Publications

Some of the most relevant publications from RATED members.

Peer-reviewed publications

Dickinson, J., Leman, P., & Easterbrook, M. J. (2023). Children’s developing understanding of economic inequality and their place within it.  British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12446

Doyle, L., Easterbrook, M. J., & Harris, P. R. (2023a). Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading. British Journal of Educational Psychology, 93(1), 91-112. https://doi.org/10.1111/bjep.12541 

Doyle, L., Easterbrook, M. J., & Harris, P. R. (2023b). It’s a problem, but not mine: Exploring bias-related message acceptance among teachers. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09832-9 

Easterbrook, M. J. et al. (2022). ‘People like me don’t do well at school’: The roles of identity compatibility and school context in explaining the socioeconomic attainment gap.  British Journal of Educational Psychology, 92(3), 1178-1195. https://doi.org/10.1111/bjep.12494

Easterbrook, M. J. et al. (2022). Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions. Educational and Developmental Psychologist. https://doi.org/10.1080/20590776.2021.2014281

Easterbrook, M. J., & Hadden, I. R. (2021). Tackling educational inequalities with social psychology: Identities, contexts, and interventions. Social Issues and Policy Review, 15, 1, 180-236. https://doi.org/10.1111/sipr.12070

Defis, N., Glover, A., Jennings, C., Stewart, S., Wallis, R., Craggs, B., Hay, C., Linton, B., Powell, T. and Williams, A. (2022) Using video technology to support micro-teaching and reflection in Initial Teacher Education, Journal of Educational Innovation, Partnership and Change, 8(1). https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1072

Hadden, I. R., Easterbrook, M. J., Nieuwenhuis, M., Fox, K. J., & Dolan, P. (2020). Self-affirmation reduces the socioeconomic attainment gap in schools in England. British Journal of Educational Psychology, 90(2), 1–20. https://doi.org/10.1111/bjep.12291

Perry, T., & Morris, R. (2023). A Critical Guide to Evidence-Informed Education. McGraw-Hill Education (UK).

Perry, T., & See, B. H. (2022). Replication study in education. Educational Research and Evaluation, 27(1-2), 1-7. https://doi.org/10.1080/13803611.2021.2022307

Perry, T., Morris, R., & Lea, R. (2022). A decade of replication study in education? A mapping review (2011–2020). Educational Research and Evaluation, 27(1-2), 12-34. https://doi.org/10.1080/13803611.2021.2022315

Media and other publications 

Easterbrook, M. J. (2022). Monsters of meritocracy and beasts of bias: why social class matters in education, and how #MakeIt10 can help. EdPsy.org. https://edpsy.org.uk/blog/2022/monsters-of-meritocracy-and-beasts-of-bias-why-social-class-matters-in-education-and-how-makeit10-can-help/

Easterbrook, M. J. (2022). “People like us…2  The Psychologist, Summer Edition.  https://www.bps.org.uk/psychologist/people-us 

BERA - Research Intelligence, Summer 2023, Issue 155 - Guest editor of the special section Practitioner Research: Development, collaboration and dissemination. With Dr Kate Mawson and Dr Emma Taylor

Tyson, C. and Mawson, K.(2023) A case study exploring how the Warwick Teacher Reseracher Network set up respectful and reciprocal professional relationships in a third space for effective professional development. Impact (online edition), 31st January 2023 https://my.chartered.college/impact_article/a-case-study-exploring-how-the-warwick-teacher-researcher-network-set-up-respectful-and-reciprocal-professional-relationships-in-a-third-space-for-effective-professional-development/

BERA - Research Intelligence, Winter 2021, Issue 149 ‘Fuzzy boundaries. Moving beyond the academic–practitioner dichotomy’. Claire Tyson and Emma Taylor.

2022 Podcast Exploring the Relationship between School Based Research and Higher Education | BERA

Tyson, C. (2021) Changing our use of feedback and becoming a trauma-informed school: A case study, Impact. Available at: https://impact.chartered.college/article/changing-our-use-of-feedback-becoming-trauma-informed-school/

March 2021 a BERA Blog post – ‘Reflecting on vlogs, blogs and podcasts in education research, teaching and professional development’ with Alison Fox (Open University).https://www.bera.ac.uk/blog/reflecting-on-vlogs-blogs-and-podcasts-in-education-research-teaching-and-professional-development

February 2020 BERA Bites, issue 5: Research used or produced in schools: Which informs practitioners most? Edited & introduced by Ian Potter https://www.bera.ac.uk/publication/bera-bites-issue-5-research-used-or-produced-in-schools-which-informs-practitioners-most

Tyson, C., and Burchett, L., 2019. A Thematic Analysis of Parent Feedback on a Student-Led “Festival of Learning”, London: SAGE Publications, Ltd.. Available at: <https://www.doi.org/10.4135/9781526469533> [Accessed 11 Jan 2022].

BERA Blog October 2017 https://www.bera.ac.uk/blog/developing-an-ethics-framework-for-school-based-research-in-the-context-of-a-large-academy-secondary-school

Tyson, C.. 2017. The Real Project Revisited: A Longitudinal Study, With a Mixed Methods Design, of an Intervention for Academically Able Boys at Homewood School & Sixth Form Centre. London SAGE Publications, Ltd. Available at: <http://www.doi.org/10.4135/9781526410054> [Accessed 11 Jan 2022].

Tyson, C.. 2017. ‘Including the Pupils at Risk of Exclusion’: A Mixed-Methods Research Design with a Pragmatic Worldview Evaluating the Provision of Alternative Curriculum at Homewood School and Sixth Form Centre. London SAGE Publications, Ltd. Available at: <http://www.doi.org/10.4135/9781473962156> [Accessed 11 Jan 2022].