A

Alsalamah, Aljawharah (2021) An Evaluation of the Perceptions of In-Service Training Programmes Provided for Female Head Teachers of Girls’ Schools in Saudi Arabia. PhD thesis, University of Lincoln.

C

Coffey, P and Sharpe, Rachael (2021) An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum. International Journal of Mathematical Education in Science and Technology (TMES) . ISSN 0020-739X

D

Duignan, Brendan (2021) “So I Can Speak Two Speaks”: Identifying the Conditions Necessary for Primary Modern Foreign Languages to be Introduced in the Republic of Ireland. PhD thesis, University of Lincoln.

F

Fotou, Nikolaos and Abrahams, Ian (2021) From the known to the unknown: The role of spontaneous and self-generated analogies in students’ predictions about novel situations. Research in Science & Technological Education . ISSN 0263-5143

Fotou, Nikolaos and Mairead, Holden (2021) Lesson Study as a vehicle to foster teacher agency: A systematic literature review. In: New Perspectives in Science Education, 18-19 March, Florence, Italy.

J

Johnston, Jennifer and Purcell, Rebecca (2021) The Professional Identity of Subject Discipline Teacher Educators. In: Teacher Education Opportunities, Challenges and Perspectives. NOVA Science Publishers, New York, pp. 181-205. ISBN 9781685070298

S

Smyth, Kathleen Sarah (2021) Teaching Reading Comprehension for the Development of Literacy Skills in Children with Special Educational Needs (SEN) in Mainstream Schools: Pedagogy, Practices and Perceptions. PhD thesis, University of Lincoln.

Summers, Jessica, Hodgson, Jessica and Sharpe, Rachael (2021) A narrative review of the late effects of paediatric cancer treatment within an educational setting: existing evidence and where do we go from here? Chronic Illness . ISSN 1742-3953

Z

Zhang, Kaili and Li, Qin (2021) “It Would be Harder Without Faith”: An Exploratory Study of Low‑Income Families’ Experiences of Early Childhood Inclusive Education in New Zealand. Journal of Religion and Health . ISSN 0022-4197