B

Baxter, J., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Morales, A. (2025) Strategy as learning in a crisis situation in education: Is there evidence of identity as a core component of strategy as learning in schools? School Leadership and Management, 45 (1). pp. 53-83. ISSN 1364-2626 doi: 10.1080/13632434.2024.2424281

C

Cheung, K. L., Thomas, M., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P. (2025) Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach. Journal of Further and Higher Education, 49 (1). pp. 31-44. ISSN 1469-9486 doi: 10.1080/0309877X.2024.2428722

F

Fletcher-Watson, S., Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628, Crane, L., Pavlopoulou, G., Lukito, S., Funnell, E., Alcorn, A. M. and Crompton, C. J. (2025) Applied principles for inclusive practice in neurodevelopmental research: a selection and report of illustrative case studies. Current developmental disorders reports. ISSN 2196-2987 (In Press)

M

Mansouri, K. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2025) Self-regulation in L2 listening: the role of teacher and learner self-efficacy and the mediating influence of metacognition. System, 129. 103598. ISSN 0346-251X doi: 10.1016/j.system.2025.103598

S

Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2025) Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education. Language and Education, 39 (2). pp. 470-488. ISSN 1747-7581 doi: 10.1080/09500782.2024.2404089