Celebrating publications @ the School of Education

Anderson, McGregor, Baskerville, Duggan (2015) Supporting learning about science through drama: experiences from NZ and the UK. ESERA Helsinki Sept 1 – 4^th

Baskerville, Duggan, Anderson, McGregor (2015) Learning to be a Scientist through inhabiting a role. BERA Sept 15 – 17^th

Brown, C., Spiro, C., & Quinton, S. (2020) The Role of Research Ethics Committees: Friend or Foe in Educational Research? British Educational Research Journal 46 (4) (2020) pp.747-769 ISSN: 0141-1926 eISSN: 1469-3518 Abstract Website

Brown C, (2018) The Perceived Role of Task Difficulty and Effort in the Expectations and Values of A level Student' Psychology of Education Review 42 (2) ISSN: 1463-9807 eISSN: 2396-8788 Abstract Website

Brown, C. (2018) What Motivates A-level Students to Achieve? Exploring the Role of Expectations and Task Values Psychology of Education Review 42 (1) ISSN: 1463-9807 eISSN: 2396-8788

Davies, D. and McGregor, D. (2017) Creative Teaching in Primary Science. Second edition. London : Routledge.

Davies, D. and McGregor, D. (2018) Creative Teaching in Primary Science. Second edition. London : Routledge. Turkish version

Dellinger, M. A., Walkington, H. 2012. ‘The Curriculum and Beyond’ [chapter] in: Hart, A. (Ed.) How to start an undergraduate research journal. Council on Undergraduate Research: Washington, USA.

Dennis, M., Duggan, A. and McGregor, D. (2014) Evolution in Action. Primary Science 131 p.8 - 10

Dyer, S., Walkington, H., Williams, R., Morton, K. Wyse, S. 2016. Shifting landscapes: from coalface to quicksand? Teaching Geography, Earth and Environmental Sciences in Higher Education Area, 48 (3), 308-316.

Frodsham, S. (2019) ‘Discussant: Drama and learning science: Pedagogy, participation and passion’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26^th-30^th August 2019.

Frodsham, S. (2019) ‘Graphical representations of creativity in the primary science classroom: Illustrating innovation and originality through three visual displays’. Presentation at Primary Science Teaching Trust (PSTT) conference. Edinburgh, Scotland, June 6-8^th 2019.

Frodsham, S. & Deller, C. (2019) 'Researching your practice from different perspectives'. Presentation at Primary Science Teaching Trust (PSTT) conference. Edinburgh, Scotland, June 6-8^th 2019.

Frodsham S. & McGregor, D. (2019) ‘School science: Scientists stories’. Presentation at The Association for Science Education (ASE), Birmingham, England, Jan 10th 2019.

Frodsham, S. (2018) ‘Developing creativity within primary science teaching. What does it look like and how can classroom interactions augment the process?’. Unpublished PhD thesis. Oxford: Oxford Brookes University.

Frodsham, S. (2018) ‘Discussant: Learning Science Through Drama’. Presentation at International Organisation for Science and Technology Education (IOSTE), Malmo, Sweden, August 13-17th 2018.

Frodsham, S. (2018) ‘Demonstrating Creativity-in-Learning Through Classroom Talk: Towards A Fresh Theoretical Framework’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 11^th-13th 2018.

Frodsham, S. (2016) ‘Generating representations of creativity in the primary science classroom’. Presentation at British Educational Research Association (BERA) conference. Leeds, UK, September 14^th 2016.

Frodsham, S. (2016) ‘Teachers’ Perspectives on Creativity and ways it can be Supported and Developed in Primary School Science Lessons’. Presentation at Primary Science Teaching Trust (PSTT) conference. Belfast, Ireland, June 11^th 2016.

Frodsham, S. (2015) ‘Interpreting pedagogical practices (concerning creativity) through visual representations of primary science lessons’. Presentation at European Science Education Research Association (ESERA) conference. Helsinki, Finland, 31^st August 2015.

Frodsham, S. (2015) ‘Interpreting science teacher’s practice (related to creativity) through visual representations of their actions’. Presentation at British Educational Research Association (BERA) conference. Belfast, Ireland, September 16^th 2015.

Frodsham, S., McGregor, D. and Wilson, H. (2014) Young children’s views of creativity in science : exploring perspectives in an English primary classroom. Journal of Emergent Science 8 31 – 40

Gayford, C. G. and Walkington, H. 1997. Environmental Education in Primary Schools in England, in Tanaka, M. & Ando, A. (Eds.) Making an Environmental Education Tokyo: Otsuki Shoten, 150 -163.

Haight, A., Wright, S., Aldridge, D., and Alexander, P. (2019) Remembrance Day practices in schools: meaning-making in social memory during the First World War centenary, Journal of Beliefs and Values (online publication) https://www.tandfonline.com/doi/abs/10.1080/13617672.2019.1692556?journalCode=cjbv20

Hall, E., Walkington, H., Shanahan, J., Ackley, E, Stewart, K. 2018. Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award-winning mentors. International Journal for Academic Development, 23 (1), 15-27.

Hill, J., Walkington, H., and King, H. 2018. Geographers and the Scholarship of Teaching and Learning. Journal of Geography in Higher Education. 42(2), 557-572.

Hill, J. L., Walkington, H. 2016. Developing Graduate Attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education 40 (2) 222-237.

Hill, J. L., Walkington, H. and France, D. 2016. Graduate Attributes: Implications for higher education practice and policy. Journal of Geography in Higher Education 40 (2) 155-163.

Hill, J. and Walkington, H. (2019) Borderland spaces for undergraduate teaching and learning in higher education in Bilham, T., Hamshire, C., Hartog, M., and Doolan, M. (Eds) Reframing Space for Learning: Empowering Innovation in University Teaching and Learning.

Hill, J. and Walkington, H. (2016) ‘Effective Research Communication’, in: Clifford, N. J., Cope, M., Gillespie, T. and French, S. Key methods in Geography Third edition SAGE ISBN 9781446298589

Hill, J. L., Walkington, H. and Dyer S. (2019) ‘Teaching, learning and assessing in geography: a foundation for the future’, in: Walkington, H., Hill, J. E., and Dyer, S. (Eds.) Handbook for teaching and learning in Geography. Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing.

Hinchliffe, G. & Walkington, H. (2016) “Cultivating the art of judgement in students” In: Michael Tomlinson, (Ed.) Graduate employability in context: theory, research and debate. Basingstoke: Palgrave Macmillan.

Ingram, J., Elliot, V., Morin, C., Randhawa, A., & Brown, C., (2018)Playing the system: incentives to game and educational ethics in school examination entry policies in England Oxford Review of Education 44 (5). pp.545-562.ISSN: 0305-4985 eISSN: 1465-3915 Abstract Website

Ketcham, C., Hall, E., Fitzgibbon, H., Walkington, H. (2018) Co-mentoring in undergraduate research: a faculty development perspective. In Vandermaas Peeler – M., Miller, P., Moore, J. (Eds.) Excellence in Mentoring Undergraduate Research. Washington DC, USA: Council on Undergraduate Research.

Kneale, P., Edwards-Jones, A., Walkington, H., Hill, J. 2016. Evaluating undergraduate research conferences as vehicles for novice researcher development, International Journal for Researcher Development, 7 (2), 159 – 177.

Larson, S., Partridge, L., Walkington, H., Wuetherick, B., Moore, J. 2018. An International Conversation about mentored undergraduate research and inquiry and academic development International Journal for Academic Development, 23 (1), 6-14.

McGregor, D. and Cartwright, L. (Eds) (2011) Developing Reflective Practice: A handbook for Beginning Teachers. 301 pp Buckingham : Open University Press. Click here for a book summary.

McGregor, D. (2012) Group work in Science classrooms. In Oversby, J. (Ed) Research for Science Teaching. Hatfield : Association for Science Education. 77 - 82.

McGregor, D. (2012) Dramatic Science University of York, NSLC. Primary Science Conference.

McGregor, D. (2012) Dramatising Science Learning : Findings from a pilot study to re-invigorate elementary science pedagogy for five to seven year olds. International Journal of Science Education 34 (8) 1145 – 1165

McGregor, D. & Precious, W. (2012) Dramatic Science at Key Stage 1 : Modelling ideas within an Olympics theme Primary Science. 123 : 10 - 13

McGregor, D. (2013) Using children’s ideas in teaching: reviewing messages from research. Education in Science 254 p.24 - 25

McGregor, D. (2013) Thinking Skills in Science. University of York, NSLC. Primary Science Conference.

McGregor, D. (2014) Developing Subject Knowledge. In Handbook for Teacher Educators. Transfer, Translate or Transform. (Ed.) Susan Rodrigues. Rotterdam, The Netherlands : Sense Publishers. pp 49 - 66

McGregor, D. (2014) Chronicling innovative learning in primary classrooms : Conceptualizing a theatrical pedagogy to successfully engage young children learning science. Pedagogies : An International Journal 9 (3) 216 – 232

McGregor, D. (2014) What are thinking skills?, The use of groupwork to develop thinking skills. The use of drama to develop thinking in science. 11 – 13^th March 2014 University of York, National Science Learning Centre (NSLC)

McGregor, D. (2014) Using Drama to scaffold the development of scientific understanding in young children. Presentation at Global Conversations. 3 – 6^th April 2014 Boston, NSTA

McGregor, D. (2014) Dramatic Science : using acting techniques to develop scientific understanding and skills. Presentation at Elementary Extravaganza. 3 – 6^th April 2014 Boston, NSTA

McGregor, D. and Precious, W. (2014) Dramatic Science. Inspiring ideas for using drama to teach science. 238 pp London : Routledge. Click here for a summary of the book.

McGregor, D. (2015) Action Research : Thinking about your research design. Association of Science Education (ASE) Annual Conference. Reading University. 7^th - 10^th January

McGregor, D. (2015) Using Drama to support the development of learning science at KS 1. ASE 7 – 10^th January 2015 Reading University

McGregor, D. (2015) Using Drama to support the development of learning science at KS 2. ASE 7 – 10^th January 2015 Reading University

McGregor, D. (2015) Tensions in primary (investigational) practical work : Can consideration of ontological and epistemological dilemmas help inform policy or practice? ASE 7 – 10^th January 2015 Reading University

McGregor, D. (2015) Exploring childrens’ views of creativity. NARST : Chicago 11^th – 14^th April 2015

McGregor, D., Bird J., & Frodsham, S. (2016) ‘Mixtures, maltesers and magnets : Augmenting the enquiry process through tablet technology in Primary Science’. Presentation at British Educational Research Association (BERA) conference. Leeds, UK, September 12^th 2016.

McGregor, D. and Woodhouse, F. (2015) Action Research in the classroom 1 : Introducing Action Research for Science teachers. Education In Science. 260 p. 30 – 31

McGregor, D. and Duggan, A. (2015) Illustrating the ways that different drama conventions can contribute to learning (in and about) science. Department of Education. Victoria University, New Zealand.. 18^th February 2015.

McGregor, D. (2016) Using drama within a STEM context to develop enquiry skills and appreciate being a scientist! Journal of Emergent Science 12 16 – 24

McGregor, D. & Duggan, A. (2016) “It made me want to be a scientist!” Applying positional theory to interpret learning through a scientific dramatic enquiry. BERA. Leeds

McGregor, D., Bird, J. & Frodsham, S. (2016) Mixtures, maltesers and magnets : Augmenting the Enquiry process through tablet technology in Primary Science. BERA. Leeds

McGregor, D. & Duggan, A. (2017) Theorising about pedagogy to teach inquiry science using process drama : A synthesis from practice. BERA. Brighton.

McGregor, D. & Arthur, L. (2017) Lessons for School Leadership : Observations from a two-year City-wide intervention. BERA. Brighton

McGregor, D. and Gaciu, N. (2018) Creativity in teaching science. In J. Hillier and I. Banner (Eds) ASE Guide to Secondary Science Education. Hatfield : ASE

McGregor, D. and Day, J. (2018) Constructing and reviewing dioramas : Epistemological perspectives related to supporting beginning teachers to think about their use to help children understand the work of natural history scientists. In A. Scheersoi & S.D. Tunnicliffe (Eds.), Natural history dioramas – Traditional exhibits for current educational themes. Vol. II: Socio-cultural aspects. Dordrecht: Springer

McGregor, D., & Frodsham, S. (2018) ‘Learning through Storytelling: Reflections on its use as a science teaching practice’. Presentation at International Organisation for Science and Technology Education (IOSTE), Malmo, Sweden, August 13-17th 2018.

McGregor, D. and Frodsham, S (2018) Storytelling in science: The impact of pedagogic variations. BERA Newcastle.

McGregor, D. and Frodsham, S. (2018) Exploring views about the nature and influence of creativity-in-school-science: the qualified scientist’s perspective. BERA. Newcastle.

McGregor, D. & Frodsham, S. (2019) ‘Scientists’ narratives of their school science experiences : Implications for policy and practice (so far)’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 10^th-12th 2019.

McGregor, D. & Frodsham, S. (2019) ‘Scientist views of scientific originality: Opportunities and constraints in school science’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26^th-30^th August 2019.

McGregor, D. & Frodsham, S. (2019) ‘Storytelling and inquiry practical work in school science: why bother?’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26^th-30^th August 2019.

McGregor, D. and Frodsham, S. (2019) Epistemic insights : Contemplating tensions between policy influences and creativity in school science British Educational Research Journal 45 (4) p.770 - 790

McGregor, D., Baskerville, D., Anderson, D. and Duggan, A. (2019) Examining the use of drama to develop epistemological understanding about the Nature of Science : A collective case from experience in New Zealand and England. International Journal of Science Education

McGregor, D., Frodsham, S. and Wilson, H. (2020) The nature of epistemological opportunities for doing, thinking and talking about science : Reflections on an effective intervention that promotes creativity. Research in Science and Technological Education https://doi.org/10.1080/02635143.2020.1799778

McGregor, D., & Frodsham, S. (2020). Moments of Creativity: Analysis through an application of CHAT. Presentation at British Educational Research Association (BERA). Online, August 3^rd-21^st 2020.

McGregor, D., Wilson, H., Frodsham, S. and Alexander, P. (2021) Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project. In Katharine Burn, Trevor Mutton and Ian Thompson (Eds) Practical Theorising in Teacher Education : Holding Theory and Practice Together. Forthcoming.

McGregor, D, Frodsham, S. & Deller, C. Persistence and perseverance : Overcoming University Research Ethics Committee (UREC) processes to elicit childrens’ views, voices and volitions. In A Fox, H Busher and C Capewell (Eds.), Thinking critically and ethically about research in education, London: Routledge. Forthcoming

Payne, R (2020) The Shock of the New, International Journal of Art and Design Education, https://onlinelibrary.wiley.com/doi/abs/10.1111/jade.12317

Shanahan, J. O., Walkington, H., Ackley, E., Hall, E. Stewart, K. (2017) Award winning mentors see democratization as the future of undergraduate research, Council on Undergraduate Research Quarterly 37 (4), 4-11.

Shanahan, J., Ackley-Holbrook, E., Hall, E., Stewart, K., and Walkington, H. 2015. Salient Practices of Undergraduate Research Mentors: A Review of the Literature. Mentoring and Tutoring 23 (5), 359-376.

Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., Wuetherick, B. 2013. Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry Teaching & Learning Inquiry 1 (2) 105-118.

Swarbrick. N., & Tobin, M., (2017) From Generation to Generation: An Exploration of Myth and Landscape in the Work of Alan Garner Abstract Website

Walkington, H., Stewart, K., Hall, E., Ackley, E and Shanahan, J.O. (2020) Salient practices of award-winning undergraduate research mentors – balancing freedom and control to achieve excellence. Studies in Higher Education 45, 1519-1532.

Walkington H, Rushton EAC, (2019) 'Ten Salient Practices for mentoring student research in schools: new opportunities for teacher professional development' Higher Education Studies 9 (4) pp.133-147

Walkington, H., Dyer, S., Solem, M., Haigh, M., Waddington, S. (2018) A Capabilities Approach to Higher Education: Geocapabilities and implications for geography curricula, Journal of Geography in Higher Education 42 (1), 7-24.

Walkington, H. Hill, J. L. and Kneale, P.E. 2016. Reciprocal Elucidation: a student led pedagogy in multidisciplinary undergraduate research conferences. Higher Education Research and Development. 36 (2), 416-429.

Walkington, H 2014. Quality enhancement of undergraduate research – further strategies to increase student engagement in research dissemination Brookes E-journal of Learning and Teaching, 6 (1) [online] http://bejlt.brookes.ac.uk/paper/quality-enhancement-of-undergraduate-research-further-

Walkington, H., Edwards-Jones, A., Gresty, K. 2013. Strategies for Widening Students’ Engagement with Undergraduate Research Journals. Council on Undergraduate Research Quarterly 34 (1), 24-30.

Walkington, H. 2012. Developing dialogic learning space: the case of online undergraduate research journals Journal of Geography in Higher Education 36(4), 547-562.

Walkington, H., Griffin, A. L., Keys-Mathews, L., Metoyer, S. K., Miller, W. E., Baker, R., France, D. 2011. Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum. Journal of Geography in Higher Education 35 (3), 1-16. [52 cites]

Walkington, H. and Jenkins, A. 2008. Embedding undergraduate research publication in the student learning experience: ten suggested strategies, Brookes E-journal of Learning and Teaching, 2 (3) [online] accessed at: http://bejlt.brookes.ac.uk/article/embedding_undergraduate_research_publication_

Walkington, H. 2008. Geoverse: piloting a National e-journal of undergraduate research in Geography. PLANET 20, 41-46.

Walkington, H. 2004. Mud,Glorious Mud! Primary Science & Technology Today 24:17-20.

Walkington, H. and Wilkins, C. 2000. Education for Critical Citizenship: The impact of teachers world view on classroom practice in the teaching of values. The School Field 200 (1) 59 – 78.

Walkington, H. 2000. The educational methodology of Paulo Freire: to what extent is it reflected in development education in the UK classroom? The Development Education Journal 7(1), 15–17.

Walkington, H. 1999. Global Citizenship Education in the Primary School: An example from geography The Development Education Journal 6 (1), 21 – 24. Book chapters:

Walkington, H. (2019) ‘Developing and integrating a student-researcher pedagogy within the geography curriculum’, In: Walkington, H., Hill, J., Dyer, S. (Eds.) The Handbook for learning and teaching in Geography. Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing.

Walkington, H, Hill, J. L. and Dyer, S. (2019) ‘Teaching and Learning Geography in Higher Education - an introduction to this handbook,’ in: Walkington, H., Hill, J. E., and Dyer, S. (Eds.) Handbook for teaching and learning in Geography. Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing.

Walkington, H., Hall, E., Shanahan, J. Ackley, E. Stewart, K. (2018) Striving for excellence in mentoring undergraduate research: The challenges and approaches to ten salient practices. In Vandermaas Peeler – M., Miller, P., Moore, J. (Eds.) Excellence in Mentoring Undergraduate Research. Washington DC, USA: Council on Undergraduate Research.

Walkington, H. (2017) “Geography in Higher Education”. The International Encyclopedia of Geography: People, the Earth, Environment, and Technology Wiley / AAG [online] http://onlinelibrary.wiley.com/book/10.1002/9781118786352

Walkington, H. 2014. ‘Geoverse – An undergraduate research journal: Its impacts on the linking of teaching and research in geoscience’ In Tong, V. (Ed) Geoscience Research and Education: Teaching at Universities. Springer: London.

Walkington, H. and Machon, P. 2000. Citizenship: The role of Geography? in, Kent, A (ed.) Reflective Practice in Teaching Geography London: Sage

Walkington, H. 2000. Values education and Citizenship education through geography, in R. Bailey (Ed.) Teaching Values and Citizenship in Schools: New directions for the modern world, London: Kogan Page.

Walkington, H. 2016. Students as researchers. York: HEA [online] accessed from: https://www.heacademy.ac.uk/system/files/resources/walkington-students-as-researchers.pdf

Walkington, H. 2016. Pedagogic approaches to developing students as researchers within and beyond the curriculum. York: HEA [online] accessed from: https://www.heacademy.ac.uk/system/files/resources/walkington-pedagogic-approaches.pdf

Walkington, H. 2016. Engaging students in research. York: HEA [online] accessed from: https://www.heacademy.ac.uk/system/files/resources/walkington-engaging-students-in-research.pdf

Walkington, H. 2016. Levels of student participation in research. York: HEA [online] accessed from: https://www.heacademy.ac.uk/system/files/resources/walkington-levels-of-student-participation-in-research.pdf

Walkington, H. 2016. Disseminating student research York: HEA [online] accessed from: https://www.heacademy.ac.uk/system/files/resources/walkington-disseminating-student-research.pdf

Wise, N. Bird, J. McGregor, D. (2015) Reflections on the use of tablet technology. Primary Science 140 p. 5 - 8

Wood, R. (2020) The new Big Bang Theory, Black Holes and the Multiverse explained (Gravity-Light Energized Waves as the GLEW holding the Multiverse together: rethinking the composition and function of black holes, dark energy and dark matter) – Second Edition. London: Amazon UK. (ISBN: 979-8-65-049237-5)

Wood, R. (2020) A Universal Philosophy of Confidence-Informed Social Motivation (Everything becomes Obvious and Nothing makes Sense). Newcastle, UK: Cambridge Scholars Publishing. (ISBN: 978-1-5275-4863-3: http://cambridgescholars.com/a-universal-philosophy-of-confidence-informed-social-motivation)

Wood, R. (2020, April) Investigating the Enhancement of Students’ Engagement with Learning Activities through the lens of Self-Determination Theory. European Journal of Teaching and Education, April 2020 https://doi.org/10.33422/ejte.v2i2.263

Wood, R. (2020) Foreword. In Samitharathana, W. (2020) Transcendental Reasoning of Gotama: Philosophical Commentary on Aphoristic Theorem of Gotama beyond Aristotle.

Wood, R. (2020) Children as natural philosophizers: A perspective upon the enhancement of children’s confidence through the philosophical spectacles of Grosseteste and Gadamer. In Cunningham, J.P. and Puttick, S. (eds.) Robert Grosseteste and Theories of Education: The Ordered Human. London: Routledge. (ISBN: 978-0-3672-7302-6)

Wood, R. (2019) Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: a school-based study. Eurasia Journal of Mathematics, Science and Technology Education: April 2019 – Volume 15, no. 7. https://doi.org/10.29333/ejmste/106110

Wood, R. (2017) The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning. Newcastle, UK: Cambridge Scholars Publishing. (ISBN: 978-1-5275-0300-7)

Wood, R. (2016) The Impact of Students’ Perceived Relatedness and Competence upon their Motivated Engagement with Learning Activities: A Self-Determination Theory Perspective. Unpublished, Ph.D. thesis: University of Birmingham.

Woodhouse, F. and McGregor, D. (2016) Action Research in the classroom 3 : Suggestions about collecting data in everyday science classroom situations. Education in Science. 263 p. 32- 33

Woodhouse, F. and McGregor, D. (2015) Action Research in the classroom 2 : Preparing to collect data. Education in Science. 261 p, 30 – 31

Wright, S. (2020) War and Peace: Armistice Observance in British Schools in 1937' Journal of the History of Childhood and Youth 13 (3), pp.426-445

Wright, S. (2020) Creating Liberal-Internationalist World Citizens: League of Nations Union Junior Branches in English Secondary Schools, 1919-1939' Paedagogica Historica, 56:3, pp. 321-40

Wright, S. (2018) 'ducating the Secular Citizen in English Schools 1897-1938, Cultural and Social History 15 (2), pp. 215-32

Wright,S (2017) Morality and Citizenship in English Schools: Secular Approaches, 1897-1944, Basingstoke: Palgrave Macmillan

Wyse, S, Page, B., Walkington, H. and Hill, J. (2020) Degree outcomes and national calibration: Debating academic standards in UK Geography AREA 52 (2), 376-385.