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Shaddai Tembo and Simon Bateson – Diversity in Unity: nurturing anti-racist habits in play through Froebelian pedagogies

Lewis Fogarty– A New Understanding of Leadership in Early Years

Ben Lohmeyer – Informal Education, school bullying and ‘public executions’: young people’s experiences of the hierarchical nature of relationships in school��

Kate Hoskins and Emma Wainwright– Engaging low-income families in education research: an interdisciplinary exploratory study

Stephanie Flower– Does size matter? Centralised approaches to curriculum in multi-academy trusts: some practical implications

Elizabeth Hidson��– From tiny acorns: a co-produced research project between Chinese teacher researchers and UK-based international initial teacher training academics.

Penny Rabiger��– Jumping and pushing through the cruel optimism of racial justice work in schools

Bettina Teegen – African International Doctoral Students in the UK: A Study of Acculturation

Lisa Stephenson,��Angela Colvert and��Rachel Lofthouse��– Boundary crossings with artists, teachers and children: Integrating creative pedagogies for young people’s wellbeing

Paula Miles��– Understanding and Improving the Wellbeing of Postgraduate Taught Students: A Longitudinal Study

Scott Buckler and Harriett Moore��– Enhancing Children’s psychological Wellbeing through training in the martial arts of Wing Chun and Ba Gua

Nicola Parkin – “We were in the fresh air and we were living our best life”: an inductive thematic analysis of UK primary teachers’ experiences of taking part in a nature connection project with their class

Grace Cardiff��– Learning how to implement student voice pedagogies and promote meaningful experiences in Primary Physical Education

Min-Chen Liu��–Languages Provision in UK Further Education

Uzma Asif��– How do female Muslim teachers manage the challenges of homogenisation and stereotyping in an educational context?

Ben Knight��– Personality differences and small group classroom interactions among 9-11 year olds: A mixed methods analysis deriving recommendations for more personality-sensitive pedagogies.

Jan Hetherington and��Andrew Wilkins��– The rise of technocracy and the challenge to deliberative democracy: Using political theory to rethink spaces and practices of school governance

David Aldridge��– Intelligence and embodiment

Karen Hanrahan��– Continuity and change: the teaching vocations of former nuns

Jonah Ulebor – The role of black supplementary schools in the education of black children