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Meeting the Needs of Young Children with English as an Additional Language: Research Informed Practice

1, 2020

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English as an Additional Language in the Early Years: Linking theory to practice

1, 2015

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School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor?

Education sciences, 2021-11, Vol.11 (11), p.753

2021

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Meeting the Needs of Young Children with EAL: Research Informed Practice

1st edition., 2020

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How effective are working memory training interventions at improving maths in schools: a study into the efficacy of working memory training in children aged 9 and 10 in a junior school?

Education 3-13, 2018-02, Vol.46 (2), p.174-187

2018

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Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Education 3-13, 2015-03, Vol.43 (2), p.115-127

2015

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Busting the myth of gender bias: views from men and women primary-school trainees and teachers

Education 3-13, 2016-05, Vol.44 (3), p.283-296

2016

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How can the skills of Early Years leaders support other leaders in a primary school setting?

Management in education, 2017-07, Vol.31 (3), p.125-134

2017

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Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

Education 3-13, 2015-09, Vol.43 (5), p.548-564

2015

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What does a globalized curriculum look like for diverse learners in primary schools?

Race equality teaching, 2016-04, Vol.33 (3), p.30-35

2016

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Managing diversity in a primary classroom: Challenges for practitioners and school leaders

Race equality teaching, 2015-10, Vol.33 (2), p.21-26

2015

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It’s complicated: Apprentice leaders on the edge of chaos

Management in education, 2014-04, Vol.28 (2), p.64-69

2014

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Clinical Laboratory Accreditation in India

Clinics in laboratory medicine, 2012-06, Vol.32 (2), p.281-292

2012

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Under-representation of males in the early years: The challenges leaders face

Management in education, 2013-04, Vol.27 (2), p.63-69

2013

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How are leaders integrating the ideology of globalisation in primary school contexts?

Education 3-13, 2013-10, Vol.41 (5), p.501-513

2013

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Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Management in Education, 2012-01, Vol.26 (1), p.28-37

2012

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Indian Borders in the Era of COVID-19

Borders in Globalization Review, 2020-12, Vol.2 (1), p.100-103

2020

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Raising standards for pupils who have English as an Additional Language (EAL) through monitoring and evaluation of provision in primary schools

Education 3-13, 2012-01, Vol.40 (3), p.281-293

2012

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Clinical Laboratory Accreditation in India: Laboratory Medicine in India

Clinics in laboratory medicine, 2012, Vol.32 (2)

2012

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Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: the need for leadership dialogue

Management in education, 2011-07, Vol.25 (3), p.125-130

2011

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English as an Additional Language: assumptions and challenges

Management in education, 2010-07, Vol.24 (3), p.111-114

2010

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Black and minority ethnic leaders in England: a portrait

School leadership & management, 2006-07, Vol.26 (3), p.289-305

2006

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Diversity and Diversity Management: Messages from Recent Research

Educational management, administration & leadership, 2006, Vol.34 (3), p.277-295

2006

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English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?

Education 3-13, 2011-04, Vol.39 (2), p.203-215

2011

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Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Contemporary Issues in Primary Education, 2023, Vol.1, p.226-237

1, 2023

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Meeting the Needs of Young Children with English as an Additional Language: Research Informed Practice

English as an Additional Language in the Early Years: Linking theory to practice

School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor?

Meeting the Needs of Young Children with EAL: Research Informed Practice

How effective are working memory training interventions at improving maths in schools: a study into the efficacy of working memory training in children aged 9 and 10 in a junior school?

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Busting the myth of gender bias: views from men and women primary-school trainees and teachers

How can the skills of Early Years leaders support other leaders in a primary school setting?

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

What does a globalized curriculum look like for diverse learners in primary schools?

Managing diversity in a primary classroom: Challenges for practitioners and school leaders

It’s complicated: Apprentice leaders on the edge of chaos

Clinical Laboratory Accreditation in India

Under-representation of males in the early years: The challenges leaders face

How are leaders integrating the ideology of globalisation in primary school contexts?

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Indian Borders in the Era of COVID-19

Raising standards for pupils who have English as an Additional Language (EAL) through monitoring and evaluation of provision in primary schools

Clinical Laboratory Accreditation in India: Laboratory Medicine in India

Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: the need for leadership dialogue

English as an Additional Language: assumptions and challenges

Black and minority ethnic leaders in England: a portrait

Diversity and Diversity Management: Messages from Recent Research

English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

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