Faculty of Education | Page 3 | Cambridge Language Sciences

Dr Karen Forbes

Journal articles

2022 (Accepted for publication)

Wu, X. and Forbes, K., 2022 (Accepted for publication). Multilingual Identity in Schools: A Q Methodological Study with Chinese LOTE-as-L3 Learners in International and Public High School Contexts Journal of Language Identity and Education,
Doi: http://doi.org/10.1080/15348458.2022.2134138

2022

Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. and Rutgers, D., 2022. Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England International Journal of Multilingualism,
Doi: http://doi.org/10.1080/14790718.2022.2060235

2021 (Accepted for publication)

Forbes, K. and Rutgers, D., 2021 (Accepted for publication). Multilingual identity in education [guest editorial] The Language Learning Journal,

Forbes, K. and Rutgers, D., 2021 (Accepted for publication). Multilingual identity in education Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1918850

Forbes, K., Howard, KB. and Ilie, S., 2021 (Accepted for publication). Individual and institutional perspectives on barriers to progression to higher education for students with English as an additional language Widening Participation and Lifelong Learning,

2021

Luo, J. and Forbes, K., 2021. ‘It’s a plus rather than a must’: perspectives of mainstream teachers in China on the influence of advertised educational ethos in supplementary English education Compare, v. 51
Doi: http://doi.org/10.1080/03057925.2019.1681937

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2021. Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1906733

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y., 2021. Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England Journal of Language, Identity and Education,
Doi: http://doi.org/10.1080/15348458.2021.1986397

2020 (Accepted for publication)

Li, J., McLellan, R. and Forbes, K., 2020 (Accepted for publication). Investigating EFL teachers’ gender-stereotypical beliefs about learners: a mixed-methods study Cambridge Journal of Education,
Doi: http://doi.org/10.1080/0305764X.2020.1772720

2020

Forbes, K. and Fisher, L., 2020. Strategy development and cross-linguistic transfer in foreign and first language writing Applied Linguistics Review, v. 11
Doi: 10.1515/applirev-2018-0008

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y., 2020. Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation International Journal of Multilingualism, v. 17
Doi: http://doi.org/10.1080/14790718.2018.1524896

2019

Evans, M., Fisher, L., Forbes, K. and Liu, Y., 2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue Language and Education, v. 33
Doi: 10.1080/09500782.2018.1445756

Forbes, K., 2019. The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms Research Papers in Education, v. 34
Doi: http://doi.org/10.1080/02671522.2018.1452963

2018 (Accepted for publication)

Forbes, K., 2018 (Accepted for publication). Teaching for transfer between first and foreign language classroom contexts: developing a framework for a strategy-based, cross-curricular approach to writing pedagogy Writing and Pedagogy, v. 11
Doi: http://doi.org/10.1558/wap.34601

2018

Forbes, K. and Fisher, L., 2018. The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills Language Learning Journal, v. 46
Doi: http://doi.org/10.1080/09571736.2015.1010448

2017 (Accepted for publication)

Forbes, K., 2017 (Accepted for publication). Exploring first year undergraduate students’ conceptualisations of critical thinking skills International Journal of Teaching and Learning in Higher Education,

2017

Liu, Y., Linda Fisher, , Karen Forbes, and Michael Evans, , 2017. The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL Language and Intercultural Communication, v. 17
Doi: 10.1080/14708477.2017.1368136

Working papers

2022

Forbes, K., 2022. We are multilingual: Identity education to promote engagement and achievement in schools
Doi: http://doi.org/10.17863/CAM.86965

Book chapters

2020

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. The Methodology of Researching EAL

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. The International, National and Regional Policy Context of Social Integration in Schools

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Rethinking Home-School Communication for Parents of Migrant Children

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Progression in Language, Learning and Social Integration

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Language Development and Social Integration of Students with English as an Additional Language Introduction

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Education and Social Integration for EAL Students

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Towards an Inclusive Pedagogy for EAL in the Multilingual Classroom Principles and Practices

2018

Forbes, K., 2018. "In german i have to think about it more than i do in english": The foreign language classroom as a key context for developing transferable metacognitive writing strategies

Books

2020

Forbes, K., 2020. Cross-Linguistic Transfer of Writing Strategies: Interactions between Foreign Language and First Language Classrooms
Doi: http://doi.org/10.21832/FORBES9745

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Language Development and Social Integration of Students with English as an Additional Language Conclusion

Forbes, K., 2020. Cross-Linguistic Transfer of Writing Strategies: Interactions Between Foreign Language and First Language Classrooms

Professor Nidhi Singal

Disability, poverty and development; poverty, ethnicity and special educational needs

Professor Pauline Rose

Educational inequality: gender and poverty;
international and national policies and practices for reaching the marginalised

Journal articles

2023

Khalid, A. and Rose, P., 2023. “We Look Ahead Where his Thoughts Never Reach”: Pakistani Mothers’ Agency to Expand Educational Opportunities for Their Daughters and the Theorisation of Negative Capability Journal of Human Development and Capabilities, v. 24
Doi: 10.1080/19452829.2022.2090524

2022

Malik, R., Raza, F., Rose, P. and Singal, N., 2022. Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan Compare, v. 52
Doi: http://doi.org/10.1080/03057925.2020.1749993

Asare, S., Mitchell, R. and Rose, P., 2022. How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa Compare, v. 52
Doi: http://doi.org/10.1080/03057925.2020.1811638

Kim, JH., Hailu, BH., Rose, PM., Rossiter, J., Teferra, T. and Woldehanna, T., 2022. Persistent inequalities in early years’ access and learning: evidence from large-scale expansion of pre-primary education in Ethiopia Early Childhood Research Quarterly, v. 58
Doi: http://doi.org/10.1016/j.ecresq.2021.07.006

Kim, J., Robinson, N., Härmä, J., Jeffery, D., Rose, P. and Woldehanna, T., 2022. Misalignment of policy priorities and financing for early childhood education: Evidence from Ethiopia, Liberia, and Mainland Tanzania International Journal of Educational Research, v. 111
Doi: http://doi.org/10.1016/j.ijer.2021.101891

Akyeampong, K., Carter, E., Rose, P., Ryan, J., Sabates, R. and Stern, JMB., 2022. The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects (Paris), v. 52
Doi: http://doi.org/10.1007/s11125-021-09590-6

Yorke, L., Asegdom, A., Hailu, BH. and Rose, P., 2022. Is the Programme for Results approach fit for purpose? Evidence from a large-scale education reform in Ethiopia Third World Quarterly, v. 43
Doi: http://doi.org/10.1080/01436597.2022.2047920

Carvalho, S., Asgedom, A. and Rose, P., 2022. Whose voice counts? Examining government-donor negotiations in the design of Ethiopia's large-scale education reforms for equitable learning. Dev Policy Rev, v. 40
Doi: http://doi.org/10.1111/dpr.12634

Bayley, S., Wole Meshesha, D., Rose, P., Woldehanna, T., Yorke, L. and Ramchandani, P., 2022. Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design. Longit Life Course Stud, v. 14
Doi: 10.1332/175795921X16665759070534

2021 (Accepted for publication)

Rose, P., Sabates Aysa, R., Delprato, M. and Alcott, B., 2021 (Accepted for publication). Targeted and multidimensional approaches to overcome inequalities in secondary education for adolescent girls: The impact of the Campaign for Female Education (CAMFED)’s programme in Tanzania and Zimbabwe Comparative Education Review,
Doi: 10.1086/721849

2021

Sabates, R., Rose, P., Alcott, B. and Delprato, M., 2021. Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania Journal of Development Effectiveness, v. 13
Doi: http://doi.org/10.1080/19439342.2020.1844782

Asare, S., Mitchell, R. and Rose, P., 2021. How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? Development and Change, v. 52
Doi: http://doi.org/10.1111/dech.12639

Ilie, S., Rose, P. and Vignoles, A., 2021. Understanding higher education access: Inequalities and early learning in low and lower-middle-income countries British Educational Research Journal, v. 47
Doi: http://doi.org/10.1002/berj.3723

Yorke, DL., Rose, PP., Woldehanna, PT. and Hailu, DBH., 2021. Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers Perspectives in Education, v. 39
Doi: http://doi.org/10.18820/2519593X/pie.v39.i1.12

Kim, JH., Araya, M., Hailu, BH., Rose, PM. and Woldehanna, T., 2021. The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers. Early Child Educ J, v. 49
Doi: http://doi.org/10.1007/s10643-021-01214-0

Gruijters, RJ., Alcott, B. and Rose, P., 2021. Do private schools improve learning outcomes? Evidence from within-household comparisons in east africa and South Asia Comparative Education Review, v. 65
Doi: http://doi.org/10.1086/716448

2020 (Accepted for publication)

Alcott, B., Rose, P., Sabates Aysa, R. and Ellison, C., 2020 (Accepted for publication). From assessment to action: lessons from the development of Theories of Change with the People’s Action for Learning Network Global Education Review,

2020

Iyer, P., Rolleston, C., Rose, P. and Woldehanna, T., 2020. A rising tide of access: what consequences for equitable learning in Ethiopia? Oxford Review of Education, v. 46
Doi: http://doi.org/10.1080/03054985.2020.1741343

Carter, E., Sabates, R., Rose, P. and Akyeampong, K., 2020. Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana International Journal of Educational Development, v. 76
Doi: http://doi.org/10.1016/j.ijedudev.2020.102195

Mitchell, R., Rose, P. and Asare, S., 2020. Education research in sub-saharan africa: Quality, visibility, and agendas Comparative Education Review, v. 64
Doi: http://doi.org/10.1086/709428

Carter, E., Rose, P., Sabates, R. and Akyeampong, K., 2020. Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana International Journal of Educational Research, v. 100
Doi: http://doi.org/10.1016/j.ijer.2020.101541

2019

Aslam, M., Malik, R., Rawal, S., Rose, P., Vignoles, A. and Whitaker, L., 2019. Methodological lessons on measuring quality teaching in Southern contexts, with a focus on India and Pakistan Research in Comparative and International Education, v. 14
Doi: http://doi.org/10.1177/1745499919828929

Aslam, M., Malik, R., Rawal, S., Rose, P. and Vignoles, A., 2019. Do government schools improve learning for poor students? Evidence from rural Pakistan Oxford Review of Education, v. 45
Doi: http://doi.org/10.1080/03054985.2019.1637726

Gordon, R., Marston, L., Rose, P. and Zubairi, A., 2019. Achieving the Promise to Leave No Girl behind in Commonwealth Countries Round Table, v. 108
Doi: http://doi.org/10.1080/00358533.2019.1634890

Georgalakis, J. and Rose, P., 2019. Introduction: Identifying the qualities of research–policy partnerships in international development – A new analytical framework IDS Bulletin, v. 50
Doi: http://doi.org/10.19088/1968-2019.103

2018

Ilie, S. and Rose, P., 2018. Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? Compare, v. 48
Doi: http://doi.org/10.1080/03057925.2017.1347870

2017

Alcott, BM. and Rose, PM., 2017. Learning in India’s primary schools: How do disparities widen across the grades? International Journal of Educational Development, v. 56
Doi: http://doi.org/10.1016/j.ijedudev.2017.05.002

2016

Ilie, S. and Rose, P., 2016. Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030? Higher Education, v. 72
Doi: http://doi.org/10.1007/s10734-016-0039-3

Alcott, B. and Rose, P., 2016. Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa Oxford Review of Education, v. 42
Doi: http://doi.org/10.1080/03054985.2016.1215611

2015

Rose, P., 2015. Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity International Journal of Educational Development, v. 40
Doi: http://doi.org/10.1016/j.ijedudev.2014.11.006

Rose, P., 2015. Is a global system of international large-scale assessments necessary for tracking progress of a post-2015 learning target? Compare, v. 45
Doi: http://doi.org/10.1080/03057925.2015.1027514

Rose, P., 2015. Introduction: Overcoming inequalities in teaching and learning Prospects, v. 45
Doi: http://doi.org/10.1007/s11125-015-9363-0

Alcott, B. and Rose, P., 2015. Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning? Prospects, v. 45
Doi: http://doi.org/10.1007/s11125-015-9350-5

2012

Evans, G. and Rose, P., 2012. Understanding Education's Influence on Support for Democracy in Sub-Saharan Africa Journal of Development Studies, v. 48
Doi: http://doi.org/10.1080/00220388.2011.598508

2011

Batley, R. and Rose, P., 2011. Analysing collaboration between non-governmental service providers and governments Public Administration and Development, v. 31
Doi: http://doi.org/10.1002/pad.613

Rose, P., 2011. Strategies for engagement: Government and national non-government education providers in South Asia Public Administration and Development, v. 31
Doi: http://doi.org/10.1002/pad.607

Rose, P., 2011. Introduction-Education's hidden crisis: An overview of the 2011 Education for All Global Monitoring Report Prospects, v. 41
Doi: http://doi.org/10.1007/s11125-011-9192-8

2009

Rose, P., 2009. Scaling-up aid to education: Is absorptive capacity a constraint? Prospects, v. 39
Doi: http://doi.org/10.1007/s11125-009-9115-0

Rose, P., 2009. Non-state provision of education: Evidence from Africa and Asia Compare, v. 39
Doi: http://doi.org/10.1080/03057920902750350

Rose, P., 2009. NGO provision of basic education: Alternative or complementary service delivery to support access to the excluded? Compare, v. 39
Doi: http://doi.org/10.1080/03057920902750475

2007

Evans, G. and Rose, P., 2007. Support for Democracy in Malawi: Does Schooling Matter? World Development, v. 35
Doi: http://doi.org/10.1016/j.worlddev.2006.09.011

Kholowa, F. and Rose, P., 2007. Parental or policy maker misunderstandings? Contextual dilemmas of pre-schooling for poverty reduction in Malawi International Journal of Educational Development, v. 27
Doi: http://doi.org/10.1016/j.ijedudev.2006.10.007

King, K., McGrath, S. and Rose, P., 2007. Beyond the basics: Educating and training out of poverty International Journal of Educational Development, v. 27
Doi: http://doi.org/10.1016/j.ijedudev.2007.03.001

2006

Rose, PM., 2006. Collaborating in education for all? Experiences of government support for non-state provision of basic education in South Asia and sub-Saharan Africa Public Administration and Development, v. 26
Doi: http://doi.org/10.1002/pad.420

2005

King, K. and Rose, P., 2005. International development targets and education: Towards a new international compact or a new conditionality? Journal of International Development, v. 17
Doi: http://doi.org/10.1002/jid.1178

Rose, P., 2005. Privatisation and decentralisation of schooling in Malawi: Default or design? Compare, v. 35
Doi: http://doi.org/10.1080/03057920500129890

Rose, P., 2005. Is there a 'fast-track' to achieving education for all? International Journal of Educational Development, v. 25
Doi: http://doi.org/10.1016/j.ijedudev.2005.04.002

King, K. and Rose, P., 2005. Transparency or tyranny? Achieving international development targets in education and training International Journal of Educational Development, v. 25
Doi: http://doi.org/10.1016/j.ijedudev.2005.04.001

2003

Rose, P., 2003. Community participation in School Policy and Practice in Malawi: Balancing local knowledge, national policies and international agency priorities Compare, v. 33
Doi: http://doi.org/10.1080/03057920302597

Kadzamira, E. and Rose, P., 2003. Can free primary education meet the needs of the poor?: Evidence from Malawi International Journal of Educational Development, v. 23
Doi: http://doi.org/10.1016/S0738-0593(03)00026-9

2001

Rose, P. and Al-Samarrai, S., 2001. Household constraints on schooling by gender: Empirical evidence from Ethiopia COMPARATIVE EDUCATION REVIEW, v. 45
Doi: http://doi.org/10.1086/447644

2000

Colclough, C., Rose, P. and Tembon, M., 2000. Gender inequalities in primary schooling - The roles of poverty and adverse cultural practice INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, v. 20

Book chapters

2022

Anderson, K., Kim, J., Aslam, M., Baum, D., Hailu, BH., Jeffery, D., Rose, P. and Saeed, S., 2022. The COVID-19 Pandemic and Early Childhood Education in Ethiopia, Liberia, and Pakistan: Perspectives of Pre-primary School Teachers
Doi: http://doi.org/10.1007/978-3-030-96977-6_17

2021

Yorke, L., Rose, P. and Pankhurst, A., 2021. The influence of politics on girls' education in Ethiopia

Rose, P., Arnot, M., Jeffery, R. and Singal, N., 2021. Education and the reform of social inequalities in the Global South: An introduction

2015

Rose, P., 2015. Lessons from 25 years of education for all

2012

Härmä, J. and Rose, P., 2012. Is low-fee private primary schooling affordable for the poor? Evidence from rural India
Doi: http://doi.org/10.4337/9780857930699.00021

2003

Fine, B. and Rose, P., 2003. Education and the post-Washington consensus

Books

2021

Rose, P., Arnot, M., Jeffery, R. and Singal, N., 2021. Reforming education and challenging inequalities in southern contexts: Research and policy in international development
Doi: http://doi.org/10.4324/9780429293467

2017

Colclough, C., Al-Samarrai, S., Rose, P. and Tembon, M., 2017. Revival: Achieving schooling for all in Africa (2003): Costs, commitment and gender
Doi: http://doi.org/10.4324/9781315198309

2013

Rose, P., 2013. Achieving Education for All Through Public–Private Partnerships? Non-State Provision of Education in Developing Countries

2003

Colclough, C., 2003. Achieving Schooling for All in Africa Costs, Commitment, and Gender

Conference proceedings

2018 (No publication date)

Mitchell, RD., Rose, P. and Asare, S., 2018 (No publication date). Research in African universities to inform the Sustainable Development Goal for Education: visibility, gaps and future priorities
Doi: http://doi.org/10.17863/CAM.26954

2005

Dyer, C. and Rose, P., 2005. Decentralisation for educational development? An editorial introduction Compare, v. 35
Doi: http://doi.org/10.1080/03057920500129809

Reports

2018

Mitchell, R. and Rose, P., 2018. Literature search protocol for the African Education Research Database
Doi: http://doi.org/10.5281/zenodo.1245521

2017 (No publication date)

Rose, P., Sabates, R., Alcott, B. and Ilie, S., 2017 (No publication date). Overcoming Inequalities Within Countries to Achieve Global Convergence in Learning
Doi: http://doi.org/10.17863/CAM.7673

Alcott, B., Rose, P. and Sabates, R., 2017 (No publication date). Targeted, Multidimensional Approaches to Overcome Inequalities in Secondary Education: Case Study of Camfed in Tanzania
Doi: http://doi.org/10.17863/CAM.7685

2015

Rose, P. and Alcott, B., 2015. How can education systems become equitable by 2030? DFID think pieces – Learning and equity

2014

Day Ashley, L., Mcloughlin, C., Aslam, M., Engel, J., Rawal, S., Batley, R., Kingdon, G., Nicolai, S. and Rose, PM., 2014. The role and impact of private schools in developing countries: a rigorous review of the evidence

2013

Rose, PM., Steer, L., Smith, K. and Zubairi, A., 2013. Financing for global education: Opportunities for multilateral action

Working papers

2015

Rose, P. and Malik, R., 2015. Can Pakistan afford quality education for all its children and young people?

2008

Rose, PM. and Dyer, C., 2008. Chronic Poverty and Education: A Review of Literature Chronic Poverty Research Centre Working Paper,

Other publications

2002

Rose, P. and Sayed, Y., 2002. Needs-based resource allocation in education via formula funding of schools INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, v. 22
Doi: http://doi.org/10.1016/S0738-0593(01)00024-4

1999

Rose, PM., 1999. Child work and education: Five case studies from Latin America. JOURNAL OF DEVELOPMENT STUDIES, v. 36

Rose, PM., 1999. Critical perspectives on schooling and fertility decline in the developing world. JOURNAL OF DEVELOPMENT STUDIES, v. 36

1995

Rose, P., 1995. Female education and adjustment programs: A crosscountry statistical analysis World Development, v. 23
Doi: http://doi.org/10.1016/0305-750X(95)00091-P

Dr Pascual Pérez-Paredes

Learner language;
variation and multidimensional analysis of (specialized) language(s);
CALL;
corpora in applied linguistics;
ICTs in language education

Journal articles

2020

Pérez-Paredes, P., 2020. A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015 Computer Assisted Language Learning,
Doi: http://doi.org/10.1080/09588221.2019.1667832

Pérez-Paredes, P. and Díez-Bedmar, MB., 2020. Certainty adverbs in spoken learner language Corpus-based Approaches to Spoken L2 Production, v. 5
Doi: http://doi.org/10.1075/ijlcr.17019.per

Díez-Bedmar, MB. and Pérez-Paredes, P., 2020. Noun phrase complexity in young Spanish EFL learners' writing: Complementing syntactic complexity indices with corpus-driven analyses International Journal of Corpus Linguistics, v. 25
Doi: http://doi.org/10.1075/ijcl.17058.die

2019

Pérez-Paredes, P. and Bueno-Alastuey, MC., 2019. A corpus-driven analysis of certainty stance adverbs: Obviously, really and actually in spoken native and learner English Journal of Pragmatics, v. 140
Doi: http://doi.org/10.1016/j.pragma.2018.11.016

Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., Meurice, A., Aguado Jiménez, P., Conole, G. and Sánchez Hernández, P., 2019. Mobile data-driven language learning: Affordances and learners’ perception System, v. 84
Doi: http://doi.org/10.1016/j.system.2019.06.009

Zhang, D. and Pérez-Paredes, P., 2019. Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources Computer Assisted Language Learning,
Doi: http://doi.org/10.1080/09588221.2019.1662455

2018

Pérez-Paredes, P., Ordoñana Guillamón, C. and Aguado Jiménez, P., 2018. Language teachers’ perceptions on the use of OER language processing technologies in MALL Computer Assisted Language Learning, v. 31
Doi: http://doi.org/10.1080/09588221.2017.1418754

Noguera-Díaz, Y. and Pérez-Paredes, P., 2018. Register analysis and ESP pedagogy: Noun-phrase modification in a corpus of English for military navy submariners English for Specific Purposes,
Doi: http://doi.org/10.1016/j.esp.2018.06.002

2017

Perez-Paredes, P., 2017. WorldCALL: Sustainability and computer-assisted language learning SYSTEM, v. 69
Doi: http://doi.org/10.1016/j.system.2017.07.015

Pérez-Paredes, P., Jiménez, PA. and Hernández, PS., 2017. Constructing immigrants in UK legislation and Administration informative texts: A corpus-driven study (2007–2011) Discourse and Society, v. 28
Doi: http://doi.org/10.1177/0957926516676700

2016

Pérez-Paredes, P., 2016. REVIEW: Tizón-Couto (2014) clausal complements in native and learner spoken English: A corpus-based study with lindsei and vicolse. Bern: Peter Lang Corpora, v. 11
Doi: http://doi.org/10.3366/cor.2016.0095

2014

Pérez-Paredes, P. and Sánchez-Tornel, M., 2014. Adverb use and language proficiency in young learners' writing International Journal of Corpus Linguistics, v. 19
Doi: http://doi.org/10.1075/ijcl.19.2.02per

Boulton, A. and Pérez-Paredes, P., 2014. ReCALL special issue: Researching uses of corpora for language teaching and learning Editorial Researching uses of corpora for language teaching and learning ReCALL, v. 26
Doi: http://doi.org/10.1017/S0958344014000068

Perez-Paredes, P., 2014. Corpus-Informed Research and Learning in ESP Issues and applications IBERICA,

2013

Pérez-Paredes, P., Sánchez-Tornel, M. and Alcaraz Calero, JM., 2013. Learners' search patterns during corpus-based focus-on-form activities: A study on hands-on concordancing International Journal of Corpus Linguistics, v. 17
Doi: http://doi.org/10.1075/ijcl.17.4.02par

2012

Aguado-Jiménez, P., Pérez-Paredes, P. and Sánchez, P., 2012. Exploring the use of multidimensional analysis of learner language to promote register awareness System, v. 40
Doi: http://doi.org/10.1016/j.system.2012.01.008

Díez-Bedmar, MB. and Pérez-Paredes, P., 2012. The types and effects of peer native speakers' feedback on CMC Language Learning and Technology, v. 16

2011

Garcia-Lopez, LJ., Díez-Bedmar, MB., Pérez-Paredes, P. and Tornero, E., 2011. Treatment change in adolescents with social anxiety disorder: Insights from corpus linguistics Ansiedad y Estres, v. 17

Pérez-Paredes, P., Sánchez-Tornel, M., Calero, JMA. and Jiménez, PA., 2011. Tracking learners' actual uses of corpora: Guided vs non-guided corpus consultation Computer Assisted Language Learning, v. 24
Doi: http://doi.org/10.1080/09588221.2010.539978

Perez-Paredes, P., 2011. Second Language Distance Learning and Teaching. Theoretical Perspectives and Didactic Ergonomics RECALL, v. 23
Doi: http://doi.org/10.1017/S0958344011000206

Sanchez-Tornel, M. and Perez-Paredes, P., 2011. Teaching and Researching Computer-Assisted Language Learning RECALL, v. 23
Doi: http://doi.org/10.1017/S0958344011000073

Pérez-Paredes, P., Hernández, PS. and Jiménez, PA., 2011. The use of adverbial hedges in EAP students' oral performance A cross-language analysis Studies in Corpus Linguistics, v. 47
Doi: http://doi.org/10.1075/scl.47.08per

2008

2008. Software-Aided Analysis of Language [Special Issue] International Journal of English Studies (IJES), v. 8

2006

Pérez-Paredes, P., Sánchez, P., Aguado, P. and Criado, R., 2006. El ámbito de la oralidad en la investigación lingüística anglosajona reciente Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics: RESLA/SJAL, v. 19

2005

Aguado-Giménez, P. and Pérez-Paredes, PF., 2005. Translation-strategies use: A classroom-based examination of baker's taxonomy Meta, v. 50
Doi: http://doi.org/10.7202/010675ar

2004

Pérez-Paredes, P. and Sánchez, P., 2004. Juggling and Jigsaw Puzzles: Flexible Assessment as a Parameter for Individualization in English for Specific Academic Purposes Courses Specific: Revista de Inglês para Fins Específicos, v. 1

2003

Pérez-Paredes, PPP., 2003. Small Corpora as Assisting Tools in The Teaching of English News Language: A Preliminary Tokens-Based Examination of Michael Swan’s Practical English Usage News Language Wordlist ESP World, v. 6

2002

2002. New Trends in Computer Assisted Language Learning and Teaching International Journal of English Studies (IJES), v. 2

Sánchez, P., Pérez-Paredes, P., Mena, F., Aguado, P., Dueñas, M. and Cerezo, L., 2002. La redacción como proceso: Recursos electrónicos comentados para el inglés académico Revista de Lenguas para Fines Específicos, v. 9-10

Pérez-Paredes, P., 2002. From Rooms to Environments: Techno-Short-Sightedness and Language Laboratories International Journal of English Studies (IJES), v. 2

Books

2020

Pérez-Paredes, P., 2020. Corpus Linguistics for Education A Guide for Research

2011

Bathia, V., Hernández, PS. and Pérez-Paredes, P., 2011. Specialized languages Corpora, meta-analyses and applications
Doi: http://doi.org/10.1075/scl.47.02bha

Book chapters

2019

Pérez-Paredes, P., 2019. ELTE and SLA

2017

Perez-Paredes, PF., 2017. A Keyword Analysis of the 2015 UK Higher Education Green Paper and the Twitter Debate
Doi: http://doi.org/10.3726/b11481

Perez-Paredes, PF., 2017. Adult language learning in informal settings and the role of mobile learning.

2015

Pérez-Paredes, P. and Sánchez-Tornel, M., 2015. A Multidimensional Analysis of Learner Language during Story Reconstruction in Interviews

2014

Perez-Paredes, PF., Alcalá, FDR. and Agulló, GL., 2014. Individual characteristics of primary school children

2012

Díez-Bedmar, MB. and Pérez-Paredes, P., 2012. A cross-sectional analysis of the use of the English article system in Spanish learner writing
Doi: 10.1075/tufs.4.13die

Pérez-Paredes, P. and Díez-Bedmar, MB., 2012. The use of intensifying adverbs in learner writing
Doi: 10.1075/tufs.4.11per

Perez-Paredes, PF. and Díez-Bedmar, MB., 2012. Intensifying adverbs in learner writing.

2010

Pérez-Paredes, P., 2010. Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Scenario

Pérez-Paredes, P., 2010. Ontologies and the Study of Legal English

Alcaraz Calero, JM., Pérez-Paredes, P. and Tornero Valero, E., 2010. A Generic Tool for Annotating TEI-Compliant Corpora: An ELT-Based Approach to Corpus Annotation

Pérez-Paredes, P., 2010. The Death of the Adverb Revisited: Attested Uses of Adverbs in Native and Non-Native Comparable Corpora of Spoken English

2008

Sánchez Tornel, M. and Pérez-Paredes, P., 2008. The Integration of Social Constructivist Web Enhanced Language Learning in Legal English: Understanding New Learning Skills

Pérez-Paredes, P., Sánchez-Hernández, P., Aguado Jiménez, P. and Criado Sánchez, R., 2008. Adverbial Hedges in University Students' Oral Performance: A Cross-Language Multidimensional Analysis

Pérez-Paredes, P. and Sánchez-Tornel, M., 2008. Understanding e-skills in the FLT context
Doi: http://doi.org/10.4018/978-1-59904-994-6.ch001

2004

Pérez-Paredes, P. and Cantos-Gómez, P., 2004. Some lessons students learn: Self-discovery and corpora
Doi: http://doi.org/10.1075/scl.17.18per

Pérez-Paredes, P., 2004. Network: Learner oral corpora and network - based language teaching
Doi: 10.1075/scl.12.18per

Conference proceedings

2015

Pérez-Paredes, P. and Sánchez-Tornel, M., 2015. A multidimensional analysis of learner language during story reconstruction in interviews Studies in Corpus Linguistics, v. 70
Doi: http://doi.org/10.1075/scl.70.06per

2009

Pérez-Paredes, P. and Alcaraz-Calero, JM., 2009. Developing annotation solutions for online Data Driven Learning ReCALL, v. 21
Doi: http://doi.org/10.1017/S0958344009000093

2003

Perez-Paredes, P., 2003. Integrating networked learner oral corpora into foreign language instruction EXTENDING THE SCOPE OF CORPUS-BASED RESEARCH: NEW APPLICATIONS, NEW CHALLENGES,

Other publications

2011

2011. Researching Specialized Languages
Doi: 10.1075/scl.47

2008

2008. Researching and Teaching Specialized Languages: New Contexts, New Challenges

Professor Jenny Gibson

Social impact and cognitive underpinnings of specific language impairments; pragmatic language impairments and autism; development of non-literal language comprehension and pragmatic language development

Journal articles

2023

McAnuff, J., Gibson, JL., Webster, R., Kaur-Bola, K., Crombie, S., Grayston, A. and Pennington, L., 2023. School-based allied health interventions for children and young people affected by neurodisability: a systematic evidence map. Disabil Rehabil, v. 45
Doi: 10.1080/09638288.2022.2059113

Blaskova, LJ. and Gibson, JL., 2023. Children with language disorder as friends: Interviews with classroom peers to gather their perspectives Child Language Teaching and Therapy, v. 39
Doi: 10.1177/02656590221139231

C St Clair, M., Horsham, J., Lloyd-Esenkaya, V., Jackson, E., Gibson, J., Leitão, S. and Botting, N., 2023. The Engage with Developmental Language Disorder (E-DLD) project: Cohort profile. Int J Lang Commun Disord, v. 58
Doi: 10.1111/1460-6984.12835

Goodacre, EJ., Fink, E., Ramchandani, P. and Gibson, JL., 2023. Building connections through play: Influences on children's connected talk with peers. Br J Dev Psychol,
Doi: http://doi.org/10.1111/bjdp.12443

Francis, GA. and Gibson, JL., 2023. A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions. Br J Psychol,
Doi: http://doi.org/10.1111/bjop.12650

Sher, DA. and Gibson, JL., 2023. Pioneering, prodigious and perspicacious: Grunya Efimovna Sukhareva's life and contribution to conceptualising autism and schizophrenia. Eur Child Adolesc Psychiatry, v. 32
Doi: 10.1007/s00787-021-01875-7

2022 (Accepted for publication)

Sharma, C., Katsos, N. and Gibson, J., 2022 (Accepted for publication). Associations between bilingualism and Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour in a community sample of primary school children Applied Psycholinguistics,
Doi: http://doi.org/10.1017/S0142716422000108

2022

Sher, DA., Gibson, JL. and Sher, HE., 2022. 'We've come a very, very, long way' Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community. Autism, v. 26
Doi: http://doi.org/10.1177/13623613221075099

Zhao, YV. and Gibson, JL., 2022. Evidence for Protective Effects of Peer Play in the Early Years: Better Peer Play Ability at Age 3 Years Predicts Lower Risks of Externalising and Internalising Problems at Age 7 Years in a Longitudinal Cohort Analysis. Child Psychiatry Hum Dev,
Doi: http://doi.org/10.1007/s10578-022-01368-x

Schwarz, J., Li, KK., Sim, JH., Zhang, Y., Buchanan-Worster, E., Post, B., Gibson, JL. and McDougall, K., 2022. Semantic Cues Modulate Children's and Adults' Processing of Audio-Visual Face Mask Speech. Front Psychol, v. 13
Doi: http://doi.org/10.3389/fpsyg.2022.879156

Friedman, S., Gibson, J., Jones, C. and Hughes, C., 2022. ‘A new adventure’: a case study of autistic children at Forest School Journal of Adventure Education and Outdoor Learning,
Doi: http://doi.org/10.1080/14729679.2022.2115522

Forrest, CL., Lloyd-Esenkaya, V., Gibson, JL. and St Clair, MC., 2022. Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task. J Autism Dev Disord,
Doi: http://doi.org/10.1007/s10803-022-05698-6

Sher, DA., Gibson, JL. and Browne, WV., 2022. "It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children. J Autism Dev Disord, v. 52
Doi: http://doi.org/10.1007/s10803-021-05314-z

Zhao, YV. and Gibson, JL., 2022. Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children. Autism Dev Lang Impair, v. 7
Doi: http://doi.org/10.1177/23969415211063822

Katsos, N. and Gibson, JL., 2022. Language competence and beyond Understanding the lived experience of bilingualism for autistic people Linguistic Approaches to Bilingualism, v. 12
Doi: http://doi.org/10.1075/lab.21070.kat

2021

Schwarz, J., Li, KK., Hong Sim, J., Zhang, Y., Buchanan-Worster, E., Post, B., Gibson, J. and McDougall, K., 2021. Speech Perception through Face Masks by Children and Adults
Doi: 10.33774/coe-2021-l88qk

Howard, KB., Katsos, N. and Gibson, JL., 2021. Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings British Educational Research Journal, v. 47
Doi: 10.1002/berj.3662

Gibson, JL., Newbury, DF., Durkin, K., Pickles, A., Conti-Ramsden, G. and Toseeb, U., 2021. Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development Oxford Review of Education, v. 47
Doi: http://doi.org/10.1080/03054985.2020.1824902

Rao, Z., Fink, E. and Gibson, J., 2021. Dyadic association between aggressive pretend play and children's anger expression. Br J Dev Psychol, v. 39
Doi: http://doi.org/10.1111/bjdp.12352

Forrest, CL., Gibson, JL. and St Clair, MC., 2021. Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents. Int J Environ Res Public Health, v. 18
Doi: http://doi.org/10.3390/ijerph18031221

Centeio Jorge, C., Atzmueller, M., Heravi, BM., Gibson, JL., Rossetti, RJF. and Rebelo de Sá, C., 2021. “Want to come play with me?” Outlier subgroup discovery on spatio-temporal interactions Expert Systems,
Doi: http://doi.org/10.1111/exsy.12686

Gibson, JL., Pritchard, E. and de Lemos, C., 2021. Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review. Autism Dev Lang Impair, v. 6
Doi: http://doi.org/10.1177/23969415211015840

Rao, Z. and Gibson, JL., 2021. You Pretend, I Laugh: Associations Between Dyadic Pretend Play and Children's Display of Positive Emotions. Front Psychol, v. 12
Doi: http://doi.org/10.3389/fpsyg.2021.669767

Janik Blaskova, L. and Gibson, JL., 2021. Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children's own perspectives. Autism Dev Lang Impair, v. 6
Doi: http://doi.org/10.1177/23969415211021515

Gjærde, LK., Hybschmann, J., Dybdal, D., Topperzer, MK., Schrøder, MA., Gibson, JL., Ramchandani, P., Ginsberg, EI., Ottesen, B., Frandsen, TL. and Sørensen, JL., 2021. Play interventions for paediatric patients in hospital: a scoping review. BMJ Open, v. 11
Doi: http://doi.org/10.1136/bmjopen-2021-051957

Francis, G. and Gibson, JL., 2021. A Plausible role of Imagination in Pretense, Executive Functions, and Counterfactual Reasoning
Doi: 10.31234/osf.io/skxb8

Howard, K., Gibson, J. and Katsos, N., 2021. Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism. J Autism Dev Disord, v. 51
Doi: http://doi.org/10.1007/s10803-020-04528-x

2020 (Accepted for publication)

Müller, LM., Howard, K., Wilson, E., Gibson, J. and Katsos, N., 2020 (Accepted for publication). Bilingualism in the family and child well-being: A scoping review International Journal of Bilingualism,
Doi: http://doi.org/10.1177/1367006920920939

2020

Fink, E., Mareva, S. and Gibson, JL., 2020. Dispositional playfulness in young children: A cross-sectional and longitudinal examination of the psychometric properties of a new child self-reported playfulness scale and associations with social behaviour Infant and Child Development, v. 29
Doi: http://doi.org/10.1002/icd.2181

Fink, E. and Gibson, J., 2020. Learning in unexpected places Psychologist, v. 34

Blaskova, LJ., Le Courtois, S., Baker, ST., Gibson, JL., Ramchandani, PG., O’Farrelly, C. and Fink, E., 2020. Participant engagement with play research–examples and lessons learned from the Centre for Play in Education, Development and Learning International Journal of Play, v. 9
Doi: http://doi.org/10.1080/21594937.2020.1843804

Gibson, JL., Pritchard, EJ. and de Lemos, C., 2020. Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review
Doi: http://doi.org/10.31234/osf.io/mp2xc

Forrest, CL., Gibson, JL., Halligan, SL. and St Clair, MC., 2020. A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. J Speech Lang Hear Res, v. 63
Doi: http://doi.org/10.1044/2020_JSLHR-19-00188

Toseeb, U., Gibson, JL., Newbury, DF., Orlik, W., Durkin, K., Pickles, A. and Conti-Ramsden, G., 2020. Play and prosociality are associated with fewer externalizing problems in children with developmental language disorder: The role of early language and communication environment. Int J Lang Commun Disord, v. 55
Doi: http://doi.org/10.1111/1460-6984.12541

2019 (Accepted for publication)

Gibson, J., Fink, E., Torres, P., Browne, W. and Mareva, S., 2019 (Accepted for publication). Making sense of social pretense: The effect of the dyad, sex and language ability in a large observational study of children’s behaviors in a social pretend play context Social Development,
Doi: http://doi.org/10.1111/sode.12420

Rao, Z., Gibson, J. and Nicholl, W., 2019 (Accepted for publication). Features of social play in 8- to 11-year-olds in China: exploring children’s own perspectives Beijing International Review of Education, v. 2
Doi: http://doi.org/10.1163/25902539-00202009

2019

Fink, E., Browne, WV., Hughes, C. and Gibson, J., 2019. Using a “child's-eye view” of social success to understand the importance of school readiness at the transition to formal schooling Social Development, v. 28
Doi: http://doi.org/10.1111/sode.12323

Francis, GA., Farr, W., Mareva, S. and Gibson, JL., 2019. Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys Research in Autism Spectrum Disorders, v. 58
Doi: http://doi.org/10.1016/j.rasd.2018.08.005

Rao, Z. and Gibson, J., 2019. Motivations for emotional expression and emotion regulation strategies in Chinese school-aged children Motivation and Emotion, v. 43
Doi: http://doi.org/10.1007/s11031-018-9740-0

Ellefson, MR., Baker, ST. and Gibson, JL., 2019. Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions Journal of Cognition and Development, v. 20
Doi: http://doi.org/10.1080/15248372.2018.1551219

St Clair, MC., Forrest, CL., Yew, SGK. and Gibson, JL., 2019. Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. J Speech Lang Hear Res, v. 62
Doi: http://doi.org/10.1044/2018_JSLHR-L-18-0061

Howard, K., Katsos, N. and Gibson, J., 2019. Using interpretative phenomenological analysis in autism research. Autism, v. 23
Doi: http://doi.org/10.1177/1362361318823902

Howard, KB., Katsos, N. and Gibson, JL., 2019. The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. Res Dev Disabil, v. 87
Doi: http://doi.org/10.1016/j.ridd.2019.01.008

Kašćelan, D., Katsos, N. and Gibson, JL., 2019. Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children. J Autism Dev Disord, v. 49
Doi: 10.1007/s10803-019-03994-2

Gibson, JL., Fink, E., Torres, P., Browne, W. and Mareva, S., 2019. Making sense of social pretence: The role of the dyad, sex and language ability in a large observational study of children’s behaviours in a social pretend play context
Doi: http://doi.org/10.31234/osf.io/p6zns

Moreno, A., Poppe, R., Gibson, JL. and Heylen, D., 2019. Automated and unobtrusive measurement of physical activity in an interactive playground International Journal of Human Computer Studies, v. 129
Doi: http://doi.org/10.1016/j.ijhcs.2019.03.010

Newbury, DF., Gibson, JL., Conti-Ramsden, G., Pickles, A., Durkin, K. and Toseeb, U., 2019. Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood. J Speech Lang Hear Res, v. 62
Doi: http://doi.org/10.1044/2019_JSLHR-L-19-0001

Fink, E., Mareva, S. and Gibson, JL., 2019. Dispositional playfulness in young children: A cross-sectional and longitudinal examination of the psychometric properties of a new child self-reported playfulness scale and associations with social behaviour
Doi: http://doi.org/10.31234/osf.io/w5cek

Yiran Zhao, V., Kulkarni, K., Gibson, J., Baker, S. and Ramchandani, PG., 2019. Introducing the Play in Education, Development and Learning (PEDAL) Research Centre International Journal of Play, v. 8
Doi: http://doi.org/10.1080/21594937.2019.1684144

2018

Forrest, CL., Gibson, JL., Halligan, SL. and St Clair, MC., 2018. A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study Autism and Developmental Language Impairments, v. 3
Doi: http://doi.org/10.1177/2396941518795392

Gibson, JL., Hailes, S., Heravi, B. and Skuse, D., 2018. Using sensors to study the social dynamics of outdoor play.
Doi: http://doi.org/10.31234/osf.io/2zbqh

Francis, GA., Mareva, S., Farr, W. and Gibson, JL., 2018. Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys.
Doi: http://doi.org/10.31234/osf.io/vz83a

Heravi, B., Gibson, JL., Hailes, S. and Skuse, D., 2018. Playground Social Interaction Analysis using Bespoke Wearable Sensors for Tracking and Motion Capture
Doi: 10.31234/osf.io/qhmd2

2017

Gibson, JL., Cornell, MM. and Gill, T., 2017. A Systematic Review of Research into the Impact of Loose Parts Play on Children's Cognitive, Social and Emotional Development School Mental Health, v. 9
Doi: http://doi.org/10.1007/s12310-017-9220-9

2017. Erratum. J Child Psychol Psychiatry, v. 58
Doi: http://doi.org/10.1111/jcpp.12701

2016

van Harmelen, A-L., Gibson, JL., St Clair, MC., Owens, M., Brodbeck, J., Dunn, V., Lewis, G., Croudace, T., Jones, PB., Kievit, RA. and Goodyer, IM., 2016. Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS One, v. 11
Doi: http://doi.org/10.1371/journal.pone.0153715

Uljarevic, M., Katsos, N., Hudry, K. and Gibson, JL., 2016. Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications Journal of Child Psychology and Psychiatry, v. 57
Doi: 10.1111/jcpp.12596

2015

Gibson, J., Kelvin, R. and Goodyer, I., 2015. A call for greater transparency in health policy development: Observations from an analysis of child and adolescent mental health policy Evidence and Policy, v. 11
Doi: http://doi.org/10.1332/174426414X13940168597987

2013

Gibson, J., Adams, C., Lockton, E. and Green, J., 2013. Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. J Child Psychol Psychiatry, v. 54
Doi: http://doi.org/10.1111/jcpp.12079

2011

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J., 2011. Quantifying peer interactions for research and clinical use: the Manchester Inventory for Playground Observation. Res Dev Disabil, v. 32
Doi: http://doi.org/10.1016/j.ridd.2011.07.014

Theses / dissertations

2022 (No publication date)

Janik Blaskova, L., 2022 (No publication date). Peer relationships and the wellbeing of children with Developmental Language Disorder

2020 (No publication date)

Kašćelan, D., 2020 (No publication date). Prevalence of Autistic-Like Traits in General Population Bilingual and Monolingual Samples and Their Effect on Cognition and Metaphor Processing/Interpretation

Sharma, C., 2020 (No publication date). The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population

2020

Howard, KB., 2020. When bilingualism meets autism: The perspectives and experiences of children, parents and educational practitioners

Book chapters

2022

Veiga, G., da Silva, BMS., Gibson, J. and Rieffe, C., 2022. EMOTIONS IN PLAY: The Role of Physical Play in Children’s Social Well- Being
Doi: http://doi.org/10.1093/oxfordhb/9780198855903.013.28

2020

Quizhpi, C., Schetzina, K., Jaishankar, G., Tolliver, RM., Thibeault, D., Kwak, HG., Fapo, O., Gibson, J., Duvall, K. and Wood, D., 2020. BREAKING THE CYCLE OF CHILDHOOD ADVERSITY THROUGH PEDIATRIC PRIMARY CARE SCREENING AND INTERVENTIONS: A PILOT STUDY

2020. Name Index
Doi: 10.1515/9783110431056-024

Gibson, JL. and St Clair, MC., 2020. Assessing pragmatic competence in developmental disorders
Doi: http://doi.org/10.1515/9783110431056-022

2019

Rao, Z. and Gibson, J., 2019. The Role of Pretend Play in Supporting Young Children's Emotional Development
Doi: 10.4135/9781526470393.n4

Datasets

2019 (No publication date)

Kašćelan, D., Katsos, N. and Gibson, JL., 2019 (No publication date). Kascelan, Katsos, Gibson JADD Dataset

Conference proceedings

2019 (Accepted for publication)

Jorge, CC., Atzmueller, M., Heravi, BM., Gibson, JL., de Sá, CR. and Rossetti, RJF., 2019 (Accepted for publication). Mining Exceptional Social Behaviour EPIA 2019 proceedings, Part II, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), v. 11805 LNAI
Doi: http://doi.org/10.1007/978-3-030-30244-3_38

2019

Mirawdeli, A., Gallagher, I., Gibson, J., Katsos, N., Knill, K. and Wood, H., 2019. Splash: Speech and language assessment in schools and homes Proceedings of the Annual Conference of the International Speech Communication Association, INTERSPEECH, v. 2019-September
Doi: 10.21437/Interspeech.2019-8027

2018

Heravi, BM., Gibson, JL., Hailes, S. and Skuse, D., 2018. Playground social interaction analysis using bespoke wearable sensors for tracking and motion capture ACM International Conference Proceeding Series,
Doi: http://doi.org/10.1145/3212721.3212818

Working papers

2019

Kašćelan, D., Katsos, N. and Gibson, JL., 2019. Relations between bilingualism and autistic-like traits in a general population sample of primary school children
Doi: http://doi.org/10.31234/osf.io/9qrc5

Dr Elspeth Wilson

First language acquisition; word learning; experimental semantics & pragmatics; implicature; bilingualism

Journal articles

2023

Wilson, E., Lawrence, R. and Katsos, N., 2023. The Role of Perspective-Taking in Children’s Quantity Implicatures Language Learning and Development, v. 19
Doi: 10.1080/15475441.2022.2050236

2022

Wilson, E. and Katsos, N., 2022. Pragmatic, linguistic and cognitive factors in young children's development of quantity, relevance and word learning inferences Journal of Child Language, v. 49
Doi: http://doi.org/10.1017/S0305000921000453

2020 (Accepted for publication)

Müller, LM., Howard, K., Wilson, E., Gibson, J. and Katsos, N., 2020 (Accepted for publication). Bilingualism in the family and child well-being: A scoping review International Journal of Bilingualism,
Doi: http://doi.org/10.1177/1367006920920939

Book chapters

2020

Wilson, E. and Katsos, N., 2020. Acquiring implicatures
Doi: http://doi.org/10.1515/9783110431056-005

Min Du

Virtual learning; online learning; course design; EFL assessment; second language education

Mia Kim

Bilingualism; language learning; language and thought

Theses / dissertations

2021

Kim, MK., 2021. Bilinguals’ Emotion and Language: An Exploratory Study of Korean-English Bilinguals’ Experience of and Expression of Shame

Prof Yongcan Liu

Journal articles

2022

Wu, X. and Liu, Y., 2022. Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China Applied Linguistics Review,
Doi: http://doi.org/10.1515/applirev-2021-0074

Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. and Rutgers, D., 2022. Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England International Journal of Multilingualism,
Doi: http://doi.org/10.1080/14790718.2022.2060235

Zhou, Y. and Liu, Y., 2022. Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers Language and Education,
Doi: http://doi.org/10.1080/09500782.2022.2068351

Fu, Z. and Liu, Y., 2022. Promoting L2 writing development via a concept-based approach to teaching genre: A sociocultural intervention study in Chinese EFL writing classrooms Language Teaching Research,
Doi: http://doi.org/10.1177/13621688221114363

Shao, J. and Liu, Y., 2022. Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English Applied Linguistics Review, v. 13
Doi: http://doi.org/10.1515/applirev-2019-0131

2021

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2021. Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1906733

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y., 2021. Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England Journal of Language, Identity and Education,
Doi: http://doi.org/10.1080/15348458.2021.1986397

Xie, Y. and Liu, Y., 2021. Who do you hang out with? How Chinese students' social networks relate to their perceived oral proficiency gains during study abroad experiences Study Abroad Research in Second Language Acquisition and International Education, v. 6
Doi: http://doi.org/10.1075/sar.18014.xie

Leung, C., Evans, M. and Liu, Y., 2021. English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England Language Assessment Quarterly, v. 18
Doi: http://doi.org/10.1080/15434303.2020.1869745

2020 (Accepted for publication)

Chen, C. and Liu, Y., 2020 (Accepted for publication). The role of vocabulary breadth and depth in IELTS academic reading tests Reading as a Foreign Language,

2020

Davidson, R. and Liu, Y., 2020. Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks Language, Culture and Curriculum, v. 33
Doi: http://doi.org/10.1080/07908318.2018.1560460

Choi, K. and Liu, Y., 2020. Challenges and strategies for ELF-aware teacher development ELT Journal, v. 74
Doi: http://doi.org/10.1093/elt/ccaa036

Guo, J. and Liu, Y., 2020. Navigating the complex landscape of cross-epistemic climates: migrant Chinese language teachers’ belief changes about knowledge and learning Teacher Development, v. 24
Doi: http://doi.org/10.1080/13664530.2020.1794951

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y., 2020. Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation International Journal of Multilingualism, v. 17
Doi: http://doi.org/10.1080/14790718.2018.1524896

2019

Evans, M., Fisher, L., Forbes, K. and Liu, Y., 2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue Language and Education, v. 33
Doi: 10.1080/09500782.2018.1445756

2018 (Accepted for publication)

Liu, Y., 2018 (Accepted for publication). Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2018.1452956

2017 (Accepted for publication)

Wang, T. and Liu, Y., 2017 (Accepted for publication). Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China Language Learning Journal, v. 48
Doi: http://doi.org/10.1080/09571736.2017.1375549

2017

Liu, Y., Linda Fisher, , Karen Forbes, and Michael Evans, , 2017. The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL Language and Intercultural Communication, v. 17
Doi: 10.1080/14708477.2017.1368136

2016 (Accepted for publication)

Evans, MJ. and Liu, Y., 2016 (Accepted for publication). The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England Journal of Language, Identity, and Education,
Doi: http://doi.org/10.1080/15348458.2018.1433043

2016

Liu, Y., 2016. The emotional geographies of language teaching Teacher Development, v. 20
Doi: http://doi.org/10.1080/13664530.2016.1161660

Chang, SY. and Liu, Y., 2016. From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation System, v. 61
Doi: http://doi.org/10.1016/j.system.2016.07.009

Liu, Y. and Evans, M., 2016. Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England Cambridge Journal of Education, v. 46
Doi: http://doi.org/10.1080/0305764X.2015.1091441

2013

Liu, Y., 2013. The Social Organisation of Talk-in-Interaction at Work in a Language Teacher Professional Community Learning, Culture and Social Interaction,

2012

Liu, Y. and Xu, Y., 2012. The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher's identity in the workplace Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2011.610899

2011

Liu, Y. and Xu, Y., 2011. Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies Teaching and Teacher Education, v. 27
Doi: http://doi.org/10.1016/j.tate.2010.10.013

2010

Xu, Y. and Liu, Y., 2010. Teacher assessment knowledge and practice: A narrative inquiry of a Chinese EFL teachers’ experience TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, v. 43
Doi: http://doi.org/10.1002/j.1545-7249.2009.tb00246.x

2009

Xu, Y. and Liu, Y., 2009. Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience TESOL Quarterly, v. 43
Doi: http://doi.org/10.1002/j.1545-7249.2009.tb00246.x

2006

Liu, Y. and Fisher, L., 2006. The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases Teacher Development, v. 10
Doi: 10.1080/13664530600922203

Theses / dissertations

2021 (No publication date)

Choi, K., 2021 (No publication date). Investigating Global Englishes-oriented teacher development through the lens of transformative learning theory: A study of South Korean elementary EFL teachers’ experiences

Book chapters

2018

Liu, Y., Leug, C., Davidson, C., East, M., Evans, M. and Green, M., 2018. Using assessment to promote learning: Clarifying constructs, theories and practices.

Leung, C., Davison, C., East, M., Evans, M., Liu, Y., Hamp-Lyons, L. and Purpura, JE., 2018. Using assessment to promote learning: Clarifying constructs, theories, and practices

2017

Duff, PA., Liu, Y. and Li, D., 2017. Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization
Doi: http://doi.org/10.4324/9781315727974

2010

Liu, Y. and Fisher, L., 2010. Cultural-historical perspectives on teacher education and development

Liu, Y. and Fisher, L., 2010. ‘What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106-22

Liu, Y. and Fisher, L., 2010. 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106

Reports

2014

Arnot, M., Schneider, C., Evans, M., Liu, Y., Welpy, O. and Davis-Tutt, D., 2014. School Approaches to the education of EAL students: langauge development, social integration and achievement

Professor Neil Mercer

Book chapters

2020

Hofmann, R., 2020. DIALOGUE, TEACHERS AND PROFESSIONAL DEVELOPMENT

2018 (Published online)

Dudley, PJ., Warwick, P., Vrikki, M., Vermunt, J. and Mercer, N., 2018 (Published online). Implementing a new mathematics curriculum in the UK: Lesson Study as a driver for professional dialogue and teacher learning

2017

Vermunt, JD., Vrikki, M., Warwick, P. and Mercer, N., 2017. Connecting teacher identity formation to patterns in teacher learning

2014

Taber, KS., Mercer, N., Ruthven, K., Riga, F., Howe, C., Hofmann, R. and Luthman, S., 2014. Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level: Supporting personal learning about science and the nature of science
Doi: http://doi.org/10.4018/978-1-4666-6375-6.ch006

2013

Whitebread, DG., 2013. Self-regulation in Young Children: its Characteristics and the Role of Communication and Language in its early development

2012

Mercer, N., 2012. Commentary: The future development of research on classroom talk
Doi: http://doi.org/10.1007/978-94-6091-864-3_6

Howe, C. and Mercer, N., 2012. Children’s social development, peer interaction and classroom learning
Doi: http://doi.org/10.4324/9780203121672

2011

Littleton, K. and Mercer, N., 2011. Communication, collaboration, and creativity: How musicians negotiate a collective 'sound'
Doi: http://doi.org/10.1093/acprof:oso/9780199568086.003.0015

2010

Littleton, K. and Mercer, NM., 2010. The significance of educational dialogues between primary school children.

Edwards, D. and Mercer, NM., 2010. Extracts from Common Knowledge: the development of understanding in the classroom.

Mercer, NM., Gillen, J., Kleine Staarman, J., Littleton, K. and Twiner, A., 2010. Interactive Whiteboards: does new technology transform teaching?

Mercer, NM., 2010. The guided construction of knowledge: talk between teachers and students.

2009

Mercer, NM., 2009. Developing argumentation: lessons learned in the primary school.
Doi: http://doi.org/10.1007/978-0-387-98125-3_7

Mercer, NM., Littleton, K. and Wegerif, R., 2009. Methods for studying the processes of interaction and collaborative activity in computer-based educational activities.

Wegerif, R., 2009. Dialogue and teaching thinking with technology: Opening, expanding and deepening the 'inter-face'
Doi: http://doi.org/10.4324/9780203863510

Mercer, NM. and Howe, C., 2009. Children’s social development, peer interaction and classroom learning.

2008

Mercer, NM. and Dawes, L., 2008. the value of Exploratory Talk.

Datasets

2019 (No publication date)

Hennessy, S., Howe, C., Mercer, N., Vrikki, M. and Wheatley, L., 2019 (No publication date). Transcripts of lessons in core subjects in primary classrooms in England
Doi: http://doi.org/10.17863/CAM.39601

Journal articles

2019

Vrikki, M., Wheatley, L., Howe, C., Hennessy, S. and Mercer, N., 2019. Dialogic practices in primary school classrooms Language and Education, v. 33
Doi: http://doi.org/10.1080/09500782.2018.1509988

2017 (Accepted for publication)

Mercer, N., Hennessy, S. and Warwick, P., 2017 (Accepted for publication). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry International Journal of Educational Research,
Doi: http://doi.org/10.1016/j.ijer.2017.08.007

2017

Vrikki, M., Warwick, P., Vermunt, JD., Mercer, N. and Van Halem, N., 2017. Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions Teaching and Teacher Education, v. 61
Doi: http://doi.org/10.1016/j.tate.2016.10.014

Warwick, PT. and Mercer, N., 2017. Identifying and assessing students' spoken language skills. Impact, Issue 1. Chartered College of Teaching UK,

Ruthven, K., Mercer, N., Taber, KS., Guardia, P., Hofmann, R., Ilie, S., Luthman, S. and Riga, F., 2017. A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention Research Papers in Education, v. 32
Doi: http://doi.org/10.1080/02671522.2015.1129642

2016

Warwick, P., Vrikki, M., Vermunt, JD., Mercer, N. and van Halem, N., 2016. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics ZDM - Mathematics Education, v. 48
Doi: http://doi.org/10.1007/s11858-015-0750-z

Hofmann, RJ., Hennessy, S., Rojas-Drummond, S., Barrera, MJ., García Carrión, R., Howe, C., Kershner,, R., Littleton, K., Marquez, AM. and Mercer, N., 2016. Developing a coding scheme for analysing classroom dialogue across d educational contexts. Learning, Culture and Social Interaction, v. 9
Doi: http://doi.org/10.1016/j.lcsi.2015.12.001

Perez-Adamson, C. and Mercer, N., 2016. How do different types of schools prepare students for life at Cambridge? Cambridge Journal of Education, v. 46
Doi: http://doi.org/10.1080/0305764X.2015.1009364

Hofmann, R. and Mercer, N., 2016. Teacher interventions in small group work in secondary mathematics and science lessons Language and Education, v. 30
Doi: http://doi.org/10.1080/09500782.2015.1125363

Mannion, J. and Mercer, N., 2016. Learning to learn: improving attainment, closing the gap at Key Stage 3 Curriculum Journal, v. 27
Doi: http://doi.org/10.1080/09585176.2015.1137778

2015

Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. and Riga, F., 2015. Principled Improvement in Science: Forces and proportional relations in early secondary–school teaching International Journal of Science Education, v. 37
Doi: http://doi.org/10.1080/09500693.2014.975168

Mercer, N., 2015. Re/structuring science education: re-uniting sociological and psychological perspectives STUDIES IN SCIENCE EDUCATION, v. 51
Doi: http://doi.org/10.1080/03057267.2014.889894

Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R., Ilie, S. and Guardia, P., 2015. Rational number and proportional reasoning in early secondary school: towards principled improvement in mathematics Research in Mathematics Education, v. 17
Doi: http://doi.org/10.1080/14794802.2015.1019914

Knight, S. and Mercer, N., 2015. The role of exploratory talk in classroom search engine tasks Technology, Pedagogy and Education, v. 24
Doi: http://doi.org/10.1080/1475939X.2014.931884

2014

Knight, S. and Mercer, N., 2014. The role of exploratory talk in classroom search engine tasks Technology, Pedagogy and Education,
Doi: http://doi.org/10.1080/1475939X.2014.931884

Cheng, B., Wang, M. and Mercer, N., 2014. Effects of role assignment in concept mapping mediated small group learning Internet and Higher Education, v. 23
Doi: http://doi.org/10.1016/j.iheduc.2014.06.001

Mercer, N. and Dawes, L., 2014. The study of talk between teachers and students, from the 1970s until the 2010s Oxford Review of Education, v. 40
Doi: http://doi.org/10.1080/03054985.2014.934087

Kershner, R., Warwick, P., Mercer, N. and Kleine Staarman, J., 2014. Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience...' Education 3-13, v. 42
Doi: http://doi.org/10.1080/03004279.2012.670255

2013

Warwick, P., Mercer, N. and Kershner, R., 2013. 'Wait, let's just think about this': Using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities Learning, Culture and Social Interaction, v. 2
Doi: http://doi.org/10.1016/j.lcsi.2012.12.004

Mercer, NM., 2013. The social brain, language and goal-orientated collective thinking: a social conception of cognition and its implications for understanding how we think, teach and learn Educational Psychologist,
Doi: http://doi.org/10.1080/00461520.2013.804394

2012

Mercer, N. and Howe, C., 2012. Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory Learning, Culture and Social Interaction, v. 1
Doi: http://doi.org/10.1016/j.lcsi.2012.03.001

Daniels, H., Edwards, A., Mercer, N. and Saljo, R., 2012. Untitled LEARNING CULTURE AND SOCIAL INTERACTION, v. 1
Doi: http://doi.org/10.1016/j.lcsi.2012.05.002

2011 (No publication date)

Mercer, NM. and Dawes, L., 2011 (No publication date). Making most of talk. English Drama Media,

2011

Warwick, P., Hennessy, S. and Mercer, N., 2011. Promoting teacher and school development through co-enquiry: Developing interactive whiteboard use in a 'dialogic classroom' Teachers and Teaching: Theory and Practice, v. 17
Doi: http://doi.org/10.1080/13540602.2011.554704

Hennessy, S., Mercer, N. and Warwick, P., 2011. A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue TEACH COLL REC, v. 113

Soong, B. and Mercer, N., 2011. Improving students' revision of physics concepts through ICT-based co-construction and prescriptive tutoring International Journal of Science Education, v. 33
Doi: http://doi.org/10.1080/09500693.2010.489586

2010

Mercer, N., Hennessy, S. and Warwick, P., 2010. Using interactive whiteboards to orchestrate classroom dialogue Technology, Pedagogy and Education, v. 19
Doi: http://doi.org/10.1080/1475939X.2010.491230

Kershner, R., Mercer, N., Warwick, P. and Staarman, JK., 2010. Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities? INT J COMP-SUPP COLL, v. 5
Doi: http://doi.org/10.1007/s11412-010-9096-2

Mercer, N., Warwick, P., Kershner, R. and Staarman, JK., 2010. Can the interactive whiteboard help to provide 'dialogic space' for children's collaborative activity? LANG EDUC-UK, v. 24
Doi: http://doi.org/10.1080/09500781003642460

Warwick, P., Mercer, N., Kershner, R. and Staarman, JK., 2010. In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard COMPUT EDUC, v. 55
Doi: http://doi.org/10.1016/j.compedu.2010.02.001

Soong, B., Mercer, NM. and Siew, SE., 2010. Revision by means of computer-mediated peer discussions. Physics Education, v. 45

Simpson, A., Mercer, N. and Majors, Y., 2010. Editorial: Douglas Barnes revisited: If learning floats on a sea of talk, what kind of talk? And what kind of learning? ENGL TEACH-PRACT CRI, v. 9

2009

Soong, B., Mercer, N. and Er, SS., 2009. Students' difficulties when solving physics problems: Results from an ICT-infused revision intervention Proceedings of the 17th International Conference on Computers in Education, ICCE 2009,

Mercer, N., 2009. Developing argumentation: Lessons learned in the primary school
Doi: http://doi.org/10.1007/978-0-387-98125-3_7

Mercer, NM., Dawes, L. and Staarman, JK., 2009. Dialogic teaching in the primary science classroom. Language and Education, v. 23

Mercer, NM., 2009. The analysis of classroom talk: methods and methodologies. British Journal of Educational Psychology, v. 80

2008

Mercer, N., 2008. Changing our minds: a commentary on 'Conceptual change: a discussion of theoretical, methodological and practical challenges for science education' Cultural Studies of Science Education,
Doi: http://doi.org/10.1007/s11422-008-9099-8

Mercer, NM., 2008. The seeds of time: why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, v. 17

Mercer, NM., 2008. Talk and the development of reasoning and understanding. Human Development, v. 51

Gillen, J., Littleton, K., Twiner, A., Staarman, JK. and Mercer, N., 2008. Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, v. 24

Mercer, NM., 2008. Classroom dialogue and the teacher's role. Education Review, v. 21

2007

Gillen, J., Staarman, JK., Littleton, K., Mercer, N. and Twiner, A., 2007. A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms Learning, Media and Technology, v. 32
Doi: http://doi.org/10.1080/17439880701511099

Mercer, N., 2007. The joint construction identities and knowledge in a science classroom Cultural Studies of Science Education, v. 2
Doi: http://doi.org/10.1007/s11422-007-9051-3

Mercer, N., 2007. Commentary on the reconciliation of cognitive and sociocultural accounts of conceptual change EDUC PSYCHOL, v. 42

2006

Mercer, N. and Sams, C., 2006. Teaching children how to use language to solve maths problems Language and Education, v. 20
Doi: http://doi.org/10.2167/le678.0

2004

Mercer, NM., 2004. Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking Journal of Applied Linguistics, v. 1
Doi: http://doi.org/10.1558/japl.2004.1.2.137

Mercer, NM., 2004. Reasoning as a scientist: ways of helping children to use language to learn science British Educational Research Journal, v. 30
Doi: http://doi.org/10.1080/01411920410001689689

Conference proceedings

2018 (No publication date)

Hofmann, RJ. and Mercer, N., 2018 (No publication date). Teacher interventions in small group work in secondary mathematics and science lessons.

Hofmann, RJ. and Mercer, N., 2018 (No publication date). Teacher interventions in small group work

2015 (Accepted for publication)

Vrikki, M., Vermun, JD., Warwick, P., Mercer, N. and Van Halem, N., 2015 (Accepted for publication). How teachers learn in Lesson Study: Results of Cambridge research into teachers learning through talk.

2011

Ruthven, K., Hofmann, RJ., Howe, C., Luthman, S., Mercer, N. and Taber, KS., 2011. The epiSTEMe pedagogical approach: essentials, rationales and challenges

Ruthven, K., Hofmann, R. and Mercer, N., 2011. A DIALOGIC APPROACH TO PLENARY PROBLEM SYNTHESIS PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: DEVELOPING MATHEMATICAL THINKING,

2010

Ruthven, K., Howe, C., Mercer, N., Taber, KS., Luthman, S., Hofmann, RJ. and Riga, F., 2010. Effecting Principled Improvement in STEM Education: Research-based pedagogical development for student engagement and learning in early secondary-school physical science and mathematics

Books

2013

Littleton, K. and Mercer, NM., 2013. Interthinking: Putting talk to work

Whitebread, D., Mercer, N., Howe, C. and Tolmie, A., 2013. Self-regulation and Dialogue in Primary Classrooms. British Journal of Educational Psychology. Monograph Series II: Psychological Aspects of Education - Current Trends No. 10

2010

Mercer, N., 2010. Foreword
Doi: http://doi.org/10.4018/978-1-61520-715-2

2008

Mercer, N., 2008. Exploring talk in schools

Hodgkinson, S. and Mercer, N., 2008. Introduction
Doi: http://doi.org/10.4135/9781446279526

2007

Mercer, N. and Littleton, K., 2007. Dialogue and the development of children's thinking

Mercer, N. and Littleton, K., 2007. Dialogue and the development of children's thinking: A sociocultural approach
Doi: http://doi.org/10.4324/9780203946657