Lalli, G., Rutland, M., Turner, A. (eds.) (2023)  Food Futures in Education and Society, London: Routledge.

Lalli, G. (2023) Schools, Space and Culinary Capital, Abingdon: Routledge.

Hodkinson, A. and Williams-Brown, Z. (2022) International Issues in SEND and Inclusion: Perspectives Across Six Continents. London: Routledge. ISBN 9781032011004.

Smith, M. & Traxler, J. (2022). Digital Learning in Higher Education: COVID-19 and Beyond. London: Edward Elgar Publishers. https://doi.org/10.4337/9781800379404 ISBN: 9781800379398. 176 pages.

Farag, A. A., Badawi, S., Lalli, G. Kammereddinne, M. (eds.) (2022). School Farms: Feeding and Educating Children, Routledge Studies in Food, Society and the Environment, Abingdon: Routledge.

Lalli, G. (2019) Schools, Food and Social Learning, Abingdon: Routledge.

Lalli, G. (2023) Can culinary capital be re(produced) in school? Cambridge Journal of Education.

Nicklin, L. L. (2023). ‘Condemn the fault and not the actor of it?’ Moving beyond the limits of recidivism to enhancing (re)humanisation through a Shakespeare-focussed, prison-based approach. English in Education. doi:10.1080/04250494.2023.2218880.

Muhtaseb, R., Traxler, J., Scott, H. (2023) Educators' Perceptions of the Influence of Culture on Social Media Use in Education in Palestine, ‘Asian Journal of Distance Education’, Vol 18, Issue 1.

Scott, H., Bakeer, A. and Uvar, M. (2023) Initiating and exploring digital transformations in teacher education in Palestine in ‘The future of teacher education: Innovations across pedagogies, technologies and societies’. 228-252. Brill, Leiden 10 May 2023 http://doi.org/10.1163/9789004678545_010.

Smith, M. & Scott, H. (2023). Distance Education under Oppression: The Case of Palestinian Higher Education. Education Sciences 13(7), 729. https://doi.org/10.3390/educsci13070729.

Qaddumi, H., Smith, M., Masd, K., Bakeer, A. & Abu-Ulbeh, W. (2023). Investigating Palestinian in-service teachers’ beliefs about the integration of information and communication technology (ICT) into teaching English. Educ Inf Technol. https://doi.org/10.1007/s10639-023-11689-6.

Lalli, G. (2022) ‘In most supermarkets food does not cost £3 per day...’: The impact of the school food voucher scheme during COVID-19, British Educational Research Journal, 49(1), pp. 53-69.

Williams-Brown, Z. Hodkinson, A. and Jopling, M. (2022) Mission impossible: inclusive teaching in a standards-driven system. Education 3-13. P. 1-13.

Meechan, D. Whatmore, T. Williams-Brown, Z. Halfhead, S. (2022) Why are we tracking reception-aged children? Teachers’ and key stakeholders’ perspectives on the reintroduction of national reception baseline assessment. Educational Futures. 13(2), pp.113-139.

Meechan, D. Williams-Brown, Z. Whatmore, T. and Halfhead, S. (2022) Once, twice, three times a failure: time to permanently scrap statutory reception baseline assessment. Education 3-13. pp.1-14.

Williams-Brown. Z. and Jopling, M. (2022) ‘Children are more than just statistics.  Education is more than government outlines’: Primary teachers’ perspectives on the standards agenda in England. Education 3-13. 12(1), pp. 48-72.

Williams-Brown, Z. Jopling, M. Daly, J. and Aston, A. (2021) Collaborative resilience building: supporting resilience through interaction between adults and children. Educational Futures. 11(2), pp. 23-40.

Spicer, S. G., Fullwood, C., Close, J., Nicklin, L. L., Lloyd, J., & Lloyd, H. (2022). Loot boxes and problem gambling: Investigating the “gateway hypothesis”. Addictive Behaviors, 131. doi:10.1016/j.addbeh.2022.107327.

Close, J., Spicer, S. G., Nicklin, L. L., Lloyd, J., & Lloyd, H. (2022). Loot box engagement: relationships with educational attainment, employment status and earnings in a cohort of 16 000 United Kingdom gamers. Addiction, 117(8), 2338-2345. doi:10.1111/add.15837.

Nicklin, L. L., Wilsdon, L., Chadwick, D., Rhoden, L., Ormerod, D., Allen, D., . . . Lloyd, J. (2022). Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer. Education and Information Technologies, 27(6), 7653-7678. doi:10.1007/s10639-022-10899-8.

Close, J., Spicer, S. G., Nicklin, L. L., Lloyd, J., Whalley, B., & Lloyd, H. (2022). Gambling and Gaming in the United Kingdom during the COVID-19 Lockdown. COVID, 2(2), 87-101. doi:10.3390/covid2020007.

Stubbs, J. E., Nicklin, L. L., Wilsdon, L., & Lloyd, J. (2022). Investigating the experience of viewing extreme real-world violence online: Naturalistic evidence from an online discussion forum. New Media and Society. doi:10.1177/14614448221108451.

Itmeizeh, M., Khalil, Z. & Smith, M. (2022). Palestinian EFL Students' Perceptions of Using Edmodo in Developing their Writing Skills. Journal of Palestine Ahliya University for Research and Studies, 1(1), 143-160. https://bit.ly/3RmHtMM.

Albino, V. A., Fernandes, I. D., Almeida, R., Santos-Silva, T. A., Smania-Marques, R., Smith, M., Traxler, J. & Santos, S. (2022). Mosquito-Borne Arboviruses in Brazil: Assessment of Apps Based on the Mobile Apps Rating Scale (MARS). Global Journal of Health Science, 14(8), 16-28. https://doi.org/10.5539/gjhs.v14n8p16.

da Costa, E.G., Fernandes, I.D., Albino, V.A., Smania-Marques, R., Olinda, R., da Silva, L.F., de Lima, A.K., Barbosa Lourenço, E.M., Galisa, S.S., Smith, M. & Traxler, J. (2022). Development and validation of an evaluation scale for audiovisual production for health interventions - ZIKAMOB. Global Journal of Health Science, 14(9), 1-14. https://doi.org/10.5539/gjhs.v14n9p1.

Spicer, S. G., Nicklin, L. L., Uther, M., Lloyd, J., Lloyd, H., & Close, J. (2022). Loot boxes, problem gambling and problem video gaming: A systematic review and meta-synthesis. New Media and Society, 24(4), 1001-1022. doi:10.1177/14614448211027175.

Lloyd, J., Nicklin, L. L., Spicer, S. G., Fullwood, C., Uther, M., Hinton, D. P., . . . Close, J. (2021). Development and validation of the raffle; a measure of reasons and facilitators for loot box engagement. Journal of Clinical Medicine, 10(24). doi:10.3390/jcm10245949.

Lalli. G. (2021) A review of the English School Meal: ‘Progress or a recipe for disaster?’ Cambridge Journal of Education, 51(5), 627–639. Q1 Journal.

Lalli, G. (2020) The school restaurant: Ethnographic reflections in researching children’s food space, International Journal of Qualitative Studies in Education, 35(1), 48-57.

Traxler, J., & Smith, M. (2020). Data for development: shifting research methodologies for Covid-19. Journal of Learning for Development, 7(3), 306-325. https://jl4d.org/index.php/ejl4d/article/view/463/518.

Earl, L. and Lalli, G. (2020) Healthy meals, better learners - Debating the focus of school food policy in England, British Journal of Sociology of Education, 41(4), 476–489.

Traxler, J., Smith, M., Scott, H. & Hayes, S. (2020). Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic. EdTech Hub. https://docs.edtechhub.org/lib/CD9IAPFX.

Cavalcante, A. C. P., De Olinda, R. A., Gomes, A., Traxler, J., Smith, M., & Santos, S. (2020). Spatial modelling of the infestation indices of Aedes aegypti: An innovative strategy for vector control actions in developing countries. Parasites and Vectors, 13(1). doi:10.1186/s13071-020-04070-w.

Lalli, G. (2019) School mealtime and social learning in England, Cambridge Journal of Education, 50(1), 57–75.

Scott, S. (2023) ‘Reject All’: Data, Drift and Digital Vigilance’ in S. Hayes, M. Jopling, S. Connor & M. Johnson (Eds) Human-Data Interaction. London: Springer.

Richards, H., Hall S., Wells, J. & Stuart, Z. (2023) The SENCo role across age phases in Knowler, H., Richards, R. and Brewster, S. (eds.) Developing your expertise as a SENCo: Leading Inclusive Practice. St. Albans: Critical Publishing.

Scott, H., and Jarrard, S. (2023) ‘To Exist Is to Resist’: A Reflective Account of Developing a Paradigm Shift in Palestinian Teaching and Learning Practice, in ‘Critical Digital Pedagogy in Higher Education’, Athabasca University Press. http://doi.org/10.15215/aupress/9781778290015.01.

Scott, H., Iredale, A. and Harrison, B. (2023) FELTAG in rearview: FE from the past to the future through plague times in ‘Digital Learning in Higher Education: COVID-19 and Beyond’. 24-36. Edward Elgar.

Janhonen, K. and Lalli, G. (2023) School mealtime as a pedagogical event, in Food Futures in Education and Society.

Smith, M., De Laet, T. & Barata, A. (2023). Learning analytics for co-creation and interactive courseware. In S. Hayes, M. Jopling, S. Connor & M. Johnson (Eds) Human-Data Interaction. London: Springer.

Cameron, L., Mitchell, R., Bartram, B., Lalli, G. (2023) ‘Taking a global perspective: the nature and value of Comparative and International Education (CIE) in UK universities’ in Pulsford, M., Morris, R., Purves, R. What is Education Studies? London: Routledge.

Smith, M., Scott, H. & De Laet, T. (2023). Learning analytics: panopticon or panacea? In R. Sooryamurthy & V. Ojang (Eds) Researching the ‘New Normal’ Social World: Methodological Adaptations and Innovations. London: Routledge. ISBN: 9781032470764.

Smith, M., Scott, H. & Traxler, J. (2022). Researching Mobile Language Learning through Disruption. In H. Reinders, C. Lai & P. Sundqvist (Eds) The Routledge Handbook of Language Learning and Teaching Beyond the Classroom. London: Routledge. https://doi.org/10.4324/9781003048169.

Hodkinson, A. and Williams-Brown, Z. (2022) Globalising and localising inclusive education. in, Hodkinson, A. and Williams-Brown, Z. (2022) International Issues in SEND and Inclusion: Perspectives Across Six Continents. London: Routledge. ISBN 9781032011004.

Hodkinson, A. and Williams-Brown, Z. (2022) International Policy Perspectives on SEND and Inclusive Education, in, Hodkinson, A. and Williams-Brown, Z. (2022) International Issues in SEND and Inclusion: Perspectives Across Six Continents. London: Routledge. ISBN 9781032011004.

Williams-Brown, Z. and Hodkinson, A. (2022) England: inclusive education in a standards driven system, in, Hodkinson, A. and Williams-Brown, Z. (2022) International Issues in SEND and Inclusion: Perspectives Across Six Continents. London: Routledge. ISBN 9781032011004.

Smith, M. & Traxler, J. (2022). Education’s Liminal Space. In Smith, M. & Traxler, J. (Eds) Digital Learning in Higher Education: Covid-19 and Beyond, Cheltenham: Edward Elgar Publishers.

Smith, M., Morgan-Guthrie, R. & Caddick, C. (2022). Initial Teacher Education during COVID-19: adopting, adapting and inventing. In Smith, M. & Traxler, J. (Eds) Digital Learning in Higher Education: Covid-19 and Beyond, Cheltenham: Edward Elgar Publishers.

Loo, S. and Wilde, J., 2022 and 2023. VET in FE: Curriculum Development Framework, FE News.

Deepwell, M., Crookes, R. & Smith, M. (2022). Further non-teaching perspectives on aspects of the Higher Education Sector impacted by COVID-19. In Smith, M. & Traxler, J. (Eds) Digital Learning in Higher Education: Covid-19 and Beyond, Cheltenham: Edward Elgar Publishers.

Traxler, J. & Smith, M. (2022). Digital learning after the crises: the new normal? In Smith, M. & Traxler, J. (Eds) Digital Learning in Higher Education: Covid-19 and Beyond, Cheltenham: Edward Elgar Publishers.

Nicklin, L. (2022). "Case Study, Laura, 30, Lecturer in Education" [pp.145-146] in Richards, H., & Malomo, M. (Eds.)  ' Developing Your Professional Identity: A Guide for Working with Children and Families (1 ed.). St Albans: Critical Publishing Ltd. Retrieved from https://www.criticalpublishing.com/developing-your-professional-identity.

Perks, S., Wells, J. and Wright, V. (2022) Making Creative Spaces – constraints and aspirations: the English curriculum from KS1 to KS3. In: Bennett, P., Lambert, L. and Smith, R. (eds.)  Rethinking and Reviving Subject English: the murder and the murmur. London: Routledge.

Scott, H., Wilde, J. and Bennett, P. (2022) Is it us or them? Teacher education as act of resistance to a neo-liberal age, in ‘Teacher educators in Vocational and Further Education: SpringerBriefs in Education’. 29-43. Springer 01 Jan 2022, https://doi.org/10.1007/978-3-030-90502-6.

Scott, H. (2022) Machine Learning Blues, in ‘Postdigital Science and Education 01 Jan 2022’ http://doi.org/10.1007/s42438-022-00370-9.

Lalli, G. (2021) ‘Food education and food for life’ in  School Farms: Feeding and Educating Children, London: Routledge. pp. 11-31.

Lalli, G. (2021) A modern take on school dining consumption: Critical Food Design for Education, In Massari, S. (Ed.) (2021) Transdisciplinary Case Studies on Design for Food and Sustainability, Elsevier, pp. 185-194.

Smith, M. & Gurton, P. (2020). Flipping the Classroom in Teacher Education. In: Walker, Z., Tan, D. & Koh, N. (eds) Flipped Classrooms with Diverse Learners. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4171-1_13.

Scott, H. Wilde, J. and Bennett, P. (2020). 'Stranger in a strange land'–reclaiming the terrain for a disorientating dilemma and the possibility of forgiveness, in Daley, M., Orr, K. and Petrie, J., 2020. Caliban's Dance: FE After the Tempest. Trentham Books.