(2021) “International studies of school design - lessons for Europe on innovation and risk”, EUROPEAN EDUCATIONAL RESEARCH JOURNAL.
(2021) “Excluded lives special issue”, Emotional and Behavioural Difficulties. 26(1) 1-2.
(2019) “Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience.”, Emotional and Behavioural Difficulties.
(2019) “After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs”, Frontiers in Education.
(2018) “Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries”, Journal of Education for Teaching. 44(3) 258-277.
(2018) “Family-school partnerships: a challenge for Teacher Education”, Journal of Education for Teaching. 44(3) 252-257.
(2018) “Preparation for family-school partnerships within initial teacher education programmes in England”, Journal of Education for Teaching. 44(3) 278-295.
(2017) “Learning the price of poverty across the UK”, Policy Futures in Education.
(2016) “Writing as a mediational tool for learning in the collaborative composition of texts”, Learning, Culture and Social Interaction.
(2016) “The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty”, Journal of Education for Teaching. 42(4) 434-450.
(2016) “Writing as a Mediational Tool for Learning in the Collaborative Composition of Texts.”, Learning Culture and Social Interaction. 11 85-96.
(2013) “The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity”, Research in the Teaching of English. 47(3) 247-276.
(2012) “Planes of communicative activity in collaborative writing”, Changing English. 19(2) 209-220.
(2012) “Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools”, ENGLISH IN EDUCATION. 46(1) 85-100.
(1998) “First class way to develop a brain.”, Nature. 396(6708) 219-221.
“Long-term labour market and economic consequences of school exclusions in England: evidence from two counterfactual approaches”, British Journal of Educational Psychology.
“Learning lessons from the collaborative design of guidance for new build schools”, European Educational Research Journal.
“What Counts as Evidence in the Understanding of School Exclusion in England?”, Frontiers in Education.
“Conflicts in professional concern and the exclusion of pupils with SEMH in England”, Emotional and Behavioral Difficulties.
“Practices of exclusion in cultures of inclusive schooling in the United Kingdom”, Revista Publicaciones.
“Research capacity-building in teacher education”, Oxford Review of Education.
“Understanding the structure of school staff advice relations: an inferential social network perspective”, International Journal of Educational Research.
“School staff advice-seeking patterns regarding support for vulnerable students”, Journal of Educational Administration. 58(2) 151-170.
“Exclusion from school in Scotland and across the UK: Contrasts and questions”, British Educational Research Journal.
“Learning the price of poverty across the UK”, Policy Futures in Education.
“Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties”, Emotional and Behavioural Difficulties.
“Student teachers' perceptions of the effects of poverty on learners' educational attainment and well-being: perspectives from England and Scotland”, Journal of Education for Teaching.
“Researching contradictions: Cultural Historical Activity Theory Research (CHAT) in the English classroom”, English in Australia.
“Student teachers' perceptions of poverty and educational achievement.”, Oxford Review of Education.
“What counts as evidence in the understanding of school exclusion in England?”, Frontiers in Education.