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Number of items at this level: 1672.

Borg, S. and Sanchez, H. S., eds., 2015. International Perspectives on Teacher Research. Basingstoke, U. K.: Palgrave Macmillan. (International Perspectives in English Language Teaching)

Andrews, D. L. and Silk, M. L., eds., 2012. Sport and neoliberalism: politics, consumption and culture. Philadelphia, PA, USA: Temple University Press.

Hayden, M. and Thompson, J., eds., 2011. Taking the IB Diploma Programme Forward. Woodbridge: John Catt Educational Ltd.

Hayden, M. and Thompson, J., eds., 2012. Taking the IPC Forward : Engaging with the International Primary Curriculum. Woodbridge: John Catt Educational Ltd.

Chaiklin, S., Hedegaard, M. and Jensen, U. J., eds., 1999. Activity theory and social practice: Cultural-historical approaches. Aarhus, Denmark: Aarhus University Press.

Daniels, H., Cole, M. and Wertsch, J., eds., 2007. Cambridge Companion to Vygotsky. New York: Cambridge University Press.

Rich, E., Monaghan, L. and Aphramor, L., eds., 2010. Debating Obesity: Critical Perspectives. New York: Palgrave Macmillan.

Lauder, H., Young, M., Daniels, H., Balarin, M. and Lowe, J., eds., 2012. Educating for the knowledge economy? Critical perspectives. Abingdon: Routledge.

Lauder, H., Brown, P., Dillabough, J. A. and Halsey, A. H., eds., 2006. Education, Globalization, and Social Change. Oxford: Oxford University Press.

Daniels, H., Lauder, H. and Porter, J., eds., 2009. Educational Theories, Cultures and Learning : A Critical Perspective. Abingdon, U. K.: Routledge. (Critical Perspectives on Education)

Daniels, H., Gulliford, A., Miller, C., Smith, C., Tilstone, C. and Tobin, M., eds., 2001. Effecting Change for the Child with Special Educational Needs: A Celebration of the Contribution of Profesor Ron Gulliford. Birmingham: University of Birmingham.

Visser, J., Daniels, H. and Cole, T., eds., 2001. Emotional and Behavioural Difficulty in Mainstream Schools. London: Sage.

Daniels, H. and Garner, P., eds., 2006. Inclusive Education: World Yearbook of Education (In Japanese). Tokyo: Akashi Shoten.

Daniels, H. and Garner, P., eds., 1999. Inclusive Education: World Yearbook of Education 1999. London: Routledge.

Thompson, J. and Hayden, M., eds., 2001. International Education : Principles and Practice. London, U. K.: Routledge.

Hayden, M. C., Thompson, J. and Walker, G., eds., 2002. International Education in Practice : Dimensions for National and International Schools. London, U. K.: Routledge.

Grimshaw, T., ed., 1994. Into Business with English (Books 1-4). Beijing: University of International Business & Economics Press.

Moore, R., Arnot, M., Beck, J. and Daniels, H., eds., 2006. Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein. London: Routledge.

Daniels, H., Porter, J. and Lauder, H., eds., 2009. Knowledge, Values and Educational Policy : A Critical Perspective (Volume 2). Abingdon, U. K.: Routledge. (Critical Perspectives on Education)

Sannino, A., Daniels, H. and Gutiérrez, K. D., eds., 2009. Learning and Expanding with Activity Theory. New York: Cambridge University Press.

Goodwyn, A. and Stables, A., eds., 2004. Learning to Read Critically in Language and Literacy. London, U. K.: Sage Publications.

Yamazumi, K., Engestrom, Y. and Daniels, H., eds., 2005. New Learning Challenges: Going beyond the industrial age system of school and work. Osaka: Kansai University Press.

Reid, A., Jensen, B. B., Nikel, J. and Simovska, V., eds., 2008. Participation and Learning: Developing Perspectives on Education and the Environment, Health and Sustainability. Springer.

Reid, A., Jensen, B. B., Nikel, J. and Simovska, V., eds., 2007. Participation and learning: perspectives from the environment, health and sustainability. Dordecht, NL.: Springer.

Mason, D., Andrews, D. and Silk, M. L., eds., 2005. Qualitative Methods for Sports Studies. Oxford: Berg. (Sport Commerce and Culture)

Silk, M., Andrews, D. and Cole, C., eds., 2004. Sport and Corporate Nationalisms. Oxford: Berg.

Hayden, M. C. and Thompson, J. J., eds., 2011. Taking the MYP Forward. Woodbridge: John Catt Educational Ltd.

Daniels, H., Lauder, H. and Porter, J., eds., 2008. The Routledge Companion to Education. London: Routledge.

Daniels, H. and Edwards, A., eds., 2003. The Routledge Falmer Reader in the Psychology of Education. London: Routledge Falmer.

Lauder, H. and Hughes, D., eds., 1999. Trading in Futures - Why Markets in Education Don't Work. Buckingham: Open University Press.

Daniels, H., ed., 2002. Uma introducao a Vygotsky. Sao Paulo: Edicoes Loyola.

Chaiklin, S. and Lave, J., eds., 1993. Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.

Daniels, H. and Hedegaard, M., eds., 2011. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum.

Abdelhameed, H. and Porter, J., 2006. Counting in Egyptian Children with Down Syndrome. International Journal of Special Education, 21 (3), pp. 176-187.

Abdelhameed, H. and Porter, J., 2010. Verbal Short-term memory performance in pupils with Down syndrome. International Journal of Disability Development and Education, 57 (4), pp. 427-438.

Adams, A., Anderson, E. and Mccormack, M., 2010. Establishing and challenging masculinity: The influence of gendered discourses in organized sport. Journal of Language and Social Psychology, 29 (3), pp. 278-300.

Aden, J., Grimshaw, T. and Penz, H., 2011. Enseigner les langues-cultures à l'ère de la complexité. Peter Lang. (GRAMM-R. Etudes de linguistique française / GRAMM-R. Studies of French Linguistics; 7)

Aguirre-Bielschowsky, I., Freeman, C. and Vass, E., 2012. Influences on children's environmental cognition: a comparative analysis of New Zealand and Mexico. Environmental Education Research, 18 (1), pp. 91-115.

Al-Ajmi, M. H., 2007. Teaching and Learning Arabic Writing to Fourth Grade Students in the Basic Education Schools in Oman. Thesis (Doctor of Philosophy (PhD)). University of Bath.

Al-Youssef, J., 2009. The internationalisation of higher education institutions: A case study of a British university. Thesis (Doctor of Education (EdD)). University of Bath.

Allen-Collinson, J., 2009. A marked man: female-perpetrated intimate partner abuse. International Journal of Men's Health, 8 (1), pp. 22-40.

Allen-Collinson, J., 2005. Artistry and analysis: student experiences of UK practice-based doctorates in art and design. International Journal of Qualitative Studies in Education, 18 (6), pp. 713-728.

Allen-Collinson, J., 2011. Assault on self: Intimate partner abuse and the contestation of identity. Symbolic Interaction, 34 (1), pp. 108-127.

Allen-Collinson, J., 2013. Autoethnography as the engagement of self/other, self/culture, self/politics, selves/futures. In: Holman Jones, S., Ellis, C. and Adams, T. E., eds. Handbook of autoethnography. Walnut Creek, CA: Left Coast Press..

Allen-Collinson, J., 2012. Autoethnography: situating personal sporting narratives in socio-cultural contexts. In: Young, K. and Atkinson, M., eds. Qualitative research on sport and physical culture. Bingley: Emerald Group Publishing Ltd, pp. 191-212. (Research in the sociology of sport; 6)

Allen-Collinson, J., 2005. Emotions, Interaction and the Injured Sporting Body. International Review for the Sociology of Sport, 40 (2), pp. 221-240.

Allen-Collinson, J., 2011. Feminist phenomenology and the woman in the running body. Sport, Ethics and Philosophy, 5 (3), pp. 297-313.

Allen-Collinson, J., 2012. Feminist phenomenology and the woman in the running body. In: Martínková, I. and Parry, J., eds. Phenomenological Approaches to Sport. London, U. K.: Routledge.

Allen-Collinson, J., 2007. Get yourself some nice, neat, matching box files! Research administrators and occupational identity work. Studies in Higher Education, 32 (3), pp. 295-309.

Allen-Collinson, J., 2011. Intention and epoche in tension: autophenomenography, bracketing and a novel approach to researching sporting embodiment. Qualitative Research in Sport & Exercise, 3 (1), pp. 48-62.

Allen-Collinson, J., 2009. Intimate intrusions revisited:A case of intimate partner abuse and violations of the territories of the self. Qualitative Sociology Review, 5 (1), pp. 50-69.

Allen-Collinson, J., 2006. Just 'non-academics'?: Research administrators and contested occupational identity. Work, Employment and Society, 20 (2), pp. 267-288.

Allen-Collinson, J., 2009. Negative 'marking'? University research administrators and the contestation of moral exclusion. Studies in Higher Education, 34 (8), pp. 941-954.

Allen-Collinson, J., 2004. Occupational identity on the edge. Sociology-the Journal of the British Sociological Association, 38 (2), pp. 313-329.

Allen-Collinson, J., 2008. Reading the signs: A personal (forbidden) narrative of intimate partner abuse. In: Auto/Biography Yearbook 2007. Southampton: Clio Publishing, pp. 95-116.

Allen-Collinson, J., 2010. Running embodiment, power and vulnerability: Notes towards a feminist phenomenology of female running. In: Kennedy, E. and Markula, P., eds. Women and Exercise: The Body, Health and Consumerism. London: Routledge, pp. 280-298.

Allen-Collinson, J., 2003. Running into injury time: distance running and temporality. Sociology of Sport Journal, 20 (4), pp. 331-350.

Allen-Collinson, J., 2008. Running the Routes Together: Corunning and Knowledge in Action. Journal of Contemporary Ethnography, 37 (1), pp. 38-61.

Allen-Collinson, J., 2006. Running together: some ethnomethodological considerations. Ethnographic Studies, 8, pp. 17-29.

Allen-Collinson, J., 2000. Social science contract researchers in Higher Education: perceptions of craft knowledge. Work, Employment and Society, 14 (1), pp. 159-171.

Allen-Collinson, J., 2009. Sporting embodiment : Sports studies and the (continuing) promise of phenomenology. Qualitative Research in Sport and Exercise, 1 (3), pp. 279-296.

Allen-Collinson, J., 2003. Working at a marginal ‘career’: the case of UK social science contract researchers. Sociological Review, 51 (3), pp. 405-422.

Allen-Collinson, J. and Brown, R., 2012. I'm a Reddie and a Christian! Identity negotiations amongst first-year university students. Studies in Higher Education, 37 (4), pp. 497-511.

Allen-Collinson, J., Curry, N., Leledaki, A. and Clark, M., 2011. Mentro Allan/Venture Out Evaluation: Lived Experiences of Physical Activity in Outdoor Environments. Report to Sport Wales. Other. Cardiff: Sport Wales/Chwaraeon Cymru.

Allen-Collinson, J., Fleming, J., Hockey, J. and Pitchford, A., 2005. Evaluating sports-based inclusion projects: methodological imperatives to empower marginalised young people. In: Hylton, K., Long, J. and Flintoff, A., eds. Evaluating Sport and Active Leisure for Young People. Vol. Publication No. 88. Eastbourne: LSA, pp. 45-59.

Allen-Collinson, J. and Hockey, J., 2008. Autoethnography as ‘valid’ methodology? A study of disrupted identity narratives. The International Journal of Interdisciplinary Social Sciences, 3 (6), pp. 209-218.

Allen-Collinson, J. and Hockey, J., 2005. Autoethnography: self-indulgence or rigorous methodology? In: McNamee, M. J., ed. Philosophy and the Sciences of Exercise, Health and Sport: Critical Perspectives on Research Methods. London: Routledge, pp. 187-202.

Allen-Collinson, J. and Hockey, J., 1998. Capturing contracts: informal activity among contract researchers. British Journal of Sociology of Education, 19 (4), pp. 497-515.

Allen-Collinson, J. and Hockey, J., 2011. Feeling the way: Notes toward a haptic phenomenology of distance running and scuba diving. International Review for the Sociology of Sport, 46 (3), pp. 330-345.

Allen-Collinson, J. and Hockey, J., 2007. Public space and running together: some ethnomethodological considerations. In: Jordan, F., Kilgour, L. and Morgan, N., eds. Academic Renewal: Innovation in Leisure and Tourism Theories and Methods. London: Routledge, pp. 3-24.

Allen-Collinson, J. and Hockey, J., 2001. Runners' tales: autoethnography, injury and narrative. Auto/Biography, IX (1&2), pp. 95-106.

Allen-Collinson, J. and Hockey, J., 2009. The essence of sporting embodiment:Phenomenological analyses of the sporting body. The International Journal of Interdisciplinary Social Sciences, 4 (4), pp. 71-81.

Allen-Collinson, J. and Hockey, J., 2007. 'Working out' identity: distance runners and the management of disrupted identity. Leisure Studies, 26 (4), pp. 381-398.

Amis, J., Silk, M. L. and Mower, R. L., 2009. (Michael) Power, gendered subjectivities & filmic representation: brand strategy and Guinness' critical assignment in Africa. In: Wenner, L. and Jackson, S., eds. Sport, Beer and Gender: Promotional Culture and Contemporary Social Life. New York: Peter Lang Publishers, pp. 97-120. (Popular Culture and Everyday Life)

Amis, J. and Silk, M., 2010. Transnational organization and symbolic production: Creating and managing a global brand. Consumption Markets & Culture, 13 (2), pp. 159-179.

Amis, J. and Silk, M. L., 2005. Rupture : promoting critical and innovative approaches to the study of sport management. Journal of Sport Management, 19 (4), pp. 355-366.

Amis, J., M. and Silk, M. L., 2008. The philosophy and politics of quality in qualitative organizational research. Organizational Research Methods, 11 (3), pp. 456-480.

Anderson, E., 2008. 'I used to think women were weak:' Orthodox masculinity, gender-segregation and sport. Sociological Forum, 23 (2), pp. 257-280.

Anderson, E., 2002. Gays in Sport: Contesting Hegemonic Masculinity in a Homophobic Environment. Gender & Society, 16 (6), 860--877.

Anderson, E., 2006. Gays in sport : contesting hegemonic masculinity in a homophobic environment. In: Whitehead, S., ed. Men and Masculinities. London, U. K.: Routledge, pp. 200-219. (Critical Concepts in Sociology; 3)

Anderson, E., 2005. In the Game: Gay Athletes and the Cult of Masculinity. New York: State University of New York Press.

Anderson, E., 2008. Inclusive masculinity in a fraternal setting. Men and Masculinities, 10 (5), pp. 604-620.

Anderson, E., 2003. Sport Sociology Syllabus. In: Steele, J., ed. Guide to Teaching Sport Sociology. American Sociological Association Publication.

Anderson, E., 2000. Trailblazing: America's First Openly Gay Track Coach. Los Angeles: Alyson Press.

Anderson, E. and Hibbert, A., 2006. Training Games: Coaching Runners Creatively. Palo Alto, CA: Track & Field News Press.

Anderson, E. D., 2006. Using the master's tools: resisting colonization through colonial sports. International Journal of the History of Sport, 26, 247--266.

Anderson, E., 2010. "At least with cheating there is an attempt at monogamy": Cheating and monogamism among undergraduate heterosexual men. Journal of Social and Personal Relationships, 27 (7), pp. 851-872.

Anderson, E., 2013. Forthcoming. Defensive and inclusive masculinity. Sport and culture. In: Andrews, D. and Silk, M., eds. Physical Cultural Studies. Philadelphia, U. S. A.: Temple University Press.

Anderson, E., 2007. Developing a Coaching Identity. In: Denison, J., ed. Coaching Knowledges: Understanding the Dynamics of Sport Performance. London: A&C Black.

Anderson, E., 2013. Gay male athletes and shifting masculine identities. In: Andrews, D. L. and Carrington, B., eds. A companion to sport. Chichester, U. K.: Wiley-Blackwell, pp. 196-209. (Blackwell Companions in Cultural Studies)

Anderson, E., 2007. High School Sport on the Navajo Nation. In: King, R. C., ed. Native Americans and Sport in North America: Other People's Games. Routledge, pp. 110-129.

Anderson, E., 2009. Inclusive Masculinity: The Changing Nature of Masculinities. New York: Routledge.

Anderson, E., 2011. Inclusive masculinities of university soccer players in the American Midwest. Gender and Education, 23 (6), pp. 729-744.

Anderson, E., 2006. Orthodox & inclusive masculinity : competing masculinities among heterosexual men in a feminized terrain. In: Kimmel, M. and Messner, M., eds. Men's Lives. New York, U. S. A.: Macmillan Publishing.

Anderson, E., 2006. Pitching for Equality: Gay Athletes and Homophobia. In: Spickard Prettyman, S. and Lampman, B., eds. Learning Culture through Sports: Exploring the Role of Sport in Society. Lanham, MD: Rowman & Littlefield Education.

Anderson, E., 2004. The Construction of Masculine Identity in Contemporary America. In: Zeiff, S., ed. Sport as a Vehicle for Social Transformation. Fountain Valley, CA: Identity Press. (Research Group for Studies in Sport and Physical Culture)

Anderson, E., 2009. The Maintenance of Masculinity Among the Stakeholders of Sport. Sport Management Review, 12 (1), pp. 3-14.

Anderson, E., 2009. The Runner's Textbook. BookSurge Publishing.

Anderson, E., 2012. The monogamy gap: men, love and the reality of cheating. Oxford: Oxford University Press.

Anderson, E., 2012. Forthcoming. Why some men cheat. Journal of Social and Personal Relationships

Anderson, E., Adams, A. and Rivers, I., 2012. "I kiss them because I love them": The emergence of heterosexual men kissing in British institutes of education. Archives of Sexual Behavior, 41 (2), pp. 421-430.

Anderson, E. and McGuire, R., 2010. Inclusive masculinity and the gendered politics of men's rugby. Journal of Gender Studies, 19 (3), pp. 249-261.

Anderson, E. and Mccormack, M., 2010. Comparing the black and gay male athelete : Patterns in American oppression. Journal of Men's Studies, 18 (2), pp. 145-158.

Andrews, D. and Silk, M., 2004. Global Gaming: Cultural Toyotism, Transnational Corporatism & Sport. In: Jackson, S. and Andrews, D., eds. Sport, Culture & Advertising: Identities, Commodities & the Politics of Representation. London: Routledge, pp. 172-191.

Andrews, D. L., Mower, R. and Silk, M., 2011. Ghetocentricism and the essentialized black male athlete. In: Leonard, D. and King, R. C., eds. Commodified and Criminalized: New Racism and African Americans in Contemporary Sports. New York: Rowman and Littlefield, pp. 69-94. (Perspectives on a Multiracial America)

Andrews, D. L., Schultz, J. and Silk, M. L., 2010. The Olympics and terrorism. In: Bairner, A. and Molnar, G., eds. The Politics of the Olympics: A Survey. London: Routledge, pp. 81-92.

Andrews, D. L. and Silk, M., 2007. Basket-ball, politique et culture de rue. In: Archambaud, F., Artiaga, L. and Bosc, G., eds. Double jeu: Histoire du basketb-ball entre France et Amériques. Paris, France: Vuibert, pp. 229-246.

Andrews, D. L., Silk, M. and Pitter, R., 2008. Physical culture and the polarized American metropolis. In: Houlihan, B., ed. Sport and Society. London: Sage, pp. 284-304.

Andrews, D. L. and Silk, M. L., 2010. Basketball's ghettocentric logic. American Behavioral Scientist, 53 (11), pp. 1626-1644.

Andrews, D. L. and Silk, M. L., 2011. Physical Cultural Studies:Engendering a productive dialogue. Sociology of Sport Journal, 28 (1), pp. 1-3.

Andrews, D. L., Silk, M. L., Francombe, J. and Bush, A. J., 2013. McKinesiology. Review of Education, Pedagogy, and Cultural Studies, 35 (5), pp. 335-356.

Andrews, D. L., Batts, C. and Silk, M., 2014. Sport, glocalization and the new Indian middle class. International Journal of Cultural Studies, 17 (3), pp. 259-276.

Ashton, D., Brown, P. and Lauder, H., 2009. Developing a Theory of Skills for Global HR. In: Sparrow, P., ed. Handbook of International Human Resource Management: Integrating People, Process, and Context. Wiley-Blackwell.

Ashton, D., Brown, P. and Lauder, H., 2010. Skill webs and international human resource management: lessons from a study of the global skill strategies of transnational companies. International Journal of Human Resource Management, 21 (6), pp. 836-850.

Aubrey-Hopkins, J. and James, C. R., 2002. Improving practice in subject departments: The experience of secondary school subject leaders in Wales. School Leadership and Management, 22 (3), pp. 305-320.

Aubrey-Hopkins, J. and James, C. R., 2002. The influencing role of subject leaders in secondary schools. In: Kydd, L., Anderson, L. and Newton, W., eds. Leading People and Teams in Education. Buckingham: Paul Chapman Publishing..

Avery, G., Colebourne, D., Florek, A. and James, C. R., 2004. Building the Capacity of Local Education Authorities in Wales: context, processes and developments. Journal of In-Service Education, 30, 73--88.

Avery, G., D, C., Florek, A. and James, C. R., 2004. Issues in the development of capacity in LEAs in Wales. Journal of In-Service Education, 11 (2), pp. 305-320.

Aveyard, P., Markham, W. A., Lancashire, E., Bullock, A., Macarthur, C., Cheng, K. K. and Daniels, H., 2004. The influence of school culture on smoking among pupils. Social Science and Medicine, 58 (9), pp. 1767-1780.

Avramidis, E. and Skidmore, D., 2004. Reappraising learning support in Higher Education. Research in Post-Compulsory Education, 9 (1), 63--82.

Baber, J., 2008. To review how a school's vision creates its brand identity. Thesis (Doctor of Education (EdD)). University of Bath.

Balarin, M., 2007. Going to School in Peru. In: Gvirtz, S. and Beech, J., eds. Going to School in Latin America. Westport, Connecticut: Greenwood Publishing Group.

Balarin, M., Benavides, M., Rodrich, H. and Ríos, V., 2007. Estudio sobre prácticas docentes y oportunidades [Study of teaching practices and opportunities]. In: Estudio sobre oferta y demanda de educación secundaria en zonas rurales [Study on the demand and supply of secondary education in rural areas]. Lima: Grade, Ministry of Education of Peru.

Balarin, M. and Cueto, S., 2007. The Quality of parental participation and student achievement in Peruvian government schools. Young Lives, Working Paper, 35.

Balarin, M., 2008. Promoting educational reforms in weak states : The case of radical policy discontinuity in Peru. Globalisation, Societies and Education, 6 (2), pp. 163-178.

Balarin, M., 2009. Using theory in social research: reflections on a doctoral study. In: Daniels, H., Lauder, H. and Porter, J., eds. Knowledge, Values and Educational Policy: A Critical Perspective. London: Routledge, pp. 295-300.

Balarin, M., Brammer, S., James, C. and Mccormack, M., 2008. Current issues of concern in school governance in England. In: Annual Conference of the British Educational Leadership, Management and Administration Society (BELMAS Annual Conference 2008), 2008-07-04 - 2008-07-06, Birmingham, England.

Balarin, M., Brammer, S., James, C. and Mccormack, M., 2008. The school governance study. London, UK: Business in the Community.

Balarin, M. and Lauder, H., 2008. The governance, administration and control of primary education. Vol. 10. 2 ed. Other. The University of Cambridge.

Barach, P., Bentham, L., Bion, J., Bradburn, S., Bullock, I., Daniels, H., Fawdry, R., Lilford, R., Mohammed, M. and Woodroffe, R., 2005. Teaching life support and resuscitation competencies in health care: Current practice and strategies for future research. Other. London: National Patient Safety Agency.

Barratt, R. and Barratt Hacking, E., 2005. Children and the Tsunami. Teaching Geography, 30 (2), pp. 64-65.

Barratt, R. and Barratt Hacking, E., 2011. Place-based education and practice: observations from the field. Children, Youth and Environments, 21 (1), pp. 1-13.

Barratt, R., Barratt Hacking, E. and Pat, B., 2014. Innovative Approaches to Early Childhood Education for Sustainability case studies from the field. In: Davis, J. and Elliot, S., eds. Research in Early Childhood Education for Sustainability International perspectives and provocations. Abingdon UK: Routledge, pp. 225-247.

Barratt Hacking, E., Scott, W. A. H. and Barratt, R., 2007. ESD: Bringing Students´ Community Experience into Schools. In: McKeown, R., ed. Good Practices in Education for Sustainable Development: Teacher Education Institutions. Paris: UNESCO, pp. 17-22.

Barratt Hacking, E. C., Scott, W. A. H., Barratt, R., Nicholls, D., Davies, K. and Talbot, W., 2005. Listening to children: using students' local environment experience in curriculum planning. Environmental Education, 79, 8--10.

Barratt Hacking, E. C., Scott, W. A. H., Barratt, R., Talbot, W., Nicholls, D. and Davies, K., 2006. Education for Sustainability: schools and their communities. In: Chi-Lee, J. and Williams, M., eds. Environmental and Geographical Education for Sustainability: cultural contexts. New York: Nova Science, pp. 123-137.

Barratt Hacking, E., 1996. Novice Teachers and their Geographical Persuasions. International Research in Geographical and Environmental Education, 5 (1), pp. 77-86.

Barratt Hacking, E. and Barratt, R., 2004. Geography's role in environmental citizenship. Teaching Geography, 29 (2), pp. 70-73.

Barratt Hacking, E. and Barratt, R., 2009. Children researching their urban environment : Developing a methodology. Education 3-13, 37 (4), pp. 371-383.

Barratt Hacking, E., Barratt, R. and Scott, W., 2007. Engaging children: research issues around participation and environmental learning. Environmental Education Research, 13 (4), pp. 529-544.

Barratt Hacking, E., Cutter-McKenzie, A. and Barratt, R., 2013. Children as active researchers : The potential of environmental education research involving children. In: Dillon, J., Wals, A. E. J., Brody, M. and Stevenson, R. B., eds. International handbook of research on environmental education. Abingdon: Routledge, pp. 438-458.

Barratt Hacking, E., Scott, W. and Lee, E., 2010. Evidence of Impact of Sustainable Schools. Other. Department for Children, Schools and Families (DCSF).

Barrett-Lennard, S., Dunworth, K. and Harris, A., 2011. The good practice principles : Silver bullet or starter gun? Journal of Academic Language and Learning, 5 (2), A99-A106.

Beales, B., Connolly, M. and James, C., 2008. Process Ontology, inseparability: Educational leaders and schools in a joint process of social becoming. In: Annual Conference of the American Educational Research Association (AERA 2008), 2008-03-24 - 2008-03-28, New York.

Beckett-McInroy, C. E., 2006. Bahraini Muslim women and higher education achievement: Reproduction or opportunity? Thesis (Doctor of Education (EdD)). University of Bath.

Bedward, J. and Daniels, H., 2001. An Evaluation of Clinical Supervision: a report to Shropshire Mental Health Trust. Other. Unkown Publisher.

Beerkens, M., Souto-Otero, M., Huisman, J. and de Wit, H., 2015. Forthcoming. Similar students and different countries? An analysis of the barriers and drivers for ERASMUS participation in seven countries. Journal of Studies in International Education

Ben-Tsur, D., 2010. Higher education in an environment influenced by on-going conflict. Thesis (Doctor of Education (EdD)). University of Bath.

Berridge, D., Beecham, J., Brodie, I., Cole, T., Daniels, H., Knapp, M. and MacNeill, V., 2003. Services for troubled adolescents: Exploring user variation. Child and Family Social Work, 8 (4), pp. 269-279.

Berridge, D., Beecham, J., Brodie, I., Cole, T., Daniels, H., Knapp, M. and MacNeill, V., 2002. Costs and consequences of services for troubled adolescents: an exploratory, analytic study. Other. Luton: University of Luton.

Bilham, T., Barratt Hacking, E. and Main, P., 2010. Postgraduate programme in primary care: a participative approach to curriculum planning and design. In: Fourth RCGP Annual Primary Care Conference, 2010-10-07 - 2010-10-09, Harrogate International Centre.

Birchley, S. L., 2013. Sensemaking, Accreditation and Change in Higher Education: A Case Study of a Japanese Private University. Thesis (Doctor of Education (EdD)). University of Bath.

Bishop, K. and Denley, P., 2007. Learning Science Teaching: Developing a professional knowledge base. Maidenhead: Open University Press.

Bishop, K. N. and Denley, P., 2005. Creating a culture for continuing professional development for science teachers - a view from below. In: European Science Education Research Conference, 2005-01-01, Spain.

Bishop, K. N. and Denley, P., 2003. Primary-secondary transfer: innovative projects to ease transition. Education in Science, 202, 8--10.

Bishop, K. N. and Feasey, R., 2006. Supporting in-school opportunities for professional development. Primary Science Review, 95, pp. 37-38.

Bishop, K., Bullock, K., Martin, S. and Thompson, J. J., 1999. Users' perceptions of the GCSE. Educational Research, 41 (1), pp. 35-49.

Bishop, K., Reid, A., Stables, A., Lencastre, M., Stoer, S. and Soetaert, R., 2000. Developing environmental awareness through literature and media education. Canadian Journal of Environmental Education, 5 (1), pp. 268-286.

Bonnett, M., 2002. Education as a Form of the Poetic: A Heideggerian Approach to Learning and the Teacher-pupil Relationship. In: Peters, M., ed. Heidegger, Modernity and Education. Boulder, Colorado: Rowman and Littlefield.

Bonnett, M., 2002. Education for Sustainability as a Frame of Mind. Environmental Education Research, 8 (1), pp. 9-20.

Bonnett, M., 2006. Education for sustainability as a frame of mind (reprinted with responses). Environmental Education Research : Researching Education and the Environment: retrospect and prospect, 12 (3/4).

Bonnett, M., 2007. Environmental education and the issue of nature. Journal of Curriculum Studies, 39 (6), pp. 707-721.

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Cole, T., Daniels, H. and Visser, J., 2003. Patterns of provision for pupils with behavioural difficulties in 1998: a study of government statistics and behaviour support plan data. Oxford Review of Education, 29 (2), pp. 187-205.

Cole, T., Daniels, H. and Visser, J., 2005. The mental health needs of pupils with EBD. In: Williams, R. and Kerfoot, M., eds. Child and Adolescent Mental Health Services. Oxford: Oxford University Press.

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Cole, T., Visser, J. and Daniels, H., 2000. The Framework for Intervention: Identifying and Promoting Effective Practice (Second Evaluation Report). Working Paper. Birmingham: Brimingham City Council Education.

Connolly, M., Dunning, G. and James, C. R., 2002. The development of the Professional Headship Induction Programme in Wales. International Journal of Educational Management, 16 (7), pp. 339-348.

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Cottrell, M. R., 2013. An Analysis of the Socialisation of Primary School Headteachers from a Role Boundary Perspective. Thesis (Doctor of Philosophy (PhD)). University of Bath.

Creese, A., Leonard, D., Daniels, H. and Hey, V., 2004. Pedagogic discourses, learning and gender identification. Language and Education, 18 (3), pp. 191-206.

Creese, A., Norwich, B. and Daniels, H., 2000. Evaluating Teacher Support Teams in secondary schools: supporting teachers for SEN and other needs. Research Papers in Education, 15 (3), pp. 307-324.

Cutajar, M., Bezzina, C. and James, C., 2013. Educational reforms in Malta:A missed opportunity to establish distributed governance. Management in Education, 27 (3), pp. 118-124.

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Damiani, M., Daniels, H., Souza, M., De Campos, M., Pereira, M., Pinheiro, P., Perleberg, P., Rosado, G. and Fujita, T., 2002. Trabalho Colaborativo Em Escolas (Ou: Das Dificuldades De Dancar Em Um Ritmo Enquanto A Orquestra Toca Em Um Outro). Other. Unkown Publisher.

Daniels, H., 2004. Activity Theory, Discourse and Bernstein. Educational Review, 56 (2), pp. 121-132.

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Daniels, H., 2005. An Introduction to Vygotsky (second edition). London: Routledge.

Daniels, H., 2001. Bernstein and Vygotsky: Researching institutional effects in sociocultural theory. In: Power, S., Aggleton, P., Brannen, J., Brown, A., Chisholm, L. and Mace, J., eds. A tribute to Basil Bernstein 1924 – 2000. London: Institute of Education.

Daniels, H., 2004. Cultural Historical Activity Theory and Professional Learning. International Journal of Disability, Development and Education, 51 (2), pp. 185-200.

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Daniels, H., 2005. Exploring interagency approaches. In: Bryson, P., ed. Not Included? Belfast: Save The Children Fund.

Daniels, H., 2005. Introduction. In: Daniels, H., ed. An Introduction to Vygotsky. London, U. K.: Routledge.

Daniels, H., 2007. La formacion de equipos interagenciales: un estudio de apprendizaje innivador. Cultura y Educacion, 19 (3), pp. 295-309.

Daniels, H., 2007. Pedagogy. In: Daniels, H., Cole, M. and Wertsch, J., eds. Cambridge Companion to Vygotsky. New York: Cambridge University Press, pp. 307-332.

Daniels, H., 2008. Reflections on points of departure in the development of sociocultural and activity theory. In: van Oers, B., Elbers, E., van der Veer, R. and Wardekker, W., eds. The Transformation Of Learning: Perspectives from Activity Theory. Cambridge: Cambridge University Press.

Daniels, H., 2006. Rethinking intervention: changing the cultures of schooling. Emotional and Behavioural Difficulties, 11 (2), pp. 105-120.

Daniels, H., 2006. The dangers of corruption in special needs education. British Journal of Special Education, 33 (1), pp. 4-10.

Daniels, H., 2005. The transformation of teachers’ work in and for inclusive practice. In: Yamazumi, K., ed. International Symposium on new Learning Challenges. Osaka: Kansai University.

Daniels, H., 2006. The ‘social’ in post-Vygotskian theory. Theory & Psychology, 16 (1), pp. 37-49.

Daniels, H., 2005. Vygotsky and Educational Psychology: Some preliminary remarks. Educational and Child Psychology, 22 (1), pp. 6-18.

Daniels, H., 2001. Vygotsky and Pedagogy. London: Routledge.

Daniels, H., 2006. Vygotsky and Pedagogy (Japanese). Osaka: Kansai University Press.

Daniels, H., 2005. Vygotsky and education: Some preliminary remarks. The Journal for Drama in Education, 21 (1), pp. 11-23.

Daniels, H., 2003. Vygotsky and the education of children with severe learning difficulties. SLD Experience, 37, pp. 40-45.

Daniels, H., 2003. Vygotsky e a Pedagogia. Sao Paulo: Edicoes Loyola.

Daniels, H., 2008. Vygotsky og inkludering. Spesialpedagogikk, 4, pp. 4-14.

Daniels, H., 2003. Vygotsky y la pedagogia. Barcelona and Madrid: Temas de Educacion and Phaidos.

Daniels, H., Brown, S., Edwards, A., Leadbetter, J., Middleton, D., Parsons, S., Popova, A. and Warmington, P., 2005. Studying Professional Learning for Inclusion. In: Yamazumi, K., Engestrom, Y. and Daniels, H., eds. New Learning Challenges: Going beyond the industrial age system of school and work. Osaka: Kansai University Press.

Daniels, H., Cole, M. and Wertsch, J., 2007. Editors Introduction. In: Daniels, H., Cole, M. and Wertsch, J., eds. Cambridge Companion to Vygotsky. New York, U.S. A.: Cambridge University Press, pp. 1-20.

Daniels, H. and Cole, T., 2002. The Development Of Provision For Young People With Emotional And Behavioural Difficulties: An Activity Theory Analysis. Oxford Review of Education, 28 (2&3), pp. 311-329.

Daniels, H., Cole, T., Sellman, E., Visser, J. and Bedward, J., 2003. Study Of Young People Permanently Excluded From School. London: DfES.

Daniels, H., Creese, A., Fielding, S., Hey, V., Leonard, D. and Smith, M., 2001. The gendering of social practices in special needs education. In: Hedegaard, M., ed. Learning in Classrooms. Aarhus: Aarhus University Press.

Daniels, H., Creese, A., Hey, V. and Leonard, D., 2004. Gendered learning identity in two modalities of pedagogic discourse. In: Muller, J., Davies, B. and Morais, A., eds. Reading Bernstein, Researching Bernstein. London: Routledge Falmer.

Daniels, H., Creese, A., Hey, V., Leonard, D. and Smith, M., 2001. Gender and Learning: equity, equality and pedagogy. Support for Learning, 16 (3), pp. 112-117.

Daniels, H., Derry, J., Rahman, R., Young, A. and James, N., 2004. Learning about cancer: Initial findings from a study of the acceptability and usefulness of the web as a cancer information resource. In: Miles, A., ed. The effective management of renal cell carcinoma. London: Medical Press.

Daniels, H., Edwards, A., Martin, D., Leadbetter, J., Brown, S. and Middleton, D., 2004. The transformation of teachers’ work in and for inclusive practice. In: Vadeboncoeur, J. and Jervis-Tracey, P., eds. Crossing Boundaries: Perspectives across paradigms in educational research. Brisbane: Australian Academic Press.

Daniels, H., Hey, V., Leonard, D. and Smith, M., 2002. Cuestiones De Equidad En Educacion Especial Desde La Perspectiva De Genero. Revista de Educacion, 328, pp. 169-186.

Daniels, H., Hey, V., Leonard, D. and Smith, M., 1999. Issues of equity in special needs education as seen from the perspective of gender. British Journal of Special Education, 26 (4), pp. 189-195.

Daniels, H., Hey, V., Leonard, D. and Smith, M., 2004. Issues of equity in special needs education as seen from the perspective of gender. In: Mitchell, D., ed. Special Educational Needs and Inclusive Education. London, U. K.: RoutledgeFalmer.

Daniels, H., James, N., Rahman, R., Young, A., Derry, J. and McConkey, C., 2007. Learning about cancer. Mind, Culture and Activity, 14 (1-2), pp. 128-141.

Daniels, H., Leadbetter, J., Soares, A. and MacNab, N., 2006. Learning in and for cross school working. In: Yamazumi, K., ed. Building Activity Theory in Practice: toward the next generation. Osaka: Kansai University Press.

Daniels, H., Leadbetter, J., Soares, A. and MacNab, N., 2007. Learning in and for cross-school working. Oxford Review of Education, 33 (2), pp. 125-142.

Daniels, H., Leadbetter, J., Soares, A. and MacNab, N., 2007. Promoting Creativity within and across schools: An application of Activity Theory (in Russian). Cultural-Historical Psychology, 2, pp. 21-31.

Daniels, H., Leadbetter, J., Warmington, P., Edwards, A., Brown, S., Middleton, D., Popova, A. and Apostolov, A., 2007. Learning in and for multi-agency working. Oxford Review of Education, 33 (4), pp. 521-238.

Daniels, H. and Porter, J., 2007. Self Assessment as Preparation for Participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, 2006-05-05 - 2006-05-07, University of Verona.

Daniels, H. and Porter, J., 2008. Self assessment as preparation for participation. In: Lascioli, A., ed. Pedagogia speciale in Europa. Verona, Italy: FrancoAngeli.

Daniels, H. and Warmington, P., 2007. Analysing third generation activity systems: labour-power, subject position and personal transformation. Journal of Workplace Learning, 19 (6), pp. 377-391.

Daniels, H., 2012. Deploying theory:introduction. In: Daniels, H., Porter, J. and Lauder, H., eds. Knowledge Values and Educational Policy. London, U. K.: Taylor & Francis, pp. 261-262.

Daniels, H., 2012. Learning across boundaries:Introduction. In: Daniels, H., Lauder, H. and Porter, J., eds. Knowledge Values and Educational Policy. Abingdon, U. K.: Routledge, pp. 63-64.

Daniels, H., 2012. Vygotsky and sociology. Taylor and Francis.

Daniels, H., Lauder, H. and Porter, J., 2012. Introduction:from Plato to Monday morning. In: Daniels, H., Porter, J. and Lauder, H., eds. Knowledge Values and Educational Policy. London, U. K.: Taylor & Francis, pp. 1-6.

Daniels, H., 2011. An approach to notions of subject position and discourse in Activity Theory. In: Kanes, C., ed. Elaborating Professionalism: Studies in Practice and Theory. Vol. 5. London: Springer, pp. 167-182. (Innovation and Change in Professional Education)

Daniels, H., 2010. Analysing communicative action in institutions as it brings about change: where the cultural historical shapes the interactional. In: Yamazumi, K., ed. Activity Theory and Fostering Learning: Developmental Interventions in Education and Work. Osaka: Kansai University Press, pp. 29-61.

Daniels, H., 2011. Analysing trajectories of professional learning in changing workplaces. Culture & Psychology, 17 (3), pp. 359-377.

Daniels, H., 2000. Challenges for the future: changing contexts. AWCEBD National Newsletter, Winter 2000, pp. 1-3.

Daniels, H., 2011. Exclusion from school and its consequences. Психологическая наука и образование. (Psychological Science and Education), 1, pp. 38-50.

Daniels, H., 2009. Implicit or invisible mediation in the development of interagency work. In: Daniels, H., Edwards, A., Engeström, Y., Gallagher, T. and Ludvigsen, S., eds. Activity Theory in Practice: Promoting learning across boundaries and agencies. Routledge, pp. 105-125.

Daniels, H., 2012. Institutional culture, social interaction and learning. Learning, Culture and Social Interaction, 1 (1), pp. 2-11.

Daniels, H., 1999. Issues of equity in special needs education as seen from the perspective of gender. In: Daniels, H., ed. Special Education Reformed. London, U. K.: Routledge, pp. 47-66.

Daniels, H., 2000. La diversidad en Europa: Respuestas para el priximo milenio. Educacion, desarrollo y diversidad, 2, pp. 57-68.

Daniels, H., 2000. Mainstreaming in Education. Working Paper. European Disability Forum.

Daniels, H., 2010. Mobilising the front line: How operational learning should inform strategy in SEBD services. In: 'Transforming Troubled Lives' SEBDA International Conference, 2010-09-15 - 2010-09-17, Keble College, Oxford.

Daniels, H., 2010. Motives, emotion, and change. Cultural-Historical Psychology, 2 (2010), pp. 24-33.

Daniels, H., 2008. Positionnement du sujet et discourse dans la theorie de l'activite. In: Frandji, D. and Vitale, P., eds. Actualite de Basil Bernstein: Savoir, Pedagogie et Societe. Rennes: Presses Universtaires de Rennes.

Daniels, H., 2001. Reflection. In: Clough, P. and Corbett, J., eds. Thoeries of Inclusive Education: A Student's Guide. London: Sage, pp. 80-83.

Daniels, H., 2010. Situating pedagogy: moving beyond an interactional account. Pedagogies: An International Journal, 5 (1), pp. 27-36.

Daniels, H., 1999. Special Education Reformed: Inclusion - Beyond Rhetoric? London: Routledge.

Daniels, H., 2010. Subject position and discourse in Activity Thoery. In: Frandji, D. and Vitale, P., eds. Knowledge, Pedagogy and Society: International Perspectives on Basil Bernstein's Sociology of Education. Abingdon: Routledge.

Daniels, H., 2010. Subject position and identity in changing workplaces. In: Singh, P., Sadovnik, A. and Semel, S., eds. Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's Sociology of Knowledge. New York: Peter Lang, pp. 103-120. (History of Schools and Schooling)

Daniels, H., 2011. Support for children and schools through cultural intervention. In: Daniels, H. and Hedegaard, M., eds. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum, pp. 153-172.

Daniels, H., 1999. Supporting collaborative problem solving in schools. In: Daniels, H., ed. Special Education Reformed: Inclusion - Beyond Rhetoric? London: Routledge.

Daniels, H., 2000. The 1999 David Wills Lecture Re-Thinking Causation: Biology, Psychology and EBD. Emotional and Behavioural Difficulties, 5 (2), pp. 10-17.

Daniels, H., 2012. The Interface between the sociology of practice and the analysis of talk in the study of change in educational settings. In: Valsiner, J., ed. The Oxford Handbook of Culture and Psychology. New York: Oxford University Press, pp. 817-829.

Daniels, H., 2011. The shaping of communication across boundaries. International Journal of Educational Research, 50 (1), pp. 40-47.

Daniels, H., 2009. The value of multi-agency working in preventing social exclusion. Extended Schools Update, 11, p. 3.

Daniels, H., 2011. The ‘social’ in post-Vygotskian theory. In: Wyse, D., ed. Literacy teaching and learning. Vol. 1. London: Sage.

Daniels, H., 2010. Using and developing Activity Theory: Subject position and discourse in multi-agency settings. In: Aunio, P., Jahnukainen, M., Kallard, M. and Silvonen, J., eds. Piaget Is Dead, Vygotsky Is Still Alive, Or? Helsinki: Finnish Educational Research Association.

Daniels, H., 2010. Vygotsky and Psychology. In: Goswami, U., ed. The Wiley-Blackwell Handbook of Childhood Cognitive Development.2nd ed. Chichester: Wiley-Blackwell, pp. 673-697.

Daniels, H., 2008. Vygotsky and Research. London: Routledge.

Daniels, H., 2008. Vygotsky and inclusion. In: Hick, P., Kershner, R. and Farrell, P., eds. Psychology for Inclusive Education: New Directions in Thoery and Practice. London: Routledge, pp. 24-37.

Daniels, H., Cole, T. and Visser, J., 2000. Values and behaviour in education: an Activity Theory approach to research. In: Ruoho, K., ed. Emotional and Behavioural Difficulties. Joensuun Yliopisto: University of Joensuu.

Daniels, H. and Cole, T., 2010. Exclusion from school: short-term setback or a long term of difficulties? European Journal of Special Needs Education, 25 (2), pp. 115-130.

Daniels, H. and Edwards, A., 2009. De positie van het subject in de activiteit: een studie in activiteitstheoretisch perspectief. In: van Oers, B., Leeman, Y. and Volman, M., eds. Burgerschapsvorming en Identiteitsontwikkeling [Civic Education and Identity formation]. Van Gorcum, pp. 149-160.

Daniels, H., Edwards, A., Engeström, Y., Gallagher, T. and Ludvigsen, S. R., 2009. Activity Theory in Practice: Promoting learning across boundaries and agencies. Routledge.

Daniels, H. and Garner, P., 1999. Introduction to the paperback edition of Inclusive Education: New challenges for the new millenium. In: Daniels, H. and Garner, P., eds. Inclusive Education: World Yearbook of Education 1999. London: Routledge.

Daniels, H., Hey, V., Leonard, D. and Smith, M., 2000. Learning and gender: a study of underachievement in junior schools: a report to ESRC. Other. ESRC.

Daniels, H. and Johnson, P., 2013. Researching technologies for enhancing collective creativity in interagency working. In: Sannino, A. and Ellis, V., eds. Learning and collective creativity: activity-theoretical and sociocultural studies. Abingdon, UK: Routledge, pp. 132-157. (Routledge Research in Education)

Daniels, H., Leadbetter, J., Soares, A. and MacNab, N., 2010. Learning in and for cross school working. In: Siebert, B., ed. Integrative Pädagogik und die Kulturhistorische Theorie. Germany: Peter Lang.

Daniels, H. and Porter, J., 2009. Learning needs and difficulties among children of primary school age : definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R., eds. The Cambridge Primary Review Research Surveys. London, U. K.: Routledge, pp. 217-240.

Daniels, H. and Porter, J., 2007. Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. Other. Cambridge: University of Cambridge Faculty of Education.

Day, T., 2008. Neuro-linguistic programming (NLP) and its potential to contribute to the teaching and learning of academic writing. In: Writing Development in Higher Education (WDHE) Conference 2008, 2008-06-25, University of Strathclyde.

Day, T., 2007. Oceans. New York: Facts On File.

Day, T., 2000. Various articles. In: Allsetter, W., Angelo Jr, J. A., Bowker, G. C., Moschovitis, C., Restivo, S. and Tansey, T., eds. The Cutting Edge: An Encyclopedia of Advanced Technologies. New York: Oxford University Press.

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Day, T., Pritchard, J. and Heath, A., 2010. Sowing the seeds of enhanced academic writing support in a research-intensive university. Educational Developments, 11 (3), pp. 18-21.

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