrey, B. & Craft, A.  (2004). Teaching Creatively and Teaching for Creativity: distinctions and relationships .  Educational Studies 30(1), 77-87.
• Jones, S. & Myhill, D.A.  (2004). Troublesome Boys and Compliant Girls.  British Journal of Sociology of Education 25(5), 557-571.
• Jones, S. & Myhill, D.A.  (2004). Seeing Things differently: Boys as Underachievers.  Gender and Education 16(4), 531-546.
• Jones, S. & Myhill, D.A.  (2004). Troublesome Boys and Compliant Girls.  British Journal of Sociology of Education 25(5), 557-571.
• Jones, S., &, D.A.Myhill,  (2004). Seeing things differently: Boys as underachievers.  Gender and Education 16(4), 531-546.
• Kaufman, R. & Burden, R.L.  (2004). Peer tutoring between young adults with severe and complex learning difficulties : The effects of mediation training with Feuerstein's Instrumental Enrichment programme..  European Journal of Psychology of Education 19(1), 107-117.
• Kelly, N. & Norwich, B.  (2004). Pupils’ perceptions of self and of labels: moderate learning difficulties in mainstream and special school..  British Journal of Educational Psychology 74(3), 411-437.
• Lawy, R., Bloomer, M. & Biesta, G.J.J.  (2004). 'School's just a catalyst': knowledge, learning and identity, and the post-16 curriculum..  Journal of Vocational Education and Training 56(2), 205-226.
• Lawy, R.S., Bloomer, J.M. & Biesta, G.J.J.  (2004). 'School's just a catalyst.' Learning, identity and knowledge and the Post-16 curriculum..  Journal of Vocational Education and Training 56(2), 205-226.
• Levinson, M.P. & Sparkes, A.C.  (2004). Gypsy identity and orientations to space.  Journal of Contemporary Ethnography 33(6), 704-734.
• Loucaides, C., Chedzoy, S. & Bennett, N.  (2004). Differences in physical activity levels between urban and rural school children in Cyprus.  Health Education Research 19(2), 138-147.
• Loucaides, C., Chedzoy, S., Bennett, N. & Walshe, K.  (2004). Correlates of Physical Activity in a Cypriot Sample of Sixth Grade children.  Pediatric Exercise Science 16(1), 25-36.
• Loucaides, C., Chedzoy, S., Bennett, N. & Walshe, K.  (2004). Correlates of Physical Activity in a Cypriot Sample of Sixth-Grade Children.  Pediatric Exercise Science 16, 25-36.
• Macleod, F.J.  (2004). Literacy, identity and agency: linking classrooms to communities..  Early Child Development and Care 174(3), 243-252.
• Mercer, N., Dawes, L., Wegerif, R. & Sams, C.  (2004).  Reasoning as a scientist: ways of helping children to use language to learn science..  British Educational Research Journal 30(3), 359-377.
• Miedema, S. & Biesta, G.J.J.  (2004). Jacques Derrida's religion with/out religion and the im/possibility of religious education..  Religious Education 99(1), 23-37.
• Mitchell, C.  (2004). Creativity and Enjoyment.  Mathematics Teaching 188, 32-33.
• Mitchell, C.  (2004). Reflexiones sobre experiencias matematicas de estudiantes de 3 a 5 anos (Reflections on the mathematical abilities of 3-5 year olds).  Educacion Matematica 16(1), 195-217.
• Morgan, D.L., Robbins, J.H. & Tripp, J.H.  (2004). Celebrating the achievements of sex and relationship peer educators: the development of an assessment process.  Sex Education 4(2), 167-183.
• Murphy, C.  (2004). How do children come to use a taught mental calculation strategy?.  Educational Studies in Mathematics 56(1), 3-18.
• Myhill, D.A.  (2004). All about the Passive.  Primary English Magazine 9(5), 29-32.
• Myhill, D.A.  (2004). Making Connections: Grammar and Meaning.  Secondary English Magazine 8(1), 23-26.
• Myhill, D.A. & Amer, E.  (2004). The Impact of Invention Techniques upon Students Compositional Writing in EFL.  The English Teacher: An International Journal 7(1), 1-8.
• Myhill, D.A. & Brackley, M.  (2004). Making Connections:Teachers' Use of Children's Prior Knowledge in Whole Class Discourse.  British Journal of Educational Studies 52(3), 263-275.
• Myhill, D.A. & Jones, S.  (2004). Noisy boys and Compliant Girls?.  Literacy Today 41, 20-21.
• Myhill, D.A. & Jones, S.  (2004). Noisy boys and compliant girls?.  Literacy Today 41, 20-21.
• Nichol, J.  (2004). Reading a difficult and challenging text using expressive movement and texttbreaker: a Nuffield Primary History Project approach to integrating history and literacy.  Primary History 36, 18-23.
• Nichol, J.  (2004). Assessing Children, Profiling Progression.  Primary History 36, 18-23.
• Nichol, J.  (2004). Historical Consciousness, Teaching and Understanding.  International Journal of Historical Learning Teaching and Research 4.1 www.ex.ac.uk/historyresource.
• Nichol, J. & Guyver, R.  (2004). From Novice to Effective Teacher: A study of Postgraduate Training and History Pedagogy.  International Journal of Historical Learning Teaching and Research 4.1(8), 76-126 www.ex.ac.uk/historyresource.
• Nixon, D. & Givens, N.P.  (2004). 'Miss, you’re so gay'. Queer stories from student teachers.  Sex Education 4(3), 217-237.
• Nixon, D. & Givens, N.P.  (2004). 'Miss, you’re so gay'. Queer stories from student teachers.  Sex Education 4(3), 217-237.
• Norwich, B. & Kelly, N.  (2004). Pupils’ views on inclusion: moderate learning difficulties and bullying in mainstream and special schools .  British Educational Research Journal 30(1), 43-65.
• Norwich, B., Beek, C., Richardson, P. & Gray, P.  (2004). Examining key issues underlying the Audit Commission reports on SEN Policy .  Journal of Research in Special Educational 4(2), 98-112 http://www.blackwellpublishing.com/journal.asp?ref.
• Peacock, A. & Bowker, R.  (2004). Learning to teach 'science' out of school: Non-school placements as part of a Primary PGCE Programme.  Education & Training 46(1), 24-32.
• Preece, P.F.W., Postlethwaite, K., Skinner, N.C. & Simpson, K.  (2004). Investigating the 'failure-of-further-learning' effect in pre-service science teacher education.  International Journal of Science Education 26(7), 805-820.
• Preece, P.F.W., Postlethwaite, K., Skinner, N.C. & Simpson, K.  (2004). Investigating the 'failure-of-further-learning' effect in pre-service science teacher education.  International Journal of Science Education 26(7), 805-820.
• Preece, P.F.W., Postlethwaite, K.C., Skinner, N.C. & Simpson, K.  (2004). Investigating the 'failure-of-further-learning' effect in preservice science teacher education.  International Journal of Science Education 26(7), 805-820.
• Quinn, J.  (2004). Mothers, Learners and Countermemory.  Gender and Education 16(3), 365-378.
• Quinn, J.  (2004). Understanding Working class drop out from HE through a Socio-Cultural Lens: cultural narratives and local contexts.  International Studies in the Sociology of Education 14(1), 57-74.
• Robson, J., Bailey, B. & Larkin, S.  (2004). Adding Value: investigating the discourse of professionalism adopted by vocational teachers in further education colleges..  Journal of Education and work 17(2), 183-195.
• Rutten, E.A., Stams, G.J.J.M., Dekovic, M., Biesta, G.J.J., et al  (2004). Jeugdsport en morele socialisatie: Effecten van fair-play, sociomoreel redeneren, moreel klimaat en relationele steun van de trainer op anti- en prosociaal gedrag in en om het veld. [Youth sport and moral socialisation. The effects of fair-play, socio-moral reasoning, moral climate, and trainer support on anti- and pro-social behaviour in sport] Pedagogiek 24, 324-341.
• Tearle, P.  (2004). A theoretical and instrumental framework for implementing change in the context of ICT in education..  Cambridge Journal of Education 34(3), 331-351.
• Thomas, L., Slack, K., Thexton, W., Vigurs, L., Casey, L., Quinn, J. & Flynn, N.  (2004). Learning Brokerage:Building Bridges Between Learners and Providers.  Journal of Widening Participation and Lifelong Learning 6(3), 22-34.
• Trend, R.D.  (2004). Children's Personal Interests in Selected Geoscience Topics.  Teaching Earth Sciences 29(1), 9-18.
• Wegerif, R.  (2004). Towards an Account of Teaching General Thinking Skills That is Compatible with the Assumptions of Sociocultural Theory.  Theory and Research in Education 2(2), 143-159.
• Wegerif, R.  (2004). The role of educational software as a support for teaching and learning conversations.  Computers and Education 43(1-2), 179-191.
• Wegerif, R., Littleton, K., Dawes, L., Mercer, N. & Rowe, D.  (2004). Widening Access to Educational Opportunities through Teaching Children how to Reason Together..  Westminster Studies in Education 27(2).
• Williams, M.  (2004). Motivation in Language Learning.  British Studies in Applied Linguistics 19, 167-180.
• Williams, M., Burden, R., Poulet, G. & Maun, I.  (2004). Learners’ perceptions of their successes and failures in foreign language learning.  Language Learning Journal 30, 19-29.
• Williams, M., Burden, R., Poulet, G. & Maun, I.  (2004). Learners' perceptions of their successes and failures in foreign language learning.  Language Learning Journal 30(1), 19-29.
• Williams, M., Burden, R., Poulet, G. & Maun, I.  (2004). Learners' perceptions of their successes and failures in foreign language learning..  Language Learning Journal 30, 19-29.
• Wood, E.  (2004). A New Paradigm War? The Impact of National Curriculum Policies on Early Childhood Teachers’ Thinking and Classroom Practice.  Teaching and Teacher Education 20, 361-374.
• Young, S.  (2004). It’s a bit like flying: Participatory theatre with the under-twos: A case study of Clouds by Oily Cart.  Research in Drama Education 9(1), 13-28.
• Young, S.  (2004). Young Children's Spontaneous Vocalisations: Insights into play and pathways to singing.  International Journal of Early Childhood 36(2), 59-74.
• Zhang, N., Huang, L., Martin, D.S., Craft, A., et al  (2004). The impact of cognitive strategy instruction on deaf learners: An international comparative study.  Psychological Science 27(1), 193-197.

Chapters in Books

• Bayliss, P.  (2004). Quantitative vs Qualitative Research in Education: a sterile debate. In B. Kozuh, R. Kahn & K. Kozlowska (eds) Theory, Facts and Interpretation in Educational and Social Research (pp. 7-16). Los Angeles/Czestochowa: .
• Bennetts, C.  (2004). The Impact of Transformational Learning on Individuals, families and communities.  In D.Saunders, K.Brosnan, M.Walker, A.Lines, J.Storan & T.Aclland (eds) Learning Transformations: Changing Learners, Organisations and Communities (pp. 182 - 189). London: FACE.
• Biesta, G.J.J.  (2004). "Mind the gap!" Communication and the educational relation. In C.Bingham & A.M.Sidorkin (eds) No education without relation (pp. 11-22). New York: Peter Lang.
• Biesta, G.J.J.  (2004). Democracy: A problem for education or an educational problem? In T.Englund (ed.) Five Professors on Education and Democracy. Inaugural lectures 1999-2003 (pp. 1-23). Örebro: Örebro University.
• Biesta, G.J.J.  (2004). Education after deconstruction. In J.Marshall (ed.) Poststructuralism, Philosophy, Pedagogy (pp. 27-42). Dordrecht/Boston: Kluwer Academic Press.
• Burghes, D.  (2004). Flawed at the Start.  In S. Lawlor (ed.) Comparing Standards: Teaching the teachers (pp. 105-110). London: Politeia.
• Chamberlin, R.P., Wragg, E.C., Haynes, G.S. & Wragg, C.M.  (2004). Performance related pay and the teaching profession: a review of the literature.  In E.C.Wragg (ed.) The RoutledgeFalmer Reader in Teaching and Learning (pp. 185-202). London: Routledge/Falmer.
• Chamberlin, R.P., Wragg, E.C., Haynes, G.S. & Wragg, C.M.  (2004). Performance related pay and the teaching profession: a review of the literature.  In E.C.Wragg (ed.) The RoutledgeFalmer Reader in Teaching and Learning (pp. 185-202). London: Routledge/Falmer.
• Copley, T.D.  (2004). Is UK Religious Education Failing to address its own culture context? In R.Larsson & C.Gustafvsson (eds) Towards a European Perspective on Religious Education (pp. 80-90). Uppsala, Sweden: Artos & Norma.
• Craft, A.  (2004). Creative Thinking in the Early Years of Education.  In M.Fryer (ed.) Creativity and Cultural Diversity (pp. 137 151). Leeds: The Creativity Centre Educational Trust.
• Craft, A. & Jeffrey, B.  (2004). Creative Practice and Practice which Fosters Creativity.  In L.Miller & J.Devereux (eds) Supporting Children’s Learning in the Early Years (pp. 105 112). London: David Fulton.
• Ernest, P.  (2004). Postmodernity and social research in mathematics education.  In P.Valero & R.Zevenbergen (eds) Researching the Socio-political Dimensions of Mathematics Education: Issues of Power in Theory and Methodology (pp. 65-84). Boston, Dordrecht, New York, London: Kluwer Academic Press.
• Ernest, P.  (2004). Postmodernism and the Subject of Mathematics.  In M.Walshaw (ed.) Mathematics Education within the Postmodern (pp. 15-33). Greenwich, CT, USA: Information Age Publishing.
• Ernest, P.  (2004). Relevance Versus Utility: Some ideas on what it means to know.  In B.Clarke, D.M.Clarke, G.Emanuelsson, B.Johansson, D.V.Lambdin, F.K.Lester, A.Wallby & K.Wallby (eds) International Perspectives on Learning and Teaching Mathematics (pp. 313-332). Gothenburg: National Center for Mathematics Education.
• Fisher, R.  (2004). Curiosity Kits: Linking reading and play in the middle years.  In J.Evans (ed.) Literacy Moves On: Using popular culture, new technologies and critical literacy in the primary classroom (pp. 134-143). London: David Fulton.
• Golder, G.  (2004). 14-19 Accredited Qualifications in Physical Education.  In S.Capel (ed.) Learning to Teach Physical Education in Secondary Schools: A companion to school experience (pp. 183-200). London: Routledge.
• Hunt, C.  (2004). Introduction.  In C.Hunt (ed.) Whose story now? (Re)generating research in adult learning and teaching (pp. 1-6). Sheffield, University of Sheffield: SCUTREA.
• Katene, W.H.  (2004). Continuing professional development in PE. In S.Capel (ed.) Learning to Teach Physical Education in the Secondary School (pp. 301-316). London: Routledge/Falmer.
• Katene, W.H. & Edmondson, G.  (2004). Teaching safely and safety in PE. In S.Capel (ed.) Learning to Teach Physical Education in the Secondary School (pp. 120-140). London: Routledge/Falmer.
• Kleine Staarman, J.  (2004). Verbale interactie ter ondersteuning van interactie via computers. [Verbal interaction to support interaction through computers] In L.Verhoeven & R.Voeten (eds) Onderwijskunde in theorie en praktijk [Educational science in theory and practice] Dordrecht: Kluwer Academic Publishers.
• Levinson, M.P.  (2004). Navigating without fixed points: the perils of open-ended research.  In P.N.Coombes, M.J.M.Danaher & P.A.Danaher (eds) Strategic uncertainties: Ethics, politics and risk in contemporary educational research (pp. 130-142). Queensland: Flaxton Qld: Post Pressed.
• Loveless, A. & Wegerif, R.  (2004). Creativity and ICT.  In R.Fisher (ed.) Unlocking Creativity London: David Fulton.
• Martin, F  (2004). Knowledge Bases for Effective Teaching: A case study of one beginning teacher's development as a teacher of primary geography.  In S. Catling & F. Martin (eds) Researching Primary Geography (pp. 187-201). London: Register of Research in Primary Geography.
• Martin, F. & Catling, S.  (2004). Future Developments and Directions for Primary Geography Research.  In S. Catling & F. Martin (eds) Researching Primary Geography (pp. 301-311).
• Merefield, J.R.  (2004). Stranack, D. 2004.Blackpool Sands. Blackpool Sands – Early History Advised on geological history section.  In .
• Myhill, D.A.  (2004). Classroom Observation Schedule.  In C.Lankshear & M.Knobel (eds) Handbook of Teacher Research (pp. 223). Open University Press.
• Norwich, B.  (2004). Is there a distinctive pedagogy for learning difficulties? In D.Mitchell (ed.) Special educational needs and inclusive education; Major themes in education. Vol. 4. London, New York: Falmer/Routledge.
• Norwich, B.  (2004). Education, inclusion, and individual differences: recognising and resolving dilemmas.  In D.Mitchell (ed.) Special educational needs and inclusive education; Major themes in education. Vol. 4. London: .
• Priestley, J.G.  (2004). On Learning to Think Religiously.  In R.Larsson & C.Gustafvsson (eds) Towards a European Perspective on Religious Education (pp. 46-52). Stockholm: Artos & Norma.
• Richardson, W.  (2004). Bilson, Thomas: 1546/7-1616 [Headmaster and Warden of Winchester College].  In H.Matthew & B.Harrison (eds) Oxford Dictionary of National Biography 2004-2006 (pp. 738-42). Oxford: Oxford University Press.
• Richardson, W.  (2004). Boys, John: (1571-1625) [educator of the Anglican clergy].  In H.Matthew & B.Harrison (eds) Oxford Dictionary of National Biography (pp. 120-22). Oxford: Oxford University Press.
• Sharp, J.G. & Bowker, R.  (2004). The Science Curriculum.  In J.G.Sharp (ed.) Developing Primary Science (pp. 66-82). Exeter: Learning Matters Ltd.
• Wood, E.  (2004). Developing a pedagogy of play.  In A.Anning, J.Cullen & M.Fleer (eds) Early Childhood Education: Society and Culture (pp. 19-30). London: Sage Publications.

Other publications

• Bennetts, C.  (2004). Presenting the findings from the Fellowship Scheme research project. Research Brief no. 4.   Research Centre for the Learning Society, Exeter: School of Education and Lifelong Learning, University of Exeter.
• Bennetts, C.  (2004). Discussion of Fellowship Scheme Research Project Findings. Research Brief no. 5.  Research Centre for the Learning Society, Exeter.: School of Education and Lifelong Learning, University of Exeter.
• Copley, T., Freathy, R., Lane, S. & Walshe, K.  (2004). On the side of the Angels: The third report of the Biblos Project.   Exeter, University of Exeter: School of Education and Lifelong Learning.
• Copley, T., Freathy, R., Lane, S. & Walshe, K.  (2004). On the Side of the Angels, the Third Report of the Biblos Project.   Exeter: School of Education and Lifelong Learning, University of Exeter.
• Copley, T., Freathy, R., Lane, S. & Walshe, K.  (2004). On the Side of the Angels, the Third Report of the Biblos Project.   Exeter: School of Education and Lifelong Learning, University of Exeter.
• Craft, A.  (2004). Harvard Project Zero Summer Institute: Expectations and Outcomes. [Research report prepared for Creative Partnerships Hub.] .
• Freathy, R.J.K.  (2004).  Review of Lawton, D. & Gordon, P., A History of Western Educational Ideas.  , 2002 in History of Education 33(6), 697-699.
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