Publications 2005

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

• Bennett, N., Wood, E. & Rogers, S.  (2005). Teaching Through Play: Teachers' Thinking and Classroom Practice (translation).  Jakarta, Indonesia: Grasindo.
• Bowness, C., Brimicombe, M. & Copley, T.  (2005). Biblos Primary Teachers' Handbook.  Norwich: RMEP, SCM Canterbury Press Ltd.
• Burden, R.L.  (2005). Dyslexia and Self-Concept : seeking a dyslexic identity. London: Whurr Publishers.
• Burn, R.P.  (2005). Sorting by Symmetry: Patterns with a centre.  Derby: Association of Teachers of Mathematics.
• Copley, T.D.  (2005). Indoctrination, Education and God: the Struggle for the Mind.  London: SPCK.
• Craft, A.  (2005). Creativity in Schools: Tensions and Dilemmas.  London: Routledge/Falmer.
• Davidson, P., Al-Hamly, M., Coombe, C. & Troudi, S.  (eds) (2005). Standards in English language teaching and assessment. UAE: TESOL Arabia Publications.
• Maun, I. & Esser, M.  (2005). Gut lesen, besser schreiben.[Read Well and Improve your Writing.] Sandy, Bedfordshire: Advance Materials.
• Myhill, D.A., Jones, S. & Hopper, R.  (2005). Talking, Listening, Learning. Effective Talk in the Primary Classroom.  Open University Press.
• Myhill, D.A., Jones, S. & Hopper, R.  (2005). Talking, Listening, Learning. Effective Talk in the Primary Classroom.  Open University Press.
• Myhill, D.A., Jones, S., &, R. & Hopper,  (eds) (2005). Talking, Listening and Learning. Effective Talk in the Primary Classroom. Open University Press.
• Norwich, B. & Kelly, N.  (2005). Moderate learning difficulties and the future of inclusion. London & New York: Falmer/Routledge.
• Sams, C., Wegerif, R., Dawes, L. & Mercer, N.  (2005). Thinking Together with ICT and Primary Mathematics: A Continuing Professional Development Pack. London: SMILE.
• Wellington, J., Bathmaker, A., Hunt, C., McCulloch, G. & Sikes, P.  (2005). Succeeding With Your Doctorate.  London, Thousand Oaks California, and New Delhi: Sage Publications.
• Wilson, A.C.  (eds) (2005). Creativity in Primary Education.Exeter: Learning Matters Ltd.
• Wood, E. & Attfield, J.  (2005). Play, Learning and the Early Childhood Curriculum.  London: Sage Publications.

Journal Articles

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• Åhlberg, M., Äänismaa, P. & Dillon, P.  (2005). Education for sustainable living: Integrating theory, practice, design and development.  Scandinavian Journal of Educational Research 49(2), 167-185.
• Bennetts, C., Holden, C. & Postlethwaite, K.  (2005). A position paper: Creativity, older people and health.  International Journal of Health Promotion and Education 43(4), 125-130.
• Bennetts, C., Holden, C. & Postlethwaite, K.  (2005). A position paper: Creativity, older people and health.  International Journal of Health Promotion and Education 43(4), 125-130.
• Bennetts, C., Holden, C. & Postlethwaite, K.  (2005). A position paper: Creativity older people and health..  International Journal of Health Promotion and Education 43(4), 125-130.
• Biesta, G.J.J.  (2005). Kennen als een vorm van handelen. John Deweys transactionele kentheorie. [Knowing as a way of doing. John Dewey's transactional theory of knowledge] Filosofie 15(1), 5-12.
• Biesta, G.J.J.  (2005). Against learning. Reclaiming a language for education in an age of learning.. [Reprint for 25th Anniversary Issue of Nordisk Pedagogik. Selected as one of the three most significant articles in the 25-year history of the journal] Nordisk Pedagogik 25(1), 54-66.
• Biesta, G.J.J.  (2005). The learning democracy? Adult learning and the condition of democratic citizenship. (Review article).  British Journal of Sociology of Education 26(5), 693-709.
• Burden, R.L. & Burdett, J.G.W.  (2005). Factors associated with successful learning in pupils with dyslexia: a motivational analysis.  British Journal of Special Education 32(2), 100-104.
• Burn, R.P.  (2005). The Vice: some historically inspired and proof-generated steps to limits of sequences..  Educational Studies in Mathematics 60(3), 269-295.
• Burns, C.  (2005). Tensions between national, school and teacher development needs: a survey of teachers' views about continuing professional development within a group of rural primary schools.  Journal of In-service Education 31(2), 267-286.
• Campbell, R.J., Muijs, R.D., Kyriakides, L. & Robinson, W.  (2005). The Evidence for Differentiated Teacher Effectivess: a review.  School Effectiveness and School Improvement 16(1), 51-70.
• Chedzoy, S.M. & Burden, R.L.  (2005). Making the move : assessing student attitudes to Primary - Secondary school transfer.  Research in Education 74, 22-35.
• Chedzoy, S.M. & Burden, R.L.  (2005). Making the move: assessing student attitudes to primary-secondary school Transfer.  Research in Education 74, 22-35.
• Copley, T.D.  (2005). Young People, Biblical Narrative and 'Theologising' - a UK Perspective.  Religious Education (USA) 100(3), 254-266.
• Cunliffe, L.  (2005). Forms of knowledge in art education and the corollary of authenticity in the teaching and assessment of such forms of knowledge.  International Journal of Art and Design Education 24(2), 199-208.
• Cunliffe, L.  (2005). The problematic relationship between knowing how and knowing that in secondary art education.  Oxford Review of Education 31(4), 547-556.
• De Jong, F., Kollöffel, B., Van der Meijden, H., KleineStaarman, J. & Janssen, J  (2005). Self-regulative processes in individual learning and group regulation processes in (3D) CSCL contexts..  Computers in Human Behaviour 21(4), 645-670.
• Ecclestone, K., Hayes, D. & Furedi, F.  (2005). Knowing me, knowing you: the implications of therapeutic professionalism in the education of adults.  Studies in the Education of Adults 37(2), 182-200.
• Ernest, P.  (2005). What are the aims of teaching mathematics?.  Mathematics in School 34(1), 28-29.
• Fisher, R.  (2005). Teacher-Child Interaction In The Teaching of Reading: A Review Of Research Perspectives Over 25 Years.  Journal of Research in Reading 28(1), 15-27.
• Forrester, V. & Draper, J.  (2005). The professional formation of teachers in Hong Kong : a dim-sum model? .  Teacher Development 9(3), 413-428.
• Gabel-Dunk, G. & Craft, A.  (2005). The Road to Ithaca: a mentee’s and mentor’s journey,. [Special double edition commissioned for publication] Teacher Development 8(2&3), 277-295.
• Golder, G., Norwich, B. & Bayliss, P.  (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools – evaluating a PGCE development..  British Journal of Special Education 32(2), 92-99.
• Golder, G., Norwich, B. & Bayliss, P.D.  (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development..  British Journal of Special Education 32(2), 100-104.
• Hörschelmann, K. & Schäfer, N.  (2005). Performing the global through the local - globalisation and individualisation in the spatial practices of young East Germans..  Children's Geographies 3(2), 219-242.
• Hennessy, S.  (2005). Taiko Southwest: Developing a 'new' musical tradition in English schools.  International Journal of Music Education 23(3), 217 - 226.
• Hopper, R.  (2005). What are teenagers reading? Adolescent reading habits and reading interests..  Literacy 39(3), 113 - 120.
• Hunt, C.  (2005). Reviews of Paul Ramsden, Learning to Teach in Higher Education RoutledgeFalmer, 2003 (second edition) and Janice McDrury and Maxine Alterio, Learning through Storytelling in Higher Education, Kogan Page, 2003.  Teaching in Higher Education 10(3), 395-401.
• Jones, S.  (2005). The Invisibility of the Underachieving Girl.  International Journal of Inclusive Education 9(3), 269-286.
• Kalyva, E. & Avramidis, E.  (2005). Improving communication between children with autism and their peers through the "circle of friends".  Journal of Applied Research in Intellectual Disabilities 18(3), 253-261.
• Kleine Staarman, J., Krol, K., & Van der Meijden, H  (2005). Peer interaction in three collaborative learning environments.  Journal of Classroom Interaction 40(1), 29-39.
• Lambe, P.J., Rallings, C. & Thrasher, M.  (2005). Elections and Public Opinion: Plus Ca Change.  Parliamentary Affairs 58(2), 335-350.
• Lawson, H., Waite, S. & Robertson, C.  (2005). Distinctiveness of curriculum provision at 14-16 for students with learning difficulties: opportunities and challenges.  British Journal of Special Education 32(1), 12-20.
• Levinson, M.P.  (2005). The role of play in the formation and maintenance of cultural identity: Gypsy children in Home and School contexts.  Journal of Contemporary Ethnography 34(5), 499-532.
• Levinson, M.P. & Sparkes, A.C.  (2005). Gypsy children, space, and the school environment.  International Journal of Qualitative Studies in Education 18(6), 751-772.
• Littleton, K., Mercer, N., Dawes, L., Wegerif, R., Rowe, D. & Sams, C.  (2005). Thinking together at Key Stage 1..  Early Years: An International Journal of Research and Development. 25(2), 165-180.
• Loucaides, C.A. & Chedzoy, S.  (2005). Factors influencing Cypriot children's physical activity levels.  Sport Education and Society 10(1), 101-118.
• Marks, A.M. & Burden, R.L.  (2005). How useful are computerised screening systems for predicting subsequent learning difficulties in young children? An exploration of the Cognitive Profiling System..  Educational Psychology in Practice 21(4), 327-342.
• Martin, F  (2005). Ethnogeography: A Future for Primary Geography and Primary Geography Research?.  International Research in Geographical and Environmental Education 14(4), 364-371.
• Martin, F  (2005). North-South linking as a Controversial Issue.  Prospero 11(4), 47-54.
• Maun, I.  (2005). A New Order: Reading Functionally Graded Texts in French.  Francophonie 31, 8-15.
• Maun, I. & Myhill, D.  (2005). Text as Design, Writers as Designers.  English in Education 39(2), 5-21.
• Maun, I. & Myhill, D.  (2005). Texts as Design, writers as designers.  English in Education 39(2), 5-21.
• Myhill, D.A.  (2005). Testing Times: the impact of prior knowledge on written genres produced in examination settings.  Assessment in Education 12(3), 289-300.
• Myhill, D.A.  (2005). Tense Times.  Secondary English Magazine 9(1), 27-30.
• Myhill, D.A.  (2005). Ways of Knowing: Writing with Grammar in Mind.  English Teaching: Practice and Critique 4(3), 77-96.
• Myhill, D.A. & Dunkin, F.  (2005). Questioning Learning?.  Language in Education 19(5), 415-427.
• Myhill, D.A. & Warren, P.  (2005). Scaffolds or Straitjackets? Critical Moments in Classroom Discourse.  Educational Review 57(1), 55-69.
• Norwich, B.  (2005). All-inclusive : celebrating difference.  Curriculum Management Update(61), 4-10.
• Norwich, B.  (2005). Future direction for professional educational psychology.  School Psychology International 26(4), 387-397.
• Norwich, B.  (2005). Inclusion: is it a matter of evidence about what works or about values and rights?.  Education 3-13 33(1), 51-56.
• Norwich, B., Griffiths, C. & Burden, B.  (2005). Dyslexia - friendly schools and parent partnership; inclusion and home-school relationships.  European Journal of Special Needs Education 20(2), 147-165.
• Norwich, B., Griffiths, C. & Burden, R.L.  (2005). Dyslexia friendly schools and parent partnership: inclusion and home-school relationships.  European Journal of Special Needs Education 20(2), 147-166.
• Osberg, D.C.  (2005). Redescribing Education in Complex Terms.  Complicity:An International Journal of Complexity and Education 2(1), 81-83.
• Priestley, J.G.  (2005). Education and the Religious Thinker.  Interchange: A Quarterly Review of Education 36(1-2), 215-230.
• Quinn, J.  (2005). Belonging in a Learning Community: the re-imagined university and imagined social capital.  Studies in the Education of Adults 37(1), 4-17.
• Quinn, J., Thomas, L., Slack, K., Casey, L., Vigurs, K. & Flynn, N.  (2005). Learners on their own terms:Learning brokerage, mainstream transformation and social exclusion.  Journal of Access Policy and Practice 3(1), 21-44.
• Richardson, W.  (2005). Social change in the history of education: audiences and arenas.  History of Education Researcher 75, 11-13.
• Richardson, W., McCulloch, G. & Goodman, J.  (2005). Social Change in the history of education: an ESRC seminar series..  History of Education Researcher 75, 1-3.
• Shaw, K.E.  (2005). Researching the trade in knowledge between the West and developing countries.  International Journal of Educational Management 9(6), 459-468.
• Trend, R.D.  (2005). Individual, Situational and Topic Interest in Geoscience Among 11- and 12-year-old children.  Research Papers in Education 20(3), 271-302.
• Troudi, S.  (2005). Critical content and cultural knowledge for TESOL Teachers .  Teacher Development 9(1), 115-129.
• van der Meij, H., de Vries, B., Boersma, K., Pieters, J. & Wegerif, R.  (2005).  An Examination of Interactional Coherence in Email Use in Elementary School..  Computers in Human Behaviour 21(3), 417-439.
• Walshe, K.  (2005). What do young people really think about Jesus?.  British Journal of Religious Education 27(1), 65-78.
• Walshe, K.  (2005). The Whole Person.  Into Teaching Introduction, 8-10.
• Walshe, K.  (2005). Pastoral Care.  Into Teaching 1, 6-7.
• Walshe, K.  (2005). Caring and Tutoring.  Into Teaching 3, 17-18.
• Walshe, K.  (2005). Spiritual, moral, social and cultural development.  Into Teaching 5, 23-24.
• Wang, R. & Tearle, P.  (2005). Cultural and Language Disconnection in Virtual Educational Environment: a Small-Sale Research Study.  WSEAS Transactions on Advances in Engineering Education 2(2), 82-91.
• Wegerif, R.  (2005). Reason and creativity in classroom dialogues.  Language and Education 19(3), 223-238.
• Wegerif, R., Linares, J., Rojas-Drummond, S., Mercer, N. & Velez, M.  (2005). Thinking Together in the UK and Mexico: transfer of an educational innovation..  Journal of Classroom Interaction 40(1), 40-47.
• Wilson, A.C.  (2005). *‘Signs of Progress': Reconceptualising response to children's poetry writing. .  Changing English 12(2), 227-242.
• Wilson, A.C.  (2005). *The best forms in the best order? Current poetry writing pedagogy at KS2.  English in Education 39(3), 19-31.
• Wood, E.  (2005). Young Children's voices and perspectives in research: methodological and ethical considerations.  Journal of Equity in Early Childhood 3(2), 64-76.
• Young, S.  (2005). Changing Tune: Reconceptualising Music with Under Three-year-olds.  International Journal of Early Years Education 13(3), 289-303.

Chapters in Books

• Biesta, G.J.J.  (2005). What can critical pedagogy learn from postmodernism? Further reflections on the impossible future of critical pedagogy.  In Ilan, Gur & Ze'eve (eds) Citical theory and critical pedagogy today. Toward a new critical language in education. (pp. 143-159). Haifa: Studies in Education, University of Haifa.
• Biesta, G.J.J.  (2005). George Herbert Mead und die Theorie der schulischen Bildung.[George Herbert Mead and the theory of schooling] In D.Troehler & J.Oelkers (eds) Pädagogik und Pragmatismus. Gesellschaftstheorie und die Entwicklung der Pädagogik. [Education and Pragmatism. Social Theory and the Development of Educational Studies] (pp. 131-150). Zürich: Verlag Pestalozzianum.
• Biesta, G.J.J.  (2005). How is practice possible? In K.Howe, et al (eds) Philosophy of Education 2005 (pp. 344-346). Urbana-Champaign, Ill: Philosophy of Education Society.
• Biesta, G.J.J.  (2005). George Herbert Mead and the theory of schooling.  In D.Troehler & J.Oelkers (eds) Education and pragmatism (pp. 117-132). Rotterdam: Sense Publishers.
• Biesta, G.J.J.  (2005). Kennen als een vorm van handelen. John Dewey's transactionele kentheorie.  In L.Logister (ed.) John Dewey: Een inleiding tot zijn filosofie (pp. 17-33). Budel: Damon.
• Biesta, G.J.J.  (2005). Combining Life-History and Life-Course Approaches in Researching Lifelong Learning: Methodological Observations from the ‘Learning Lives’ Project. In J.Caldwell, et & al (eds) What a Difference a Pedagogy Makes: Researching lifelong learning and teaching (pp. 27-35). Stirling: .
• Corbett, J. & Norwich, B.  (2005). Common or specialised pedagogy.  In M.Nind, J.Rix, K.Sheehy & K.Simmons (eds) Curriculum and pedagogy in inclusive education : values into practice (pp. 34-47). London: Routledge/Falmer.
• Craft, A.  (2005). Creativity in Primary Schools.  In A.C.Wilson (ed.) Creativity in Primary Education (pp. 7 32). Exeter: Learning Matters Ltd.
• Cunliffe, L.  (2005). Art and Worldview: Escaping the Formalist Labyrinth.  In R.Hickman (ed.) Critical Studies in Art and Design Education (pp. 119-138). Bristol: Intellect.
• Ernest, P.  (2005). Agency and Creativity in the Semiotics of Learning Mathematics.  In M.Hoffmann, J.Lenhard & F.Seeger (eds) Activity and Sign - Grounding Mathematics Education (Festschrift for Michael Otte) (pp. 23-34). New York: Springer.
• Ernest, P.  (2005). Forward.  In P.Singh & C.S.Lim (eds) Improving the Teaching and Learning of Mathematics: from Research to Practice (pp. 3-7). Kuala Lumpur: Malaysian University of Technology.
• Fisher, R.  (2005). 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. 149-160). Portsmouth, NH: Heinemann US.
• Haynes, L. & Craft, A.  (2005). Enabling Children’s Creativity as a Teaching Assistant.  In C.Cable & I.Eyres (eds) Primary Teaching Assistants: Curriculum in Context (pp. 151-158). London and Milton Keynes: David Fulton and the Open University.
• Hennessy, S.  (2005). Creativity in Music.  In A.C.Wilson (ed.) Creativity in Primary Education (pp. 140). Exeter: Learning Matters Ltd.
• Hunt, C.  (2005). Four entries: 'Adult'; 'Community Education'; 'Meaning Making'; 'Multiple Intelligences'.  In L.English (ed.) International Encyclopedia of Adult Education (pp. 33-36; 131-136; 391-395; 414-417). Basingstoke and New York: Palgrave Macmillan.
• Hunt, C.  (2005). Reflective Practice.  In J.P.Wilson (ed.) Human Resource Development: Learning and training for individuals and organizations (2nd edition) (pp. 234-251). London and Sterling, VA: Kogan Page.
• Hunt, C.  (2005). 'Only the trying': Struggles of an adult educator within the academy.  In P.Coare (ed.) Difference and Diversity in Lifelong Learning (pp. 173-182). Sussex: SCUTREA, University of Sussex.
• Myhill, D.A.  (2005). Prior knowledge and the (re)production of school written genres.  In T.Kostouli (ed.) Writing in context: Textual Practices and Learning Processes in Sociocultural Settings (pp. 117-136). New York: Springer.
• Myhill, D.A.  (2005). Writing Creatively.  In A.C.Wilson (ed.) Creativity in Primary Education (pp. 58-69). Exeter: Learning Matters Ltd.
• Priestley, J.G.  (2005). The Spiritual Dimension of the Curriculum: What are Ofsted Inspectors looking for? In C.Ota & C.Erriker (eds) Spiritual Education: Literary, Empirical and Pedagogical Approaches (pp. 202-215). Brighton & Portland,Oregon: Sussex Academic Press.
• Schäfer, N.  (2005). "Zusammengewachsen sind wir [Ost- und Westdeutsche] noch nicht - ausser die Paare". Zur Selbstpositionierung ost-westdeutscher Paare im vereinigten Deutschland. ["We (East and West Germans) are not united yet - except of the couples". The self-positioning of East-West German couples in unified Germany] In E.Schäfer, P.Drauschke, I.Peinl, V.Penrose, S.Scholz & S.Vöker (eds) Irritation Ostdeutschland. Geschlechterverhältnisse seit der Wende (pp. 107-121). Münster: Westfälisches Dampfboot.
• Silver, J. & Burden, B.  (2005). Building blocks of learning; dynamic assessment and cognitive mediation with children.  In O.S.Tan & A.S.Seng (eds) Enhancing Cognitive Functions; Applications Across Contexts (pp. 209-228). Singapore: McGraw - Hill.
• Wilson, A.C.  (2005). *Poetry, Children and Creativity.  In A.C.Wilson (ed.) Creativity in Primary Education (pp. 70-87). Exeter: Learning Matters Ltd.
• Young, S.  (2005). Musical Communication between Adults and Young Children.  In D.Miell, R.MacDonald & D.Hargreaves (eds) Musical Communication (pp. 281-299). Oxford: Oxford University Press.

Other publications

• Avramidis, E.  (2005). Review of Clough, P., Garner, P. & Yuen, F (2005 Eds.). “Handbook of Emotional and Behavioural Difficulties Clough, P., Garner, P. & Yuen, F., Handbook of Emotional and Behavioural Difficulties.  Sage Publications, 2005 in European Journal of Special Needs Education, 448-451.
• Bayliss, P.  (2005). The Inclusion of Children with Profound and Multiple Learning Difficulties. [Leonard Cheshire/UNESCAP Conference. Disability: A Global Perspective on Rights to Education and Livelihoods.]  http://www.leonard-cheshire.org/~lcintl/conference/monday_papers/workshop/session%203F%20Phil%20Bayliss%20PAPER%20ONLY.doc .
• Bayliss, P.D.  (2005). ‘Peter, Katie and Billy: ‘including children with significant support needs’. [Inclusive and Supportive Education Congress. International. Special Education Conference. Inclusion: Celebrating Diversity?]  http://www.isec2005.org.uk/isec/abstracts/papers_b/bayliss_p.shtml .
• Bayliss, P.D. & Simmons, B.  (2005). The Inclusion of Children with Profound and Multiple Learning Difficulties.[Final Report of the Conductive Education for People with Physical Difficulties Project commissioned by Scope National]  Exeter: School of Education and Lifelong Learning, University of Exeter.
• Bennetts, C.  (2005). The Elmhirst Trust: Evaluation and Research.   Report of research commissioned by the Esmee Fairbairn Foundation and carried out by the Research Centre for the Learning Society, Exeter: School of Education and Lifelong Learning, University of Exeter.
• Bennetts, C.  (2005). A Glimpse of Lives in Motion: issue arising during adult change and transition.   Report of research commissioned by the Esmee Fairbairn Foundation and carried out by the Research Centre for the Learning Society, Exeter: School of Education and Lifelong Learning, University of Exeter.
• Bennetts, C., Duke, B. & Forster, A.  (2005). Collaborative Research and a Community Mentoring Project, Research Brief no.8.  Exeter: Research Centre for the Learning Society, University of Exeter.
• Bennetts, C., Duke, B. & Forster, A.  (2005). A Cafe Society: Two years of working collaboratively with a charitable Trust, community members, and academia in J.Storan (ed.) Towards a Global Understanding of Lifelong Learning. Making a Difference.  (pp. 32 - 38). Eire: University College Cork.
• Claire, H. & Holden, C.  (2005). Effective transition KS2-KS3. citizED   http://www.citized.info/index.php?l_menu=induction_theme&theme=2#209 .
• Copley, T., Freathy, R. & Walshe, K.  (2005). Teaching Biblical Narrative: A summary of the main findings of the Biblos Project, 1996-2004.  University of Exeter: School of Education and Lifelong Learning.
• Copley, T., Freathy, R. & Walshe, K.  (2005). Teaching biblical narrative: a summary of the main findings of the Biblos Project 1996-2004.   Exeter: School of Education and Lifelong Learning, University of Exeter.
• Copley, T., Freathy, R. & Walshe, K.  (2005). Teaching Biblical Narrative: A summary of the main findings of the Biblos Project, 1996-2004.  University of Exeter: School of Education and Lifelong Learning.
• Freeman, P. & Taylor, A.  (2005). The Social and Educational Inclusion of Gypsy Traveller children in Devon's Primary and Secondary Schools; a report of the findings of a pilot study in the County.  Research based report for Devon and Exeter Race Equality Council and DCC SELL - University of Exeter: .
• Freeman, P., Kelly, N., Proykov, T., Norwich, B., Burden, R.L. & Jack, G.  (2005). An evaluation of the Devon Children's Fund.   Commissioned by the Devon Children’s Fund (DCF) between 2003-05. Exeter: School of Education and Lifelong Learning, University of Exeter.
• Freeman, P., Kelly, N., Proykov, T., Norwich, B., Burden, R.L. & Jack, G.  (2005). An evaluation of the Devon Children's Fund.   Commissioned by the Devon Children’s Fund (DCF) between 2003-05. Exeter: School of Education and Lifelong Learning, University of Exeter.
• Haynes, G.S.  (2005). Equality and Pathfinders.   Occupational Segregation - Working Paper Series No.36. Manchester: Equal Opportunities Commission.
• Hunt, C.  (2005).  Review of David Carr and John Haldane, Spirituality, Philosophy and Education.  Routledge/Falmer, 2003 in Adults Learning 16(9), 24-25.
• Myhill, D.A. & Fisher, R.J.  (2005). Informing Practice:a review of recent research in literacy and the teaching of English. [Commissioned literature review for OFSTED]  http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=4017&type=pdf .
• Myhill, D.A. & Fisher, R.J.  (2005). Informing Practice: a review of recent research in literacy and the teaching of English.[Commissioned literature review for OFSTED.]  http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=4017&type=pdf  .
• Osberg, D.C.  (2005). Emergent Knowledge: A Response to Jacques Daignault's "Hacking the Future" in Davis, B and Osberg, D (eds) Proceedings of the 2005 Complexity Science and Educational Research Conference, Loranger, Louisiana, 20-22 Nov.  (pp. 5-8). www.complexityandeducation.ca.
• Quinn, J., Thomas, L., Slack, K., Casey, L., Thexton, W. & Noble, J.  (2005). From life crisis to lifelong learning: rethinking working class drop out from higher education.   York: Joseph Rowntree Foundation: York Publishing.
• Rich, S.  (2005). Linguistically and culturally diverse student's perceptions of successful classroom practices in a UK graduate programme. Across the Disciplines, Vol. 2, Special Issue.   http://wac.colostate.edu/atd/lds/rich.cfm .
• Vanderstraeten, R. & Biesta, G.  (2005). Constructivism, educational research, and John Dewey. Karl Jaspers Forum 8  http://www.kjf.ca/76-TAVAN.htm .
• Walshe, K.  (2005). Review of Chris Hudson, Superstars Series: People who really changed the World. , .  in RE Today 22(3), p.58.
• Walshe, K.  (2005).  Review of Cooney, Marcellina Sr., and HcHugh, P., The Way, the Truth and the Life Series: Pupil and Teacher book 6.  London: Catholic Truth Society, 2004 in RE Today 23(1), p.57.
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