https://orcid.org/0000-0002-5554-3470
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Susan Chapman, Rosy Ellis, Gary Beauchamp, Lisa Sheriff, David Stacey, Jane Waters-Davies, Adam Lewis, Catherine Jones, Merris Griffiths, Sammy Chapman, Rachel Wallis, Elizabeth Sheen, Tom Crick, Helen Lewis, Graham French & Stephen Atherton. (2023) ‘My picture is not in Wales’: pupils’ perceptions of cynefin (Belonging) in primary school curriculum development in Wales. Education 3-13 51:8, pages 1214-1228.
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Sally Wai-Yan Wan & Suzannie Leung. (2022) Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership. Cambridge Journal of Education 52:1, pages 91-116.
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Alma Harris & Michelle Jones. (2021) Exploring the leadership knowledge base: evidence, implications, and challenges for educational leadership in Wales. School Leadership & Management 41:1-2, pages 41-53.
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Jane Waters-Davies, Jacky Tyrie, Sarah Chicken, Cathryn Knight & Ellie Grout. Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales. Education 3-13 0:0, pages 1-14.
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Marta Olmo-Extremera, Lucía Fernández-Terol & Jesús Domingo-Segovia. (2023) Leading a Professional Learning Community in Elementary Education: A Systematic Review of the Literature. Journal of Research on Leadership Education, pages 194277512211452.
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Rebecca Bessong & Teresa Ogina. (2022) Teachers as curriculum leaders in secondary schools in Vhembe district, South Africa. South African Journal of Education 42:Supplement 1, pages 1-12.
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Tang Wee Teo, Chatree Faikhamta & Shao Yu Marcus Lau. (2022) Investigating the Instructional Leadership of STEM Educators in Thailand. Research in Integrated STEM Education, pages 1-30.
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Cathryn Knight & Tom Crick. (2021) Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis. ECNU Review of Education 5:2, pages 258-283.
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Carmel Roofe. (2022) Caribbean orality as a method for teacher involvement in curriculum making in Jamaica. The Curriculum Journal 33:2, pages 297-313.
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Cathryn Knight, Zoe Clegg, Carmel Conn, Matt Hutt & Tom Crick. (2022) Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales. British Journal of Special Education 49:1, pages 6-23.
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Oktay AKBAŞ, Serap Nur DUMAN & Ahmet KESKİN. (2021) Eğitim Programı Liderliği Yeterlilikleri Üzerine Bir AraştırmaA Study on Curriculum Leadership Competencies. Turkish Journal of Primary Education 6:2, pages 157-179.
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Adem BAYİRLİ & Ali BALCI. (2021) Okul Müdürlerinin Eğitim Programı Liderliğini Belirlemeye Yönelik Bir Ölçek Geliştirme ÇalışmasıDeveloping a Scale to Determine Curriculum Leadership of School Principals. Türk Eğitim Bilimleri Dergisi 19:2, pages 1252-1276.
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Lucía Fernández-Terol & Jesús Domingo. (2021) Percepción Docente sobre la Transición del Aula Tradicional al Aprendizaje por Proyectos para Involucrar al Estudiante. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 19:4.
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Tom Crick, Cathryn Knight, Richard Watermeyer & Janet Goodall. (2021) The International Impact of COVID-19 and “Emergency Remote Teaching” on Computer Science Education Practitioners. The International Impact of COVID-19 and “Emergency Remote Teaching” on Computer Science Education Practitioners.
Micheal M. van Wyk. 2021. Investigating the Roles of School Management Teams in Curriculum Delivery. Investigating the Roles of School Management Teams in Curriculum Delivery
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Jordan Allison. (2020) The System’s Holding Me Back: Challenges of Teaching Computing in Further Education. The System’s Holding Me Back: Challenges of Teaching Computing in Further Education.
Tom Crick, Cathryn Knight, Richard Watermeyer & Janet Goodall. (2020) The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community. The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community.