{"id":31,"date":"2023-05-24T07:05:51","date_gmt":"2023-05-24T07:05:51","guid":{"rendered":"https:\/\/sites.exeter.ac.uk\/ecrinstem\/?page_id=31"},"modified":"2023-07-06T14:16:38","modified_gmt":"2023-07-06T14:16:38","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.exeter.ac.uk\/ecrinstem\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n

Journal articles<\/strong><\/p>\n\n\n\n

Yeomans, L<\/strong>.; Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Transactions on Computing Education<\/em>. 19. 1-27; DOI: 10.1145\/3283071.<\/a><\/p>\n\n\n\n

Yeomans, L.<\/strong>, Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Trans. Comput. Educ.<\/em> 19, 3, Article 23 (September 2019), DOI: 10.1145\/3283071<\/a><\/p>\n\n\n\n

Sentance, S.; Waite, J.; Yeomans, L.<\/strong> & MacLeod, E. (2017). Teaching with physical computing devices: the BBC micro:bit initiative.<\/em> 87-96, DOI: 10.1145\/3137065.3137083.<\/a><\/p>\n\n\n\n

Francis, B.; Archer, L.; Moote, J.; Witt, J. & Yeomans, L.<\/strong> (2017).\u00a0Femininity, science, and the denigration of the girly girl,\u00a0British Journal of Sociology of Education<\/em>,\u00a038:8,\u00a01097- 1110,\u00a0DOI:\u00a010.1080\/01425692.2016.1253455<\/a><\/p>\n\n\n\n

Francis, B.; Archer, L.; Moote, J.; DeWitt, J.; MacLeod, E. & Yeomans, L<\/strong>. (2017). The Construction of Physics as a Quintessentially Masculine Subject: Young People\u2019s Perceptions of Gender Issues in Access to Physics. Sex Roles<\/em>. 76. DOI: 10.1007\/s11199-016-0669-z.<\/a><\/p>\n\n\n\n

Archer, L.; Moote, J. & Francis, B.; DeWitt, J. & Yeomans, L.<\/strong> (2016). The “Exceptional” Physics Girl: A Sociological Analysis of Multimethod Data From Young Women Aged 10-16 to Explore Gendered Patterns of Post-16 Participation. American Educational Research Journal<\/em>. 54, DOI: 10.3102\/0002831216678379.<\/a><\/p>\n\n\n\n

Archer, L., Moote, J., Francis, B., DeWitt, J. & Yeomans, L<\/strong>. (2016). Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to \u2018Triple Science\u2019 at KS4 in England. Research Papers in Education<\/em>. 32. 1-20. DOI: 10.1080\/02671522.2016.1219382.<\/a><\/p>\n\n\n\n

Norwich B, Moore D, Stentiford L, Hall D<\/strong> (2022). A critical consideration of \u2018mental health and wellbeing\u2019 in education: thinking about school aims in terms of wellbeing. British Educational Research Journal<\/em>Abstract<\/a>.<\/p>\n\n\n\n

Koutsouris G, Stentiford L, Norwich B<\/strong> (2022). A critical exploration of inclusion policies of elite UK universities. British Educational Research Journal<\/em><\/a><\/p>\n\n\n\n

Koutsouris G, Stentiford L, Benham-Clarke S, Hall D<\/strong> (2021). Agonism in education: a systematic scoping review and discussion of its educational potential. Educational Review<\/em><\/a><\/p>\n\n\n\n

Stentiford L, Koutsouris G, Allan A<\/strong> (2021). Girls, mental health and academic achievement: a qualitative systematic review. Educational Review<\/em><\/p>\n\n\n\n

Stentiford L, Koutsouris G, Boyle C, Jindal-Snape D, Salazar Rivera J, Benham-Clarke S<\/strong> (2021). The structures and processes governing education research in the UK from 1990-2020: a systematic scoping review. Review of Education<\/em>, 9<\/em>(3).<\/a><\/p>\n\n\n\n

Stentiford L, Koutsouris G<\/strong> (2021). What are Inclusive Pedagogies in Higher Education?: a Systematic Scoping Review. Studies in Higher Education<\/em>, 46<\/em>, 2245-2261.<\/a><\/p>\n\n\n\n

Koutsouris G, Anglin-Jaffe H, Stentiford L<\/strong> (2020). How well do we understand social inclusion in education?. British Journal of Educational Studies<\/em>Abstract<\/a>.<\/p>\n\n\n\n

Finning K, Ukoumunne OC, Ford T, Danielson-Waters E, Shaw L, Romero De jager I, Stentiford L, Moore D<\/strong> (2019). Review: the association between anxiety and poor attendance at school \u2013 a systematic review. Child and Adolescent Mental Health<\/em>, 24<\/em>(3), 205-2016. Abstract<\/a>. <\/a><\/p>\n\n\n\n

Stentiford LJ<\/strong> (2019). \u2018You can tell which ones are the laddy lads\u2019: young women\u2019s accounts of the engineering classroom at a high-performing English university. Journal of Gender Studies<\/em>, 28<\/em>(2), 218-230. Abstract<\/a>. <\/a><\/p>\n\n\n\n

Stentiford LJ, Koutsouris G, Norwich B<\/strong> (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading<\/em>, 41<\/em>(S1), 197-225.<\/a><\/p>\n\n\n\n

Finning K, Ukoumunne O, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore D<\/strong> (2018). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis. Journal of Affective Disorders<\/em>, 245<\/em>, 928-938<\/p>\n","protected":false},"excerpt":{"rendered":"

Journal articles Yeomans, L.; Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Transactions on Computing Education. 19. 1-27; DOI: 10.1145\/3283071. Yeomans, L., Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Trans. […]<\/p>\n","protected":false},"author":751,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"acf":[],"yoast_head":"\nPublications - Finding the Way<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.exeter.ac.uk\/ecrinstem\/publications\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Publications - Finding the Way\" \/>\n<meta property=\"og:description\" content=\"Journal articles Yeomans, L.; Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Transactions on Computing Education. 19. 1-27; DOI: 10.1145\/3283071. 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(2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Transactions on Computing Education. 19. 1-27; DOI: 10.1145\/3283071. Yeomans, L., Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Trans. 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