Research Group
Quantitative Methods in Education Group
We bring together researchers to advance quantitative methods in education research, policymaking, and professional practice.
Part of
Southampton Education School →
Research
Projects and publications from QMEG members.
Projects
Research projects led by QMEG members. Further details will be added as projects progress.
Publications
Select publications from QMEG members. Click a year to expand.
2026
- Bokhove, C., Brouwer, J., & Downey, C. (2026). Longitudinal social network methods for the educational and psychological sciences. International Journal of Social Research Methodology, 29(1), 47–65. DOI: 10.1080/13645579.2025.2478927
- Bokhove, C., Hoyes, L., & Hyde, R. (2026). Using technology for questioning evidence in pre-service teacher education. Journal of New Approaches in Educational Research, 15(1). DOI: 10.1007/s44322-025-00045-w
- Bokhove, C., Ingram, J., & Lee, G.C.Y. (2026). The role of media in PISA 2022 mathematics education policymaking in Anglophone countries. Research in Mathematics Education. DOI: 10.1080/14794802.2025.2586569
- Brown, C., & Luzmore, R. (2026). Being Human. Emerald. DOI: 10.1108/978-1-83549-382-3
- Brown, C., & Luzmore, R. (2026). Novice principals as multi-level change agents: readiness to lead. In Novice Principals: Cross-cultural perspectives. DOI: 10.1007/978-3-031-88898-4_1-1
- Cen, J., Bokhove, C., & McIntyre, N. (2026). Cross-cultural differential item functioning in the PISA 2022 creative thinking assessment. Thinking Skills and Creativity, 61. DOI: 10.1016/j.tsc.2026.102210
- Choi, T.-H. (2026). Migrant population's linguistic identities in motion: a new mobilities framework. Journal of Language Identity & Education. DOI: 10.1080/15348458.2026.2619012
- Choi, T.-H. (2026). Pursuing social justice through education policy programmes. Journal of Education Policy. DOI: 10.1080/02680939.2025.2610835
- Bokhove, C., Hyde, R., Davies, B. & Hill, C. (2026). 16–19 Level 1 English and Maths Qualifications: Government Consultation Response. DOI: 10.5258/SOTON/PP0183
- Fischer-Schoeneborn, S., Brown, C., Aydin, B., MacGregor, S., & Pietsch, M. (2026). ICT knowledge absorptive capacity: a critical factor for technology integration in schools. British Journal of Educational Technology, 57(1), 138–162. DOI: 10.1111/bjet.13608
- Kiri, J., Sun, H., Brandt, V., & Golm, D. (2026). Are all risks equal? Understanding the differential mechanism linking early environmental risk and obesity. BMJ Mental Health, 29(1). DOI: 10.1136/bmjment-2025-302211
- Kiri, J., & Sinclair, J. (2026). Mind the gap: exploring social inequalities in alcohol consumption using biomarker data. BMC Public Health, 26(1). DOI: 10.1186/s12889-026-26651-7
2025
- Bokhove, C. (2025). Building digital cube houses to improve mental rotation skills. International Journal of Mathematical Education in Science and Technology, 57(3), 393–412. DOI: 10.1080/0020739x.2024.2441889
- Brown, C., Wang, Y., & Luzmore, R. (2025). Tackling misinformation: where do educationalists need to target their efforts? Research Papers in Education. DOI: 10.1080/02671522.2025.2528739
- Brown, C., Luzmore, R., & Wang, Y. (2025). Education, prospection and social-networks: surveying ideas-engagement amongst 7,000 respondents across seven European countries. Quality Education for All, 2(1), 291–322. DOI: 10.1108/QEA-11-2024-0128
- Brown, C., Luzmore, R., & Wang, Y. (2025). Making better decisions, eschewing conspiracy, populism and science denial. Information, 16(3). DOI: 10.3390/info16030248
- Cen, J., et al. (2025). The inside out of journal editing and peer review: a collective reflection. Review of Education. DOI: 10.1002/rev3.70121
- Choi, T.-H. (2025). Impacts of school context and formal teaching on entrepreneurial attributes. Educational Studies. DOI: 10.1080/03055698.2025.2540438
- Hall, J., & Brown, C. (2025). Towards a social capital-based heuristic framework for improved policymaking in education. Book chapter.
- Hall, J., Eddy, C., & Voutsina, C. (2025). Adult-child pedagogical interactions in the home and in preschool. Early Child Development and Care, 195(5–6), 373–394. DOI: 10.1080/03004430.2025.2484227
- Kiri, J., Hall, J., Cortese, S., & Brandt, V. (2025). Reciprocal relationships between adolescent mental health difficulties and alcohol consumption. European Child & Adolescent Psychiatry, 34(8), 2347–2357. DOI: 10.1007/s00787-025-02644-6
- Lewthwaite, S. (2025). Accessibility in austerity: formulating strategies for accessibility research. Electronic Workshops in Computing. DOI: 10.14236/ewic/bcshci2025.4
- McIntyre, N. (2025). Straight from the teacher's mouth: the value of own-perspective gaze-elicited reflection on teaching. Learning and Instruction, 99, 102170. DOI: 10.1016/j.learninstruc.2025.102170
- McIntyre, N., et al. (2025). The use and impact of digital interventions on mental health and wellbeing. Computers in Human Behavior, 172, 108755. DOI: 10.1016/j.chb.2025.108755
- Ni, K., Dai, H.M., & Brown, C. (2025). Secondary school students' learning persistence in human-AI hybrid learning. British Journal of Educational Technology, 56(6), 2227–2250. DOI: 10.1111/bjet.13563
- Sowa, S., Brown, C., Choi, T.-H., & Newman, R. (2025). Examining how generative AI tools benefit and challenge teachers' research-informed practice. European Journal of Teacher Education, 48(5), 1036–1055. DOI: 10.1080/02619768.2025.2518193
- Vidovic, S.U., Bokhove, C., & Goldie, K. (2025). University of Southampton Reproducible and Transparent Practices Map. DOI: 10.5258/SOTON/P1266
- Warmoes, A., Brown, C., et al. (2025). Measuring reflective inquiry in professional learning networks: a conceptual framework. Education Sciences, 15(3). DOI: 10.3390/educsci15030333
2024
- Bokhove, C., Jerrim, J., & Sims, S. (2024). Do schools that employ an inspector get better inspection grades? British Educational Research Journal, 50(5), 2383–2406. DOI: 10.1002/berj.4025
- Bokhove, C. (2024). Testing for sequential bias in school inspections. Oxford Review of Education, 51(5), 785–809. DOI: 10.1080/03054985.2024.2410270
- Choi, T.-H. (2024). English-medium instruction as an internationalisation strategy at a secondary school in Hong Kong. Asian-Pacific Journal of Second and Foreign Language Education. DOI: 10.1186/s40862-024-00295-9
- Choi, T.-H. (2024). Enactment of English-medium instruction in under-resourced educational contexts. System. DOI: 10.1016/j.system.2024.103223
- Choi, T.-H. (2024). Outsourcing of Teaching English to Speakers of Other Languages. Springer. DOI: 10.1007/978-981-97-8573-5
- Choi, T.-H. (2024). Failing interventions to harness English fever infiltrating early childhood language education in South Korea. Current Issues in Language Planning. DOI: 10.1080/14664208.2024.2368371
- Davies, B., Crisan, C., Geraniou, E., & Smart, T. (2024). A department-wide transition to computer-aided assessment using STACK. International Journal of Research in Undergraduate Mathematics Education, 10(3), 850–870. DOI: 10.1007/s40753-024-00251-5
- Hall, J., Palardy, G., & Malmberg, L-E. (2024). Selection effects in education and implications for educational opportunity. School Effectiveness and School Improvement, 35(3), 298–317. DOI: 10.1080/09243453.2024.2385934
- Kelly, A. (2024). Representativeness and diversity within the teaching profession in England, 2010–2020. International Journal of Educational Development, 108. DOI: 10.1016/j.ijedudev.2024.103067
- Kinnear, G., Iannone, P., & Davies, B. (2024). Student approaches to generating mathematical examples. Educational Studies in Mathematics. DOI: 10.1007/s10649-024-10361-1
- Lewthwaite, S. (2024). Digital accessibility education in context: expert perspectives on building inclusive workplaces. ACM Transactions on Accessible Computing, 17(2). DOI: 10.1145/3649508
- Lewthwaite, S. (2024). Editorial: advancing digital accessibility in academic and workplace education. Frontiers in Computer Science, 6. DOI: 10.3389/fcomp.2024.1419986
- McIntyre, N., & Cen, J., et al. (2024). Is there cognitive engagement when they comment ‘Haha’: a dynamic analysis. Lecture Notes in Computer Science, 92–100. DOI: 10.1007/978-3-031-78269-5_9
- Pensiero, N., & Brede, M. (2024). An agent-based model of school tracking, accountability, and segregation. Journal of Simulation, 18(4), 524–538. DOI: 10.1080/17477778.2024.2326138
- Pensiero, N. (2024). Why do women develop lower levels of political interest? Acta Politica, 60(4), 723–758. DOI: 10.1057/s41269-024-00349-3
- Pensiero, N., Elliott-Kelly, A., & Bokhove, C. (2024). Socio-economic differences in schoolwork during COVID-19. Longitudinal and Life Course Studies, 15(3), 286–321. DOI: 10.1332/17579597Y2024D000000012
2023
- Bokhove, C. (2023). Are some school inspectors more lenient than others? School Effectiveness and School Improvement, 34(4), 419–441. DOI: 10.1080/09243453.2023.2240318
- Bokhove, C. (2023). How useful are Ofsted inspection judgements for informing secondary school choice? Journal of School Choice, 17(1), 35–61. DOI: 10.1080/15582159.2023.2169813
- Bokhove, C., et al. (2023). Using social network analysis to gain insight into social creativity within mathematics teacher professional development. Social Sciences & Humanities Open, 8(1). DOI: 10.1016/j.ssaho.2023.100497
- Bokhove, C. (2023). Master Mathematics Teachers. Routledge. DOI: 10.4324/9781003127925
- Bokhove, C. (2023). Using EDA measures to detect emotional expressions during family science engagement. International Journal of Research & Method in Education, 47(4), 378–393. DOI: 10.1080/1743727x.2023.2289539
- Choi, T.-H. (2023). The influence of PISA on education policy formulation. Policy Futures in Education. DOI: 10.1177/14782103231192741
- Choi, T.-H. (2023). Does public consultation affect policy formulation? Negotiation strategies in Hong Kong's language-in-education policy. Journal of Education Policy. DOI: 10.1080/02680939.2023.2269373
- Choi, T.-H. (2023). How do students' roles in collaborative learning affect collaborative performance? Thinking Skills and Creativity. DOI: 10.1016/j.tsc.2023.101423
- Downey, C. (2023). Storytelling with networks: realising the explanatory potential of network methodology in education research. International Journal of Qualitative Methods, 22. DOI: 10.1177/16094069231189369
- Eddy, C., & Downey, C. (2023). The impact of support networks on the education and development of pre-service teachers. In Social Network Analysis in Educational Research. DOI: 10.5040/9781350336452.ch-4
- Galbraith, D., Peters, A., Hall, S.M., & Baaijen, V. (2023). Measuring discovery through writing. In Horowitz, R. (Ed.), The Routledge International Handbook of Research on Writing (2nd ed.). DOI: 10.4324/9780429437991
- Greany, T., Cowhitt, T., & Downey, C. (2023). Do informal networks become formalised over time? Journal of Educational Change, 25. DOI: 10.1007/s10833-023-09485-7
- Groß Ophoff, J., Brown, C., & Helm, C. (2023). Do pupils at research-informed schools actually perform better? Frontiers in Education, 7. DOI: 10.3389/feduc.2022.1011241
- Hall, J., Carr, H.R., & Brandt, V. (2023). Adolescent delinquency following co-occurring childhood head injuries and conduct problem symptoms. European Child & Adolescent Psychiatry, 33(8), 2571–2580. DOI: 10.1007/s00787-023-02335-0
- Hall, J., Carr, H.R., & Brandt, V. (2023). The bidirectional relationship between head injuries and conduct problems. European Child & Adolescent Psychiatry, 33(2), 411–420. DOI: 10.1007/s00787-023-02175-y
- Ho, C.S.M., Chiu, M.M., & Choi, T.-H. (2023, April). Impacts of secondary school context and formal teaching on entrepreneurial attributes. AERA Annual Meeting, Chicago.
- Jones, I., & Davies, B. (2023). Comparative judgement in education research. International Journal of Research & Method in Education. DOI: 10.1080/1743727X.2023.2242273
- Lewthwaite, S. (2023). Workplace approaches to teaching digital accessibility: establishing a research agenda. Frontiers in Computer Science, 5. DOI: 10.3389/fcomp.2023.1155864
- McIntyre, N. (2023). Access to online learning: machine learning analysis from a social justice perspective. Education and Information Technologies, 28, 3787–3832. DOI: 10.1007/s10639-022-11280-5
- McIntyre, N. (2023). Handling demanding situations: associations between teachers' interpersonal behaviour and gaze. The Journal of Experimental Education, 93(1), 91–109. DOI: 10.1080/00220973.2023.2249837
- Pensiero, N., & Barone, C. (2023). Parental schooling, educational attainment, skills, and earnings. Social Forces. DOI: 10.1093/sf/soad144
- Tanswell, F., Davies, B., Jones, I., & Kinnear, G. (2023). Comparative judgement for experimental philosophy. Philosophical Psychology. DOI: 10.1080/09515089.2023.2263036
2022
- Bokhove, C. (2022). Country and school family composition effects on mathematics achievement: an international analysis. School Effectiveness and School Improvement. DOI: 10.1080/09243453.2021.2012207
- Bokhove, C. (2022). Are instructional practices different between East and West? Asian Journal for Mathematics Education, 1(2), 221–241. DOI: 10.1177/27527263221109752
- Bokhove, C. (2022). The influence of school climate and achievement on bullying. Educational Research, 64(1), 18–40. DOI: 10.1080/00131881.2021.1992294
- Bokhove, C. (2022). Rational numbers and proportional reasoning in Chinese primary schools. Asian Journal for Mathematics Education. DOI: 10.1177/27527263221143802
- Bokhove, C. (2022). The role of analytical variability in secondary data replications. Educational Research and Evaluation, 27(1–2), 141–163. DOI: 10.1080/13803611.2021.2022319
- Brown, C., & Groß Ophoff, J. (2022). Exploring effective approaches for stimulating ideas-engagement amongst adults in England. Emerald Open Research. DOI: 10.35241/emeraldopenres.14914.1
- Brown, C., Groß Ophoff, J., Chadwick, K., & Parkinson, S. (2022). Achieving the ideas-informed society. Emerald Open Research. DOI: 10.35241/emeraldopenres.14487.1
- Choi, T.-H. (2022). Decolonisation of curriculum: the case of language education policy in Nepal. London Review of Education, 20(1). DOI: 10.14324/lre.20.1.13
- Choi, T.-H. (2022). The ‘everywhere and nowhere’ English language policy in Queensland government schools. Journal of Education Policy. DOI: 10.1080/02680939.2022.2037721
- Hall, S., Baaijen, V.M., & Galbraith, D. (2022). Constructing theoretically informed measures of pause duration. Reading and Writing. DOI: 10.1007/s11145-022-10284-4
- Kelly, A. (2022). The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education. Assessment & Evaluation in Higher Education. DOI: 10.1080/02602938.2022.2120961
- Kinnear, G., et al., & Davies, B. (2022). A collaboratively-derived research agenda for e-assessment in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education. DOI: 10.1007/s40753-022-00189-6
- Lewthwaite, S. (2022). Researching pedagogy in digital accessibility education. ACM SIGACCESS Accessibility and Computing, 134. DOI: 10.1145/3582298.3582300
- McIntyre, N. (2022). Technology use for teacher professional development in low- and middle-income countries. Computers and Education Open, 3, 100080. DOI: 10.1016/j.caeo.2022.100080
- McIntyre, N. (2022). Accelerating online learning: machine learning insights. Computers and Education: Artificial Intelligence, 3, 100106. DOI: 10.1016/j.caeai.2022.100106
- Miller, D., Case, J., & Davies, B. (2022). Students' beliefs on empirical arguments and mathematical proof. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2022.2086082
- Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years. Oxford Review of Education, 49(1), 114–135. DOI: 10.1080/03054985.2022.2125371
2021
- Al-Saadi, Z.T., & Galbraith, D. (2021). Does revision process differ across language of writing and language proficiency? Writing and Pedagogy, 12(1), 73–109. DOI: 10.1558/wap.38067
- Bokhove, C., & Sims, S. (2021). Demonstrating the potential of text mining for analysing school inspection reports. International Journal of Research & Method in Education, 44(4), 433–445. DOI: 10.1080/1743727X.2020.1819228
- Bokhove, C. (2021). Targeting data collection in games-based assessment. Computers and Education Open, 2, 100054. DOI: 10.1016/j.caeo.2021.100054
- Choi, T.-H. (2021). English fever: educational policies in globalised Korea, 1981–2018. History of Education. DOI: 10.1080/0046760x.2020.1858192
- Choi, T.-H. (2021). Discourses shaping the language-in-education policy and foreign language education in Hong Kong. Current Issues in Language Planning. DOI: 10.1080/14664208.2021.2013063
- Davies, B., Jones, I., & Alcock, L. (2021). What do mathematicians mean by proof? A comparative judgement study. Journal of Mathematical Behaviour. DOI: 10.1016/j.jmathb.2020.100824
- Davies, B., Miller, D., & Infante, N. (2021). The role of authorial context in mathematicians' evaluations of proof. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2021.1966531
- Davies, B., & Jones, I. (2021). Assessing proof reading comprehension using summaries. International Journal of Research in Undergraduate Mathematics Education. DOI: 10.1007/s40753-021-00157-6
- Hall, J., Sylva, K., Sammons, P., et al. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment scale. Frontiers in Education, 6(581005). DOI: 10.3389/feduc.2021.581005
- Hall, J., Allan, A., Tomlinson, M., Kelly, A., & Lindorff, A. (2021). Negative capital: a generalised definition and application to educational effectiveness and equity. Oxford Review of Education, 47(3), 316–334. DOI: 10.1080/03054985.2020.1835626
- Kelly, A. (2021). Dynamic Management and Leadership in Education. Routledge.
- Kelly, A. (2021). A tale of two algorithms. British Educational Research Journal, 47(3), 725–741. DOI: 10.1002/berj.3705
- Lewthwaite, S. (2021). Teaching computational statistics through active learning. Case Studies in Research Methods Pedagogy. NCRM. Link
- Lewthwaite, S. (2021). Teaching quantitative design methods through exposition. Case Studies in Research Methods Pedagogy. NCRM. Link
- McIntyre, N. (2021). Keeping track of expert teachers: comparing the affordances of think-aloud and mobile eye-tracking. Learning and Instruction, 80, 101563. DOI: 10.1016/j.learninstruc.2021.101563
- McIntyre, N. (2021). Students in sight: using mobile eye-tracking to investigate mathematics teacher noticing. Frontline Learning Research, 9(4), 92–115. DOI: 10.14786/flr.v9i4.965
- Pensiero, N., Kelly, A., & Bokhove, C. (2021). Learning inequalities during the Covid-19 pandemic [Report]. University of Southampton. DOI: 10.5258/SOTON/P0118
- Pensiero, N. (2021). The effect of computerisation on the wage share in United Kingdom workplaces. The Economic and Labour Relations Review, 33(1), 158–177. DOI: 10.1177/10353046211048750
2020
- Alwafi, E.M., Downey, C., & Kinchin, G. (2020). Promoting pre-service teachers' engagement in an online professional learning community. Journal of Professional Capital and Community, 5(2), 129–146. DOI: 10.1108/jpcc-10-2019-0027
- Armstrong, P., Brown, C., & Chapman, C. (2020). School-to-school collaboration in England: a configurative review of the empirical evidence. Review of Education, 9(1), 319–351. DOI: 10.1002/rev3.3248
- Brouwer, J., Downey, C., & Bokhove, C. (2020). The development of communication networks of pre-service teachers on school-led and university-led programmes. International Journal of Educational Research, 100, 101542. DOI: 10.1016/j.ijer.2020.101542
- Brown, C. (2020). The Networked School Leader. Emerald. DOI: 10.1108/9781838677190
- Brown, C., Flood, J., Armstrong, P., et al. (2020). Is distributed leadership an effective approach for mobilising professional capital across professional learning networks? Journal of Professional Capital and Community, 6(1), 64–78. DOI: 10.1108/jpcc-02-2020-0010
- Brown, C., MacGregor, S., & Flood, J. (2020). Can models of distributed leadership be used to mobilise networked generated innovation in schools? Teaching and Teacher Education, 94, 103101. DOI: 10.1016/j.tate.2020.103101
- Brown, C., Poortman, C.L., et al. (2020). Facilitating collaborative reflective inquiry amongst teachers. International Journal of Educational Research, 105, 101695. DOI: 10.1016/j.ijer.2020.101695
- Choi, T.-H. (2020). Language-in-education policy formation through a consultation-based system: the case of Hong Kong. The Journal of AsiaTEFL, 17(2). DOI: 10.18823/asiatefl.2020.17.2.10.463
- Choi, T.-H. (2020). Policymakers' agency and the structure: the case of medium of instruction policy in Hong Kong. Current Issues in Language Planning. DOI: 10.1080/14664208.2020.1741235
- Davies, B., Alcock, L., & Jones, I. (2020). Comparative judgement, proof summaries and proof comprehension. Educational Studies in Mathematics, 105, 181–197. DOI: 10.1007/s10649-020-09984-x
- Hall, J., Lindorff, A., & Sammons, P. (Eds.). (2020). International perspectives in educational effectiveness research. Springer. DOI: 10.1007/978-3-030-44810-3
- Hall, J., & Malmberg, L-E. (2020). The contribution of multilevel structural equation modelling to contemporary educational effectiveness research. International Journal of Research & Method in Education, 43(4), 339–347. DOI: 10.1080/1743727X.2020.1796066
- Hall, J., Malmberg, L-E., Lindorff, A., Baumann, N., & Sammons, P. (2020). Airbag moderation. International Journal of Research & Method in Education, 43(4), 379–394. DOI: 10.1080/1743727X.2020.1735334
- Lewthwaite, S. (2020). Teaching accessibility in computer science and related disciplines. Social Science Protocols, 3. DOI: 10.7565/ssp.2020.2811
- Lewthwaite, S. (2020). Accessible at last? What do new European digital accessibility laws mean for disabled people? Disability & Society, 35(8), 1360–1365. DOI: 10.1080/09687599.2020.1717446
- Malin, J.R., Brown, C., et al. (2020). World-wide barriers and enablers to achieving evidence-informed practice in education. Humanities and Social Sciences Communications, 7(1). DOI: 10.1057/s41599-020-00587-8
- McIntyre, N., Mulder, K.T., & Mainhard, M.T. (2020). Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour. Social Psychology of Education, 23(2), 411–431. DOI: 10.1007/s11218-019-09541-2
- Pensiero, N. (2020). To leave or not to leave? Understanding the support for UK membership in the European Union. Rationality and Society, 32(3), 255–277. DOI: 10.1177/1043463120945268
- Raaper, R., & Brown, C. (2020). The Covid-19 pandemic and the dissolution of the university campus. Journal of Professional Capital and Community, 5(3/4), 343–349. DOI: 10.1108/jpcc-06-2020-0032
- Wyse, D., Brown, C., Oliver, S., & Poblete, X. (2020). Education research and educational practice: the qualities of a close relationship. British Educational Research Journal, 47(6), 1466–1489. DOI: 10.1002/berj.3626
- Zhan, M., Downey, C., & Dyke, M. (2020). International postgraduate students' labour mobility in the United Kingdom. Population Space and Place, 27(1). DOI: 10.1002/psp.2381
2019
- Brown, C. (2019). Using theories of action approach to measure impact: a case study from Ontario. Journal of Educational Change, 21(1), 135–156. DOI: 10.1007/s10833-019-09353-3
- Brown, C. (2019). Exploring the current context for professional learning networks. Emerald Open Research, 1. DOI: 10.12688/emeraldopenres.12904.2
- Brown, C., & Flood, J. (2019). The three roles of school leaders in maximising the impact of professional learning networks. International Journal of Educational Research, 99. DOI: 10.1016/j.ijer.2019.101516
- Brown, C. (2019). School/university partnerships: an English perspective. Die Deutsche Schule, 111(1), 22–34. DOI: 10.31244/dds.2019.01.03
- Cain, T., Brindley, S., Brown, C., Jones, G., & Riga, F. (2019). Bounded decision-making, teachers' reflection and organisational learning. British Educational Research Journal, 45(5), 1072–1087. DOI: 10.1002/berj.3551
- Choi, T.-H. (2019). Outsourcing education services: a discursive institutionalism analysis. Compare: A Journal of Comparative and International Education. DOI: 10.1080/03057925.2019.1614431
- Galbraith, D., & Baaijen, V. (2019). Aligning keystrokes with cognitive processes in writing. In Lindgren, E. & Sullivan, K. (Eds.), Observing Writing. Brill. DOI: 10.1163/9789004392526_015
- Galbraith, D., & Vedder, I. (2019). Methodological advances in investigating L2 writing processes. Studies in Second Language Acquisition, 41(3), 633–645. DOI: 10.1017/S0272263119000366
- Hall, J., & Malmberg, L-E. (2019). Understanding the progress in mathematics of Chinese adolescents: signposts from international assessments. Learning and Instruction, 64, 101224. DOI: 10.1016/j.learninstruc.2019.101224
- Hall, J., & Kelly, A. (2019). Investigating a Singapore-based mathematics textbook and teaching approach in England. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00037
- Hall, J. (2019). Relationships between families' use of Sure Start Children's Centres and preschool behavioural development. Oxford Review of Education, 45(3), 367–389. DOI: 10.1080/03054985.2018.1551195
- Hall, J., Khalil, L., Kelly, A., & Galbraith, D. (2019). An upstream evaluation of the prototype coaching e-books for Oxford Reading Buddy. Oxford University Press.
- Kelly, A. (2019). Island voices: choice, equity and opportunity in Jersey schools. Cambridge Journal of Education. DOI: 10.1017/S0305764618000397
- Lewthwaite, S. (2019). A conceptual-empirical typology of social science research methods pedagogy. Research Papers in Education, 35(4), 467–487. DOI: 10.1080/02671522.2019.1601756
- Lewthwaite, S. (2019). Student perspectives on learning research methods in the social sciences. Teaching in Higher Education, 25(7), 797–811. DOI: 10.1080/13562517.2019.1592150
- Lewthwaite, S. (2019). Teaching digital methods. Revista Diseña, 14, 12–37. DOI: 10.7764/disena.14.12-37
- Liou, Y., Daly, A.J., Downey, C., Bokhove, C., et al. (2019). Efficacy, explore, and exchange: studies on the social side of teacher education. International Journal of Educational Research, 99. DOI: 10.1016/j.ijer.2019.101518
- Pensiero, N. (2019). Social inequalities in educational attainment: the changing impact of parents' social class. Longitudinal and Life Course Studies, 10(1), 87–108. DOI: 10.1332/175795919×15468755933380
- Pensiero, N. (2019). Socioeconomic inequality and student outcomes in Italy. In Education Policy and Social Inequality (pp. 81–94). Springer. DOI: 10.1007/978-981-13-9863-6_5
- Rogers, S., Brown, C., & Poblete, X. (2019). A systematic review of the evidence base for professional learning in early years education. Review of Education, 8(1), 156–188. DOI: 10.1002/rev3.3178
2018
- Baaijen, V.M., & Galbraith, D. (2018). Discovery through writing: relationships with writing processes and text quality. Cognition and Instruction. DOI: 10.1080/07370008.2018.1456431
- Bokhove, C., & Downey, C. (2018). Automated generation of 'good enough' transcripts as a first step to transcription of audio-recorded data. Methodological Innovations, 11(2). DOI: 10.1177/2059799118790743
- Bokhove, C., & Downey, C. (2018). Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers. Oxford Review of Education, 44(3), 383–402. DOI: 10.1080/03054985.2017.1400427
- Brown, C. (2018). Networks for Learning: Effective Collaboration for Teacher, School and System Improvement. Routledge. DOI: 10.4324/9781315276649
- Brown, C. (2018). Going for broke: a multiple-case study of brokerage in education. AERA Open. DOI: 10.1177/2332858418769297
- Brown, C. (2018). Lost in translation? Can the use of theories of action be effective in encouraging teachers to engage in collaborative enquiry? Teaching and Teacher Education. DOI: 10.1016/j.tate.2018.03.007
- Brown, C. (2018). Does a theory of action approach help teachers engage in evidence-informed practice? Research for All, 2(2). DOI: 10.18546/rfa.02.2.12
- Brown, C. (2018). Exploring the impact of social relationships on teachers' use of research. International Journal of Educational Research. DOI: 10.1016/j.ijer.2018.04.003
- Brown, C. (2018). How effective is the research and development ecosystem for England's schools? London Review of Education. DOI: 10.18546/lre.16.1.12
- Choi, T.-H. (2018). A heuristic model for tailoring teacher development to educational reforms: focus on EMI teaching. Teaching and Teacher Education. DOI: 10.1016/j.tate.2018.04.013
- Downey, C. (2018). Utilising social network analysis to identify the structural features of teachers' knowledge and resource-sharing networks. Profesorado: Revista de Curriculum y Formacion del Profesorado, 22(2), 133–159. DOI: 10.30827/profesorado.v22i2.7718
- Galbraith, D., & Baaijen, V.M. (2018). The work of writing: raiding the inarticulate. Educational Psychologist, 53(4), 238–257. DOI: 10.1080/00461520.2018.1505515
- Hall, J. (2018). Exposure to violence, teacher support, and school delay amongst adolescents in South Africa. British Journal of Educational Psychology, 89(1), 1–21. DOI: 10.1111/bjep.12212
- Kelly, A. (2018). A new composite measure of ethnic diversity: investigating the controversy over school ethnic diversity and school outcomes in England. British Educational Research Journal, 45(1), 41–82. DOI: 10.1002/berj.3482
- Kelly, A., & Elliott-Kelly, C. (2018). Towards a philosophy of equity in educational effectiveness research. School Effectiveness and School Improvement, 29(4), 529–544. DOI: 10.1080/09243453.2018.1470990
- Lewthwaite, S. (2018). Methods that teach: developing pedagogic research methods, developing pedagogy. International Journal of Research & Method in Education, 41(4), 398–410. DOI: 10.1080/1743727x.2018.1427057
- McIntyre, N. (2018). Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms. Instructional Science, 46(3), 435–455. DOI: 10.1007/s11251-017-9445-x
- Pensiero, N. (2018). The effects of post-compulsory education and training systems on literacy and numeracy skills. European Journal of Education, 53(2), 238–253. DOI: 10.1111/ejed.12268
- Smith, G., Sylva, K., Smith, T., Sammons, P., & Hall, J. (2018). Counting numbers of Children's Centres in the most disadvantaged areas in England. Department for Education.
2017 and Earlier
- Coldwell, M., Greany, T., Higgins, S., Brown, C., et al. (2017). Evidence-informed teaching: an evaluation of progress in England. Department for Education.
- McIntyre, N., Praetorius, A.K., & Klassen, R.M. (2017). Reactivity effects in video-based classroom research. Zeitschrift für Erziehungswissenschaft, 49–74. DOI: 10.1007/s11618-017-0729-3