Osgood, J.; Elwick, A.; Robertson, L.; Sakr, M.; Wilson, D.

Early Years Training and Qualifications in England: Issues for policy and practice

Discussion paper

Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Training and Qualifications in England: Issues for policy and practice. TACTYC.

Publication dates
Type	Discussion paper
Title	Early Years Training and Qualifications in England: Issues for policy and practice
Authors	Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D.
Publisher	TACTYC
Print	Mar 2017
Publication process dates
Deposited	08 Nov 2017
Output status	Published
Publisher's version	Occasional-Paper-9-V5-PDF.pdf
Web address (URL)	http://tactyc.org.uk/wp-content/uploads/2016/06/Occasional-Paper-9-V5-PDF.pdf
Language	English

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Osgood, J. 2018. Queering how matter comes to matter in the baby room. Childhood & Society SIGN Seminar. Middlesex University, London, United Kingdom 07 Mar 2018

Becoming a 'mutated modest witness' in early childhood research

Osgood, J. 2019. Becoming a 'mutated modest witness' in early childhood research. Childhood & Society SIGN Seminar. Middlesex University, London, United Kingdom 16 Jan 2019 Middlesex University London

The pleasure and violence of theories in ECEC: in search of more liveable worlds

Osgood, J., Otterstad, A., Andersen, C., Myrvold, H., Elmenhors, C., Fjordvangen, B. and Kampmann-Jensen, T. 2018. The pleasure and violence of theories in ECEC: in search of more liveable worlds. 26th International Reconceptualizing Early Childhood Education (RECE) Conference. Copenhagen, Denmark 14 - 18 Oct 2018

Alice’s adventures: reconfiguring solidarity in early childhood education and care through data events

Nordstrom, S., Andersen, C., Osgood, J., Lorvick-Waterhouse, A., Otterstad, A. and Jensen, M. 2018. Alice’s adventures: reconfiguring solidarity in early childhood education and care through data events. in: Cole, D. and Bradley, J. (ed.) Principles of Transversality in Globalisation and Education Springer. pp. 175-193

(In)conclusion(s): what gets produced through layering feminist thought?

Osgood, J. and Robinson, K. 2019. (In)conclusion(s): what gets produced through layering feminist thought? in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Publishing. pp. 121-129

Materialized reconfigurations of gender in early childhood: playing seriously with Lego

Osgood, J. 2019. Materialized reconfigurations of gender in early childhood: playing seriously with Lego. in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Publishing. pp. 85-108

Re-turns and dis/continuities of feminist thought in childhood research: indebtedness and entanglements

Osgood, J. and Robinson, K. 2019. Re-turns and dis/continuities of feminist thought in childhood research: indebtedness and entanglements. in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Publishing. pp. 17-40

Introduction: Throwing the baby out with the bathwater? Traces and generative connections between feminist post-structuralism and feminist new materialism in childhood studies

Osgood, J. and Robinson, K. 2019. Introduction: Throwing the baby out with the bathwater? Traces and generative connections between feminist post-structuralism and feminist new materialism in childhood studies. in: Osgood, J. and Robinson, K. (ed.) Feminists Researching Gendered Childhoods: Generative Entanglements London Bloomsbury Publishing. pp. 1-16

Mundane habits, ordinary affects, and methodological creations

Holmes, R., Jones, L. and Osgood, J. 2018. Mundane habits, ordinary affects, and methodological creations. in: Cutter-Mackenzie-Knowles, A., Malone, K. and Barratt Hacking, E. (ed.) Research Handbook on ChildhoodNature: Assemblages of Childhood and Nature Research Springer. pp. 1-17

Queering understandings of how matter comes to matter in the baby room

Osgood, J. 2021. Queering understandings of how matter comes to matter in the baby room. in: Moran, L., Reilly, K. and Brady, B. (ed.) Narrating Childhood with Children and Young People: Diverse Contexts, Methods and Stories of Everyday Life London Palgrave Macmillan. pp. 213-236

Becoming a "mutated modest witness" in early childhood research

Osgood, J. 2019. Becoming a "mutated modest witness" in early childhood research. in: Shulte, C. (ed.) Ethics and Research with Young Children: New Perspectives London Bloomsbury Publishing. pp. 113-128

Materialising professionalism in the nursery: exploring the intimate connection between critique and creation

Osgood, J. 2019. Materialising professionalism in the nursery: exploring the intimate connection between critique and creation. in: Robb, M., Montgomery, H. and Thomson, R. (ed.) Critical Practice with Children and Young People Bristol Policy Press. pp. 199-218

Feminists researching gendered childhoods

Osgood, J. 2018. Feminists researching gendered childhoods. Arts & Creativities Research Seminar Series. University of Cambridge, Cambridge 24 Oct 2018

Expert view: gender from an early age

Osgood, J. 2019. Expert view: gender from an early age. in: Rycroft-Smith, L. and Andre, G. (ed.) The Equal Classroom: Life-Changing Thinking About Gender London and New York Routledge. pp. 53-60

PhEMaterialism: Response-able Research & Activism

Osgood, J., Strom, K., Ringrose, J. and Renold, E. 2019. PhEMaterialism: Response-able Research & Activism. OsloMet Metropolitan University.

PhEMaterialist encounters with glitter: the materialisation of ethics, politics and care in arts-based research

Coleman, R. and Osgood, J. 2019. PhEMaterialist encounters with glitter: the materialisation of ethics, politics and care in arts-based research. Reconceptualizing Educational Research Methodology. 10 (2-3), pp. 61-86. https://doi.org/10.7577/rerm.3669

A feminist new materialist experiment: Exploring what else gets produced through encounters with children's news media

Osgood, J. and Andersen, C. 2019. A feminist new materialist experiment: Exploring what else gets produced through encounters with children's news media. Contemporary Issues in Early Childhood. 20 (4), pp. 363-380. https://doi.org/10.1177/1463949119888482

Revisiting diversity and difference in early childhood through children's news media

Osgood, J., Robinson, K., Díaz, C., Andersen, C., Pérez, M., Gunn, A. and Surtees, N. 2019. Revisiting diversity and difference in early childhood through children's news media. Contemporary Issues in Early Childhood. 20 (4), pp. 319-323. https://doi.org/10.1177/1463949119888479

Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty

Elwick, A. and Jerome, L. 2019. Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty. Journal of Beliefs and Values. 40 (3), pp. 338-353. https://doi.org/10.1080/13617672.2019.1600322

The impact of the prevent duty on schools: a review of the evidence

Jerome, L., Elwick, A. and Kazim, R. 2019. The impact of the prevent duty on schools: a review of the evidence. British Educational Research Journal. 45 (4), pp. 821-837. https://doi.org/10.1002/berj.3527

The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment

Sakr, M. and Scollan, A. 2019. The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment. Journal of Early Childhood Research. 17 (3), pp. 190-204. https://doi.org/10.1177/1476718X19851538

Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education

Moxnes, A. and Osgood, J. 2019. Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education. Reconceptualizing Educational Research Methodology. 10 (1), pp. 1-13. https://doi.org/10.7577/rerm.3240

Sustaining success: high performing government schools in London

McAleavy, T., Elwick, A. and Hall-Chen, A. 2018. Sustaining success: high performing government schools in London. Education Development Trust.

The values of English universities: questioning the role of value statements and mapping their current focus

Elwick, A. 2018. The values of English universities: questioning the role of value statements and mapping their current focus. Higher Education Policy. https://doi.org/10.1057/s41307-018-0112-x

Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad

Sakr, M. 2018. Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad. Thinking Skills and Creativity. 29, pp. 1-11. https://doi.org/10.1016/j.tsc.2018.05.004

'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources

Sakr, M. 2017. 'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources. Contemporary Issues in Early Childhood. 18 (2), pp. 227-239. https://doi.org/10.1177/1463949117714084

Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation

Jerome, L. and Elwick, A. 2019. Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies. 67 (1), pp. 97-114. https://doi.org/10.1080/00071005.2017.1415295

Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education

Moxnes, A. and Osgood, J. 2018. Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education. Contemporary Issues in Early Childhood. 19 (3), pp. 297-309. https://doi.org/10.1177/1463949118766662

Governing through trust: community-based link workers and parental engagement in education

Fretwell, N., Osgood, J., O'Toole, G. and Tsouroufli, M. 2018. Governing through trust: community-based link workers and parental engagement in education. British Educational Research Journal. 44 (6), pp. 1047-1063. https://doi.org/10.1002/berj.3478

In pursuit of quality: early childhood qualifications and training policy

Elwick, A., Osgood, J., Robertson, L., Sakr, M. and Wilson, D. 2018. In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy. 33 (4), pp. 510-525. https://doi.org/10.1080/02680939.2017.1416426

Scholar activism in early childhood education: issues, tactics and alliances

Osgood, J. 2015. Scholar activism in early childhood education: issues, tactics and alliances. 23rd International Reconceptualising Early Childhood Education Conference. Dublin, Ireland 24 - 28 Oct 2015

Posthuman transgressions: exploring our connections with/to childhood in the post-antropocene

Osgood, J. 2015. Posthuman transgressions: exploring our connections with/to childhood in the post-antropocene. 23rd International Reconceptualising Early Childhood Education Conference. Dublin, Ireland 24 - 28 Oct 2015

Reconfiguring quality in ECEC

Osgood, J. 2015. Reconfiguring quality in ECEC. TACTYC Annual Conference. Birmingham

Education businesses and the business of education

Osgood, J. 2016. Education businesses and the business of education. CERS Research Seminar. Middlesex University 01 Jun 2016

Early years qualifications and training: research seminar considering the future

Osgood, J. 2016. Early years qualifications and training: research seminar considering the future. TACTYC Research Seminar. Middlesex University 03 Jun 2016

Shaking the foundations of quality

Osgood, J. 2016. Shaking the foundations of quality. Education Research Seminar Series. Edgehill University 13 Jun 2016

Symposium: Storying subversive tactics: working with feminist theories and methods that do not fit conventional models and expectations of research in education

Osgood, J., Taylor, C., Scantlebury, K. and Gannon, S. 2016. Symposium: Storying subversive tactics: working with feminist theories and methods that do not fit conventional models and expectations of research in education. Gender and Education Association Interim Conference: Gender Equality Matters: Education, Intersectionality and Nationalism. Linkoping, Sweden 15 - 17 Jun 2016

Affective methodologies in early childhood research: adventures in ethical recklessness?

Osgood, J. 2016. Affective methodologies in early childhood research: adventures in ethical recklessness? Performing Methodologies in Early Years Research. Oslo, Norway 16 Jun 2016

2-Curious (Part 1): experimentations and connection, critique and creation in early childhood

Osgood, J. 2016. 2-Curious (Part 1): experimentations and connection, critique and creation in early childhood. British Educational Research Association Annual Conference (BERA 2016). University of Leeds, UK 13 - 15 Sep 2016

Affective methodologies in early childhood research workshop

Osgood, J. 2016. Affective methodologies in early childhood research workshop. Performing Methodologies in Early Years Research Network. Oslo, Norway 27 - 28 Oct 2016

"There's still a long way to go", beyond bewilderment towards a hopeful reconfiguration of Early Years qualifications

Osgood, J. 2016. "There's still a long way to go", beyond bewilderment towards a hopeful reconfiguration of Early Years qualifications. TACTYC Annual Conference. Great Portland St, London 19 Nov 2016

Reconfiguring quality in early childhood

Osgood, J. 2016. Reconfiguring quality in early childhood. Education Research Centre and School of Education Seminar Series. University of Brighton 24 Nov 2016

Experimenting to find more generative approaches to/within/for early childhood education

Osgood, J. 2017. Experimenting to find more generative approaches to/within/for early childhood education. 1st European Congress of Qualitative Inquiry. Leuven, Belgium 07 - 10 Feb 2017

Doing mapping becoming in early childhood research

Osgood, J. 2017. Doing mapping becoming in early childhood research. 45th Congress of the Nordic Education Research Association (NERA 2017). Copenhagen 23 - 25 Mar 2017

Revisiting professionalism and reconfiguring quality in early childhood education

Osgood, J. 2017. Revisiting professionalism and reconfiguring quality in early childhood education. Leading Change in Early Childhood Education: Critical and Bottom-Up Perspectives of Teacher Professionalism Public Symposium. Education University, Hong Kong 26 May 2017

"Quick, come! There is something really Chinese-y going on in the baby room right now": towards generative research practices in early childhood

Osgood, J. 2017. "Quick, come! There is something really Chinese-y going on in the baby room right now": towards generative research practices in early childhood. Montessori Asia Conference 2017. Hong Kong 20 - 21 May 2017

Affective methodologies in early childhood research: adventures in ethical recklessness?

Osgood, J. 2017. Affective methodologies in early childhood research: adventures in ethical recklessness? ESRI Research Seminar Series. Manchester Metropolitan University 08 Nov 2017

Opening Pandora's box: postmodernist perspectives of childhood

Osgood, J. 2017. Opening Pandora's box: postmodernist perspectives of childhood. in: Powell, S. and Smith, K. (ed.) An Introduction to Early Childhood Studies London Sage. pp. 261-270

Early career research workshop: the secret life of journal articles: selecting, writing, reviewing, revising

Osgood, J. 2017. Early career research workshop: the secret life of journal articles: selecting, writing, reviewing, revising. Gender & Education Association 12th Biennial Conference. Middlesex University, London, UK. 20 Jun 2017

Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England

Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England. TACTYC.

Evaluation report on the ACT Building Resilience Project

Jerome, L. and Elwick, A. 2016. Evaluation report on the ACT Building Resilience Project. Association for Citizenship Teaching.

Celebrating pioneering and contemporary feminist approaches to studying gender in early childhood

Osgood, J. and Robinson, K. 2017. Celebrating pioneering and contemporary feminist approaches to studying gender in early childhood. in: Smith, K., Alexander, K. and Campbell, S. (ed.) Feminism(s) in Early Childhood: Using Feminist Theories in Research and Practice Springer.

A manifesto for real lasting change

Osgood, J. 2012. A manifesto for real lasting change. Early Years Educator. 13 (12), pp. 12-12. https://doi.org/10.12968/eyed.2012.13.12.12a

What are the benefits of study support? A review of opinion and research

Sharp, C. and Osgood, J. 2000. What are the benefits of study support? A review of opinion and research. Educational Review. 52 (3), pp. 239-247. https://doi.org/10.1080/00131910050166647

Dark play in digital playscapes

Osgood, J., Sakr, M. and de Rijke, V. 2017. Dark play in digital playscapes. Contemporary Issues in Early Childhood. 18 (2), pp. 109-113. https://doi.org/10.1177/1463949117714074

New forms of government school provision – an international comparison

Elwick, A. 2018. New forms of government school provision – an international comparison. Journal of Education Policy. 33 (2), pp. 206-225. https://doi.org/10.1080/02680939.2017.1329551

Happiness in higher education

Elwick, A. and Cannizzaro, S. 2017. Happiness in higher education. Higher Education Quarterly. 71 (2), pp. 204-219. https://doi.org/10.1111/hequ.12121

Education reform in New York City (2002-2013)

Elwick, A. 2017. Education reform in New York City (2002-2013). Oxford Review of Education. 43 (6), pp. 677-694. https://doi.org/10.1080/03054985.2017.1296421

Of the Labyrinth: becoming worldly with darkness

Osgood, J. 2017. Of the Labyrinth: becoming worldly with darkness. Reconceptualizing Educational Research Methodology. 8 (2), pp. 38-42. https://doi.org/10.7577/rerm.2022

Digital technologies in early childhood art: enabling playful experiences

Sakr, M. 2017. Digital technologies in early childhood art: enabling playful experiences. London Bloomsbury Publishing.

Worthwhile work? Childcare, feminist ethics and cooperative research practices

Andrew, Y., Corr, L., Lent, C., O’Brien, M., Osgood, J. and Boyd, M. 2018. Worthwhile work? Childcare, feminist ethics and cooperative research practices. Gender and Education. 30 (5), pp. 553-568. https://doi.org/10.1080/09540253.2016.1247948

Re-imagining anti-bias education as worldly entanglement

Osgood, J., Scarlett, R., De Clisson, J., Longstocking, A. and O'Malley, G. 2016. Re-imagining anti-bias education as worldly entanglement. in: Scarlett, R. (ed.) The Anti-Bias Approach in Early Childhood Sydney, Australia Multiverse Publishing. pp. 183-203

Exploring whole body interaction and design for museums

Price, S., Sakr, M. and Jewitt, C. 2016. Exploring whole body interaction and design for museums. Interacting with Computers. 28 (5), pp. 569-583. https://doi.org/10.1093/iwc/iwv032

Mobile experiences of historical place: a multimodal analysis of emotional engagement

Sakr, M., Jewitt, C. and Price, S. 2016. Mobile experiences of historical place: a multimodal analysis of emotional engagement. Journal of the Learning Sciences. 25 (1), pp. 51-92. https://doi.org/10.1080/10508406.2015.1115761

Imitative or Iconoclastic? How young children use ready-made images in digital art

Sakr, M., Connelly, V. and Wild, M. 2015. Imitative or Iconoclastic? How young children use ready-made images in digital art. The International Journal of Art and Design Education. https://doi.org/10.1111/jade.12104

Editorial [Reconceptualizing Educational Research Methodology 7 (1)]

Andersen, C., Osgood, J. and Otterstad, A. 2016. Editorial [Reconceptualizing Educational Research Methodology 7 (1)]. Reconceptualizing Educational Research Methodology. 7 (1). https://doi.org/10.7577/rerm.1930

Reimagining quality in early childhood [Editorial]

Jones, L., Osgood, J., Holmes, R. and Urban, M. 2016. Reimagining quality in early childhood [Editorial]. Contemporary Issues in Early Childhood. 17 (1), pp. 3-7. https://doi.org/10.1177/1463949115627912

Interesting times: a short introduction from the new editorial team of Gender and Education

Taylor, C., Gannon, S., Osgood, J. and Scantlebury, K. 2016. Interesting times: a short introduction from the new editorial team of Gender and Education. Gender and Education. 28 (7), pp. 821-822. https://doi.org/10.1080/09540253.2016.1245475

Rethinking 'professionalism' in the early years: English perspectives

Osgood, J. 2006. Rethinking 'professionalism' in the early years: English perspectives. Contemporary Issues in Early Childhood. 7 (1), pp. 1-4. https://doi.org/10.2304/ciec.2006.7.1.1

Editorial [special virtual issue: feminism in educational research]

Osgood, J. and Maxwell, C. 2015. Editorial [special virtual issue: feminism in educational research]. British Educational Research Journal.

'Relationship between national and local evaluations' in respect of the Sure Start Euston evaluation

Osgood, J. 2002. 'Relationship between national and local evaluations' in respect of the Sure Start Euston evaluation. UK Evaluation Society Conference: The Art of Evaluation: Artistry, Discipline and Delivery. South Bank Centre, London Dec 2002

The effect of New Labour's managerialist policies on the professional status and identity of the early years workforce

Osgood, J. 2003. The effect of New Labour's managerialist policies on the professional status and identity of the early years workforce. BERA Annual Conference. Heriot-Watt University, Edinburgh, United Kingdom 11 - 13 Sep 2003

Why should I care? One educarer's personal narrative in a climate of political spin

Osgood, J. 2004. Why should I care? One educarer's personal narrative in a climate of political spin. To Think is to Experiment: Gender and Education Association Research Day. Centre for Narrative Research, University of East London

Time to get down to business?

Osgood, J. 2004. Time to get down to business? Reconceptualizing Early Childhood Education 12th Annual Conference: Troubling Identities. Oslo, Norway May 2004

Gendered identities and work experience

Osgood, J. 2004. Gendered identities and work experience. BERA. Manchester, UMIST

Deconstructing professionalism in the early years

Osgood, J. 2004. Deconstructing professionalism in the early years. Rethinking Professionalism Seminar Series. London Metropolitan University, London, United Kingdom Nov 2004

'What do you do with white working-class kids who think school's a lot of nonsense?' Contrasting constructions of 'under-performance' by teachers, pupils and parents

Osgood, J. 2005. 'What do you do with white working-class kids who think school's a lot of nonsense?' Contrasting constructions of 'under-performance' by teachers, pupils and parents. 5th Annual Gender and Education Conference. Cardiff, United Kingdom 29 - 31 Mar 2005

In my day things were different: varying generational constructions of being a woman teacher

Osgood, J. 2005. In my day things were different: varying generational constructions of being a woman teacher. 5th Annual Gender and Education Conference. Cardiff, United Kingdom 29 - 31 Mar 2005

A private sector model in childcare

Osgood, J. 2005. A private sector model in childcare. ESRC Privatisation Seminar. Institute of Education, London, UK 05 May 2005

It's always us that get the touchy-feely roles: gendered professional teacher identities and the role of emotion in career progression

Osgood, J. 2005. It's always us that get the touchy-feely roles: gendered professional teacher identities and the role of emotion in career progression. Gender, Work and Organisation, 4th International Interdisciplinary Conference. Keele University 22 - 24 Jun 2005

Deconstructing 'professionalism' in the early years: resisting the regulatory gaze

Osgood, J. 2005. Deconstructing 'professionalism' in the early years: resisting the regulatory gaze. Reconceptualizing Early Childhood Education 13th Annual Conference: Language(s) in Childhood(s). Madison, WI, USA 2005

Engaging in subversive activities: mapping the fabricated identities of childminders

Osgood, J. 2006. Engaging in subversive activities: mapping the fabricated identities of childminders. 5th Annual Conference Discourse, Power and Resistance (DPR5). Manchester Metropolitan University, Manchester, UK 20 - 22 Apr 2006

Examining the colonisation of early years workers within the English context

Osgood, J. 2006. Examining the colonisation of early years workers within the English context. 16th EECERA Annual Conference on 'Democracy and culture in early childhood education'. Reykjavik, Iceland 30 Aug - 02 Sep 2006

Early childhood education

Osgood, J. 2007. Early childhood education. in: Myers, K., Taylor, H., Adler, S. and Leonard, D. (ed.) Genderwatch: Still Watching... Stoke on Trent Trentham Books. pp. 156-160

Professionalism and performativity: the feminist challenge facing early years practitioners

Osgood, J. 2007. Professionalism and performativity: the feminist challenge facing early years practitioners. in: Wood, E. (ed.) The Routledge Reader in Early Childhood Education Abingdon Routledge. pp. 271-284

Contested constructions of professionalism within the nursery

Osgood, J. 2010. Contested constructions of professionalism within the nursery. in: Miller, L. and Cable, C. (ed.) Professionalization, Leadership and Management in the Early Years. Critical Issues in Early Years London Sage. pp. 107-118

Dialogue or duel? A critical reflection on the gendered politics of engaging and impacting

Quinn, J., Allen, K., Hollingworth, S., Maylor, U., Osgood, J. and Rose, A. 2014. Dialogue or duel? A critical reflection on the gendered politics of engaging and impacting. in: Taylor, Y. (ed.) The Entrepreneurial University: Engaging Publics, Intersecting Impacts London Palgrave Macmillan. pp. 202-222

Challenges and possibilities: engaging 'hard to reach' families with young children

Albon, D., Allen, K., Hollingworth, S. and Osgood, J. 2013. Challenges and possibilities: engaging 'hard to reach' families with young children. in: Harrison, C. and Mullen, P. (ed.) Reaching out : music education with 'hard to reach' children and young people London The UK Association for Music Education - Music Mark.

Playing with gender: making space for post-human childhood(s)

Osgood, J. 2014. Playing with gender: making space for post-human childhood(s). in: Moyles, J., Payler, J. and Georgeson, J. (ed.) Early Years Foundations: Critical Issues Milton Keynes, UK Open University Press. pp. 191-202

Reimagining gender and play

Osgood, J. 2015. Reimagining gender and play. in: Moyles, J. (ed.) The Excellence of Play Maidenhead McGraw Hill Education Open University Press. pp. 49-60

Postmodernist theorizing in ECEC: making the familiar strange in pursuit of social justice

Osgood, J. 2015. Postmodernist theorizing in ECEC: making the familiar strange in pursuit of social justice. in: David, T., Goouch, K. and Powell, S. (ed.) The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care London and New York Routledge. pp. 157-164

Reconfiguring motherhoods: transmogrifying the maternal entanglements of feminist academics

Osgood, J., Giugni, M. and Bhopal, K. 2016. Reconfiguring motherhoods: transmogrifying the maternal entanglements of feminist academics. in: Scott, K. and Henwood, A. (ed.) Women Education Scholars and Their Children's Schooling London Routledge.

Reconfiguring 'quality': beyond discourses and subjectivities to matter, bodies and becomings in early childhood education

Osgood, J. and Giugni, M. 2016. Reconfiguring 'quality': beyond discourses and subjectivities to matter, bodies and becomings in early childhood education. in: Cannella, G., Salazar Perez, M. and Lee, I. (ed.) Critical Examinations of Quality in Early Education and Care: Regulation, Disqualification, and Erasure New York Peter Lang.

Learning to read ‘properly’ by moving between parallel literacy classes

Robertson, L. 2006. Learning to read ‘properly’ by moving between parallel literacy classes. Language and education. 20 (1), pp. 44-61. https://doi.org/10.1080/09500780608668709

Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions [conference item]

Robertson, L. 2015. Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions [conference item]. Early Years Research Festival. University of Northampton, Northampton, United Kingdom 17 Jun 2015

Narratives from the nursery: exploring issues of power in research

Osgood, J. 2007. Narratives from the nursery: exploring issues of power in research. Life Histories / Women's Histories Conference. University of Sussex Feb 2007

Other(ed)-mothering: motherhood discourses and the formation of a 'professional' nursery worker identity

Osgood, J. 2008. Other(ed)-mothering: motherhood discourses and the formation of a 'professional' nursery worker identity. The Educated Family? Seminar Series. London Metropolitan University Apr 2008

Narratives from the nursery: deconstructing childhood discourse to better understand 'professional' practice

Osgood, J. 2008. Narratives from the nursery: deconstructing childhood discourse to better understand 'professional' practice. 18th EECERA Annual Conference on 'Reconsidering the basics in early childhood education'. Stavanger, Norway 03 - 06 Sep 2008

Narratives from the nursery: problematising claims to 'give voice'

Osgood, J. 2008. Narratives from the nursery: problematising claims to 'give voice'. School of Education Research Seminars. University of Roehampton, London 01 Oct 2008

Motherhood as non-ambition?: Negotiating maternal subjectivities

Osgood, J. and Allen, K. 2009. Motherhood as non-ambition?: Negotiating maternal subjectivities. 8th Conference of the Discourse, Power, Resistance Series (DPR8): Power and the Academy. Manchester Metropolitan University, Manchester 06 - 08 Apr 2009

'Imagined childhoods' it's a frame up: what it means to 'know' the child

Osgood, J. 2009. 'Imagined childhoods' it's a frame up: what it means to 'know' the child. Gender and Education Association Conference - Gender: Regulation and Resistance in Education. Institute of Education, London 25 - 29 Mar 2009

Feminist reflections from the field: the thorny issue of power in research relationships

Osgood, J. 2009. Feminist reflections from the field: the thorny issue of power in research relationships. IPSE Post Graduate Research Seminar Series. London Metropolitan University, United Kingdom 09 Mar 2009

Reconceptualising children's empowerment in early years daycare provision: a comparative analysis

Osgood, J. 2009. Reconceptualising children's empowerment in early years daycare provision: a comparative analysis. 9th European Sociological Association Conference. ISCTE - Lisbon University Institute, Lisbon Sep 2009

Negotiating maternal subjectivities: the impact of neo-liberalism on normative forms of female subjectivity

Osgood, J. 2011. Negotiating maternal subjectivities: the impact of neo-liberalism on normative forms of female subjectivity. Gender and Education Association Conference - Gender and Education: Past, Present and Future. Exeter University, United Kingdom Apr 2011

Narrative methods: (re)-considering claims to give voice

Osgood, J. 2011. Narrative methods: (re)-considering claims to give voice. Dialogues in Research & Practice Seminar. University of Western Sydney, Australia 05 Aug 2011

Deconstructing professionalism in early childhood education and care

Osgood, J. 2011. Deconstructing professionalism in early childhood education and care. Activating Early Childhood Education Seminar. University of Western Sydney, Australia 04 Aug 2011

Engaging ''hard to reach'' families in ECEC services: post-colonial interpretations

Osgood, J. 2011. Engaging ''hard to reach'' families in ECEC services: post-colonial interpretations. Mobilising Discourses in Child and Family Services Seminar. University of Western Sydney, Australia 03 Aug 2011

Professional identities in the nursery: 'managed hearts'?

Osgood, J. 2011. Professional identities in the nursery: 'managed hearts'? 19th Reconceptualizing Early Childhood Education Conference: Politics of Care: Sharing Knowledges, Love and Solidarity. University of East London, London, United Kigdom 25 - 29 Oct 2011

Reconceptualising the notion of 'hard to reach': the dilemmas of engaging families

Osgood, J. 2012. Reconceptualising the notion of 'hard to reach': the dilemmas of engaging families. British Education Research Association Annual Conference. Manchester, United Kingdom 04 - 06 Sep 2012

Gove's unique child: doing diversity and being diverse

Osgood, J. 2013. Gove's unique child: doing diversity and being diverse. Gender and Education Association Biennial Conference: Compelling Diversities, Educational Intersections: Policy, Practice, Parity. London Southbank University, United Kingdom 23 - 26 Apr 2013

Negotiating motherhood in the academy: the maternal subjectivities of feminist academics in austere times

Osgood, J. and Bhopal, K. 2013. Negotiating motherhood in the academy: the maternal subjectivities of feminist academics in austere times. Gender and Education Association Biennial Conference: Compelling Diversities, Educational Intersections: Policy, Practice, Parity. London Southbank University, United Kingdom 23 - 26 Apr 2013

Negotiating professional identities in early childhood

Osgood, J. 2013. Negotiating professional identities in early childhood. Honoring the Child, Honoring Equity Conference 13: Narratives of Equity. University of Melbourne, Australia 15 - 16 Nov 2013

Mum's the word: motherhood discourses and the formation of professional nursery worker identities

Osgood, J. 2013. Mum's the word: motherhood discourses and the formation of professional nursery worker identities. Honoring the Child, Honoring Equity Conference 13: Narratives of Equity. University of Melbourne, Australia 15 - 16 Nov 2013

(Re)-assembling transformations of class and gender: respectable becomings within/through early childhood education

Osgood, J. 2014. (Re)-assembling transformations of class and gender: respectable becomings within/through early childhood education. Inaugural Lecture. London Metropolitan University, London, UK 20 Mar 2014

Playing with gender: making space for post-human childhood(s)

Osgood, J. 2014. Playing with gender: making space for post-human childhood(s). University of Plymouth Research Conference. Plymouth, UK Apr 2014

Policy, professionalism, pay, power: early years workers be(com)ing actively resistant?

Osgood, J. 2014. Policy, professionalism, pay, power: early years workers be(com)ing actively resistant? KEY Partnership Research Day. London Metropolitan University, London, UK Apr 2014

Reconfiguring quality and professionalism in early childhood education

Osgood, J. 2014. Reconfiguring quality and professionalism in early childhood education. Guest Lecture. University of Auckland, New Zealand Jun 2014

Deconstructing professionalism / reconfiguring quality in early childhood

Osgood, J. 2014. Deconstructing professionalism / reconfiguring quality in early childhood. Workshop. University of Canterbury, Christchurch, New Zealand Jun 2014

Reconfiguring gender: playing with feminist material possibilities in early childhood

Osgood, J. 2014. Reconfiguring gender: playing with feminist material possibilities in early childhood. Guest Lecture. University of Canterbury, Christchurch, New Zealand Jun 2014

Reconfiguring 'quality' in early childhood education

Osgood, J. 2014. Reconfiguring 'quality' in early childhood education. Social Justice in Early Childhood Conference. Sydney, Australia Jun 2014

Time to reconfigure quality in early childhood?

Osgood, J. 2014. Time to reconfigure quality in early childhood? SEEYC Celebration Event. University of Chichester Jul 2014

Playing with gender: making space for diverse (post-human) childhood(s) in the early years

Osgood, J. 2014. Playing with gender: making space for diverse (post-human) childhood(s) in the early years. ESRC Critical Diversities Conference. Weeks Centre for Social & Policy Research, LSBU 10 Jul 2014

Re-assembling 'quality': mapping professional bodies and becomings in early childhood education

Osgood, J. 2014. Re-assembling 'quality': mapping professional bodies and becomings in early childhood education. BERA Annual Conference 2014. Institute of Education, London, United Kingdom 23 - 25 Sep 2014

'Theory as method: putting posthumanist and material feminist concepts to work in early childhood research', researching the assemblage of methodology/ies at work

Osgood, J. 2014. 'Theory as method: putting posthumanist and material feminist concepts to work in early childhood research', researching the assemblage of methodology/ies at work. MEYR (Methodologies in Early Years Research) Network. Oslo, Norway 16 Oct 2014

Revisiting quality in early childhood education

Osgood, J. 2014. Revisiting quality in early childhood education. Early Childhood Studies (ECS) Degree Network AGM. London Metropolitan University, London, United Kingdom 28 Nov 2014

'A game of cat's cradle: reconfiguring early childhood education with Haraway', researching the assemblage of methodology/ies at work

Osgood, J. 2015. 'A game of cat's cradle: reconfiguring early childhood education with Haraway', researching the assemblage of methodology/ies at work. Performing Methodologies in Early Years Research Network. Oslo, Norway 15 Jun 2015

Uncertain negotiations: developing the methodology of a cross-disciplinary, multi-method, transnational approach to studying the value of early childhood education and care work

Andrew, Y., Boyd, M., Corr, L., Lent, C., O'Brien, M., Osgood, J. and Uttal, L. 2015. Uncertain negotiations: developing the methodology of a cross-disciplinary, multi-method, transnational approach to studying the value of early childhood education and care work. 10th Biennial Conference of the Gender and Education Association. University of Roehampton, London, United Kingdom 23 - 26 Jun 2015

What can a too tutu do? Reconfiguring gender in early childhood

Osgood, J. and Giugni, M. 2015. What can a too tutu do? Reconfiguring gender in early childhood. 10th Biennial Conference of the Gender and Education Association. University of Roehampton, London, United Kingdom 23 - 26 Jun 2015

Reconfiguring quality in early childhood: chronicling 'act'ivism through anarchy

Longstocking, A., De Clisson, J., O'Malley, G., Osgood, J. and Giugni, M. 2015. Reconfiguring quality in early childhood: chronicling 'act'ivism through anarchy. Throwing the Baby Out With the Bathwater 12: Gender and the Arts, Social Justice in Early Childhood Annual Conference. Sydney, Australia 18 Jul 2015

Reconfiguring quality in early childhood: beyond discourses and subjectivities to becoming

Osgood, J. 2015. Reconfiguring quality in early childhood: beyond discourses and subjectivities to becoming. The Big Childcare Conversation. Middlesex University, London, United Kingdom 19 Sep 2015

Headteachers' main concerns - Annual survey of trends in education. Digest No. 5

Osgood, J. and Keys, W. 1998. Headteachers' main concerns - Annual survey of trends in education. Digest No. 5. Slough, UK NFER.

The benefits of study support: a review of opinion and research. Research report 110

Sharp, C., Osgood, J. and Flanagan, N. 1999. The benefits of study support: a review of opinion and research. Research report 110. Department for Education and Employment.

Developing early education and childcare services for the 21st century

Osgood, J. and Sharp, C. 2000. Developing early education and childcare services for the 21st century. Slough NFER.

Alternative education provision at key stage four. Research report 12

Cullen, M., Fletcher-Campell, F., Bowen, E., Osgood, J. and Kelleher, S. 2000. Alternative education provision at key stage four. Research report 12. Slough NFER.

Delivering a work-focused service: views and experiences of clients. Research report no. 167

Osgood, J., Stone, V. and Thomas, A. 2002. Delivering a work-focused service: views and experiences of clients. Research report no. 167. Leeds Department for Work and Pensions..

An evaluation of the jobseekers' basic skills pilot

Thomas, A. and Osgood, J. 2002. An evaluation of the jobseekers' basic skills pilot. Department for Education and Skills.

Assessing the business skills of early years, childcare and playwork providers

Osgood, J. and Stone, V. 2002. Assessing the business skills of early years, childcare and playwork providers. Department for Education and Skills.

ONE evaluation: summary of service delivery findings. Research report no.108

Osgood, J., Dempsey, S., Jones, G. and Solon, R. 2003. ONE evaluation: summary of service delivery findings. Research report no.108. Department for Work and Pensions..

Developing the business skills of childcare professionals: an evaluation of business support programmes

Osgood, J. 2003. Developing the business skills of childcare professionals: an evaluation of business support programmes. Department for Education and Skills.

Sure Start Euston: an evaluation of the home visiting service

Osgood, J. 2003. Sure Start Euston: an evaluation of the home visiting service. Sure Start Programme.

Gender equality in work experience placements for young people

Francis, B., Osgood, J., Dalgety, J. and Archer, L. 2005. Gender equality in work experience placements for young people. Equal Opportunities Commission.

Women teachers and the glass ceiling

Moreau, M., Osgood, J. and Halsall, A. 2005. Women teachers and the glass ceiling. Higher Education European Social Fund.

Sure Start north west Kensington: an evaluation of the home visiting team

Osgood, J. and James, K. 2005. Sure Start north west Kensington: an evaluation of the home visiting team. Sure Start Programme.

Sure Start Golborne: an evaluation of the home visiting team

Osgood, J. and James, K. 2005. Sure Start Golborne: an evaluation of the home visiting team. Sure Start Programme.

Parent support in Sure Start: an evaluation of the family links nurturing programme

Osgood, J. and James, K. 2006. Parent support in Sure Start: an evaluation of the family links nurturing programme. Sure Start Programme.

Evaluation of home visiting in South Kensington and Chelsea: interim report

Osgood, J. and James, K. 2006. Evaluation of home visiting in South Kensington and Chelsea: interim report. Royal Borough of Kensington and Chelsea.

Evaluation of home visiting in South Kensington and Chelsea: final report

James, K. and Osgood, J. 2007. Evaluation of home visiting in South Kensington and Chelsea: final report. Royal Borough of Kensington and Chelsea.

Parenting support: literature review and evidence paper for the Royal Borough of Kensington and Chelsea [Report commissioned by the Royal Borough of Kensington and Chelsea]

Hollingworth, S. and Osgood, J. 2007. Parenting support: literature review and evidence paper for the Royal Borough of Kensington and Chelsea [Report commissioned by the Royal Borough of Kensington and Chelsea]. London IPSE.

Manageable and strategic approaches to CPD

Hutchings, M., Osgood, J., Allen, K., Williams, K. and Maylor, U. 2009. Manageable and strategic approaches to CPD. General Teaching Council for England.

An evaluation of the Kensington and Chelsea sleep clinic pilot

Osgood, J., Rose, A. and Allen, K. 2010. An evaluation of the Kensington and Chelsea sleep clinic pilot. London IPSE.

Engaging 'hard to reach' parents in early years music making

Osgood, J., Albon, D., Allen, K. and Hollingworth, S. 2013. Engaging 'hard to reach' parents in early years music making. London Youth Music.

Book review: Critical Issues in early childhood education, Yelland, N (ed) (2005) Open University Press

Osgood, J. 2006. Book review: Critical Issues in early childhood education, Yelland, N (ed) (2005) Open University Press. Pedagogy, Society and Culture.

Narratives from the nursery: negotiating professional identities in early childhood

Osgood, J. 2011. Narratives from the nursery: negotiating professional identities in early childhood. London Routledge.

Time to get down to business? The responses of early years practitioners to entrepreneurial approaches to professionalism

Osgood, J. 2004. Time to get down to business? The responses of early years practitioners to entrepreneurial approaches to professionalism. Journal of Early Childhood Research. 2 (1), pp. 5-24. https://doi.org/10.1177/1476718X0421001

Deconstructing professionalism in the early childhood education: resisting the regulatory gaze

Osgood, J. 2006. Deconstructing professionalism in the early childhood education: resisting the regulatory gaze. Contemporary Issues in Early Childhood. 7 (1), pp. 5-14. https://doi.org/10.2304/ciec.2006.7.1.5

Rethinking ‘professionalism’ in the early years: perspectives from the United Kingdom [Editorial]

Osgood, J. 2006. Rethinking ‘professionalism’ in the early years: perspectives from the United Kingdom [Editorial]. Contemporary Issues in Early Childhood. 7 (1), pp. 1-4. https://doi.org/10.2304/ciec.2006.7.1.1

Professionalism and performativity: the feminist challenge facing early years practitioners

Osgood, J. 2006. Professionalism and performativity: the feminist challenge facing early years practitioners. Early Years. 26 (2), pp. 187-199. https://doi.org/10.1080/09575140600759997

Mapping the fabricated identity of childminders: pride and prejudice

Jones, L. and Osgood, J. 2007. Mapping the fabricated identity of childminders: pride and prejudice. Contemporary Issues in Early Childhood. 8 (4), pp. 289-300. https://doi.org/10.2304/ciec.2007.8.4.289

Young women negotiating maternal subjectivities: the significance of social class

Allen, K. and Osgood, J. 2009. Young women negotiating maternal subjectivities: the significance of social class. Studies in the Maternal. 1 (2), pp. 1-17. https://doi.org/10.16995/sim.104

'Hard to reach' or nomadic resistance? Families 'choosing' not to participate in early childhood services

Osgood, J., Albon, D., Allen, K. and Hollingworth, S. 2013. 'Hard to reach' or nomadic resistance? Families 'choosing' not to participate in early childhood services. Global Studies of Childhood. 3 (3), pp. 208-220. https://doi.org/10.2304/gsch.2013.3.3.208

Putting posthumanist theory to work to reconfigure gender in early childhood: when theory becomes method becomes art

Osgood, J. and Giugni, M. 2015. Putting posthumanist theory to work to reconfigure gender in early childhood: when theory becomes method becomes art. Global Studies of Childhood. 5 (3), pp. 346-360. https://doi.org/10.1177/2043610615597160

Child-father creative text-making at home with crayons, iPad, collage & PC

Kucirkova, N. and Sakr, M. 2015. Child-father creative text-making at home with crayons, iPad, collage & PC. Thinking Skills and Creativity. 17, pp. 59-73. https://doi.org/10.1016/j.tsc.2015.05.003

Making the ‘here’ and ‘now’: rethinking children’s digital photography with Deleuzian concepts

Sakr, M. 2015. Making the ‘here’ and ‘now’: rethinking children’s digital photography with Deleuzian concepts. in: Hackett, A., Proctor, L. and Seymour, J. (ed.) Children’s Spatialities: Embodiment, emotions and agency Basingstoke Emerald Publishing Limited.

Teaching for transformation, diversity and equality, in the teacher education system in England

Robertson, L. 2014. Teaching for transformation, diversity and equality, in the teacher education system in England. International Conference on Transformative Education: Possibilities and Alternatives to the Educational Crisis. South Asian University, Delhi, India Mar 2014

Ethnography of an early years teacher – working with young multilingual children and their families in a nursery class in London

Robertson, L. and Drury, R. 2014. Ethnography of an early years teacher – working with young multilingual children and their families in a nursery class in London. EECERA Annual Conference. Crete, Greece

Symposium: towards democratically appropriate practices in early childhood education: researching child initiated pedagogies in Finland, Estonia, England and the US

Robertson, L., Kinos, J., Pukk, M. and Barbour, N. 2014. Symposium: towards democratically appropriate practices in early childhood education: researching child initiated pedagogies in Finland, Estonia, England and the US. EECERA Annual Conference. Crete, Greece

Theory of child-initiated education: the future and possibilities of child-initiated education

Robertson, L. 2014. Theory of child-initiated education: the future and possibilities of child-initiated education. Tallinn University Symposium: Kindergarten Teacher Education. Tallinn University, Estonia 03 Oct 2014

Developing child initiated pedagogies towards democracy and participatory practices in formal early years settings – the case of England

Robertson, L., Kinos, J., Pukk, M. and Barbour, N. 2014. Developing child initiated pedagogies towards democracy and participatory practices in formal early years settings – the case of England. BERA 2014. London

Developing child-initiated pedagogies in England

Robertson, L. 2014. Developing child-initiated pedagogies in England. Key Note Presentation for the Ministry of Education and Culture. Tallinn University, Estonia

Early years: young children deserve the best possible start in life

Robertson, L. 2015. Early years: young children deserve the best possible start in life. Forum: for Promoting 3-19 Comprehensive Education. 57 (1), pp. 31-34. https://doi.org/10.15730/forum.2015.57.1.31

Silencing bilingualism: a day in a life of a bilingual practitioner

Robertson, L. and Drury, R. 2014. Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism. 17 (5), pp. 610-623. https://doi.org/10.1080/13670050.2013.864252

Policy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality

Robertson, L. and Hill, D. 2014. Policy and ideologies in schooling and early years education in England: implications for and impacts on leadership, management and equality. Management in Education. 28 (4), pp. 167-174. https://doi.org/10.1177/0892020614550468

Teaching for transformation, diversity and equality in the teacher education system in England

Robertson, L. 2015. Teaching for transformation, diversity and equality in the teacher education system in England. in: Kumar, R. (ed.) Neoliberalism, Critical Pedagogy and Education London Routledge India.

Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community experiences

Parke, T., Drury, R., Kenner, C. and Robertson, L. 2002. Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community experiences. Journal of Early Childhood Literacy.

"Evil cats" and "jelly floods": young children’s collective constructions of digital art-making in the early years classroom

Sakr, M., Connelly, V. and Wild, M. 2016. "Evil cats" and "jelly floods": young children’s collective constructions of digital art-making in the early years classroom. Journal of Research in Childhood Education. 30 (1), pp. 128-141. https://doi.org/10.1080/02568543.2015.1107156

Narrative in young children’s digital art-making

Sakr, M., Connelly, V. and Wild, M. 2016. Narrative in young children’s digital art-making. Journal of Early Childhood Literacy. 16 (3), pp. 289-310. https://doi.org/10.1177/1468798415577873

'Too high an ideal for the work required'? Minnie James and the intellectual life of the librarian

Sakr, M. 2011. 'Too high an ideal for the work required'? Minnie James and the intellectual life of the librarian. Library & Information History. 27 (3), pp. 179-193. https://doi.org/10.1179/175834911X13046881149240

The semiotic work of the hands in scientific inquiry

Sakr, M., Jewitt, C. and Price, S. 2014. The semiotic work of the hands in scientific inquiry. Classroom Discourse. 5 (1), pp. 51-70. https://doi.org/10.1080/19463014.2013.868078

‘Wrighting’ the self: new technologies and textual subjectivities

Sakr, M. 2012. ‘Wrighting’ the self: new technologies and textual subjectivities. Learning, Media and Technology. 37 (1), pp. 119-123. https://doi.org/10.1080/17439884.2012.636366

All about… multilingualism & critical thinking

Burghardt, V., Barnaby, B. and Robertson, L. 2015. All about… multilingualism & critical thinking. Nursery World. 2015 (16), pp. 17-20. https://doi.org/10.12968/nuwa.2015.16.17

Editorial [Reconceptualizing Educational Research Methodology 6 (1)]

Otterstad, A. and Osgood, J. 2015. Editorial [Reconceptualizing Educational Research Methodology 6 (1)]. Reconceptualizing Educational Research Methodology. 6 (1). https://doi.org/10.7577/rerm.1508

Making the 'here' and 'now': rethinking children's digital photography with Deleuzian concepts

Sakr, M. and Kucirkova, N. 2015. Making the 'here' and 'now': rethinking children's digital photography with Deleuzian concepts. in: Hackett, A., Procter, L. and Seymour, J. (ed.) Children's Spatialities: Embodiment, Emotions and Agency London, UK. Palgrave Macmillan. pp. 54–74

Collaborative creativity to enhance wellbeing in early years settings

Sakr, M. and Harding, J. 2015. Collaborative creativity to enhance wellbeing in early years settings. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015

Parent-child closeness in art-making with digital and non-digital technologies

Sakr, M. 2015. Parent-child closeness in art-making with digital and non-digital technologies. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015

Exploring and extending practitioner responses to young children’s art-making

Sakr, M. 2015. Exploring and extending practitioner responses to young children’s art-making. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015

Collaborative creativity in digital text-making: challenging notions of personal ownership

Sakr, M. 2015. Collaborative creativity in digital text-making: challenging notions of personal ownership. Doncaster University Conference: Digital Pedagogies. Doncaster, UK 03 - 03 Jul 2015

Schematic or subversive? Ready-made imagery in children’s digital art-making

Sakr, M. 2015. Schematic or subversive? Ready-made imagery in children’s digital art-making. Sheffield University Symposium on Childhood & The Digital Age. Sheffield, UK 2015

Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions [article]

Robertson, L., Kinos, J., Barbour, N., Pukk, M. and Rosqvist, L. 2015. Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions [article]. Early Child Development and Care. 185 (11-12), pp. 1815-1827. https://doi.org/10.1080/03004430.2015.1028392

12 teachers’ use of writing in displays of young children’s artwork

Sakr, M., Connelly, V. and Wild, M. 2015. 12 teachers’ use of writing in displays of young children’s artwork. in: Archer, A. and Breur, E. (ed.) Multimodality in Writing: The state of the art in theory, methodology and pedagogy De Gruyter Brill.

Editorial [Reconceptualizing Educational Research Methodology 5 (2)]

Otterstad, A., Osgood, J., Bloch, M., Taguchi, H., Sandvik, N. and Bustos, M. 2014. Editorial [Reconceptualizing Educational Research Methodology 5 (2)]. Reconceptualizing Educational Research Methodology. 5 (2). https://doi.org/10.7577/rerm.1216

Eu(rope): (re)assembling, (re)casting and (re)aligning lines of de- and re-territorialisation of early childhood

Jones, L., Osgood, J., Urban, M., Holmes, R. and MacLure, M. 2014. Eu(rope): (re)assembling, (re)casting and (re)aligning lines of de- and re-territorialisation of early childhood. International Review of Qualitative Research. 7 (1), pp. 58-79. https://doi.org/10.1525/irqr.2014.7.1.58

Learning to read with meaning: early literacy and young Pakistani British children.

Robertson, L. 2001. Learning to read with meaning: early literacy and young Pakistani British children. 22nd Annual Ethnography in Education Research Forum on “Situating literacies and learning”. Philadelphia, PA, USA 02 - 03 Mar 2001

Parallel literacy classes and multilingual flexibility: learning to read in English, Urdu and classical Arabic in England

Robertson, L. 2003. Parallel literacy classes and multilingual flexibility: learning to read in English, Urdu and classical Arabic in England. European Conference on Educational Research. Hamburg, Germany 17 - 20 Sep 2003

Opening or closing? Learning to read in three parallel literacy classes and developing multilingual flexibility.

Robertson, L. 2004. Opening or closing? Learning to read in three parallel literacy classes and developing multilingual flexibility. 15th Sociolinguistics Symposium on "Culture, contact, and change". Newcastle upon Tyne, UK 01 - 04 Apr 2004

Opening doors to community language schools: towards a new European research agenda.

Robertson, L. 2004. Opening doors to community language schools: towards a new European research agenda. 2nd International JTET Conference “Sustainable development. Culture. Education”. Tallinn, Estonia 14 - 16 Apr 2004

Multilingual flexibility and literacy learning in an Urdu community school.

Robertson, L. 2005. Multilingual flexibility and literacy learning in an Urdu community school. AERA annual meeting on "Demography and democracy in the era of accountability". Montréal, Canada 11 - 15 Apr 2005

Celebrations of learning in parallel literacy classes: bilingual children and early literacy.

Robertson, L. 2005. Celebrations of learning in parallel literacy classes: bilingual children and early literacy. European Conference on Educational Research (ECER). Dublin, Ireland 07 - 10 Sep 2005

Simultaneous and complementary literacy learning.

Robertson, L. 2005. Simultaneous and complementary literacy learning. British Educational Research Association Annual Conference. Wales, UK 14 - 17 Sep 2005

Multilingual methodologies: capturing and representing bilingual children’s voices.

Robertson, L. 2006. Multilingual methodologies: capturing and representing bilingual children’s voices. 16th EECERA Annual Conference on 'Democracy and culture in early childhood education'. Reykjavik, Iceland 30 Aug - 02 Sep 2006

The role of community groups and community language schools in initial teacher education (ITE)

Robertson, L. 2006. The role of community groups and community language schools in initial teacher education (ITE). BERA Annual Conference. Warwick, UK 06 - 09 Sep 2006

Bilingual teaching assistants and learning in early years settings.

Drury, R. and Robertson, L. 2007. Bilingual teaching assistants and learning in early years settings. 17th EECERA Annual Conference on "Exploring Vygotsky’s ideas: crossing borders". Prague, Czech Republic 29 Aug - 01 Sep 2007

Parallel literacy classes and hidden strengths: learning to read in English, Urdu and classical Arabic

Robertson, L. 2002. Parallel literacy classes and hidden strengths: learning to read in English, Urdu and classical Arabic. Reading. 36 (3), pp. 119-126. https://doi.org/10.1111/1467-9345.00198

Teaching and learning in community language schools.

Robertson, L. 2005. Teaching and learning in community language schools. National Association for Language Development in the Curriculum (NALDIC).

The role of community groups and community language schools in initial teacher education (ITE).

Robertson, L. 2007. The role of community groups and community language schools in initial teacher education (ITE). London Multiverse.

From Karelia to Kashmir: a journey into bilingual children's story-reading experiences within school and community literacy practice.

Robertson, L. 1997. From Karelia to Kashmir: a journey into bilingual children's story-reading experiences within school and community literacy practice. in: Gregory, E., Strickland, D. and Genishi, C. (ed.) One child, many worlds: early learning in multicultural communities. David Fulton. pp. 163-175

Early literacy and young emergent bilingual pupils: the exclusive nature of the national curriculum and the national literacy strategy

Robertson, L. 2000. Early literacy and young emergent bilingual pupils: the exclusive nature of the national curriculum and the national literacy strategy. in: Walraven, G., Parsons, C., Veen, D. and Day, C. (ed.) Combating social exclusion through education Garant Publishers. pp. 189-206

Excluded voices: educational exclusion and inclusion.

Robertson, L. and Hill, R. 2001. Excluded voices: educational exclusion and inclusion. in: Mike, C. and Hill, D. (ed.) Schooling and equality: fact, concept and policy. Kogan Page. pp. 73-94

Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community learning

Parke, T., Drury, R., Kenner, C. and Robertson, L. 2002. Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community learning. Journal of Early Childhood Literacy. 2 (2), pp. 195-220. https://doi.org/10.1177/14687984020022004

Multilingual flexibility and literacy learning in an Urdu community school.

Robertson, L. 2004. Multilingual flexibility and literacy learning in an Urdu community school. in: Gregory, E., Long, S. and Volk, D. (ed.) Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. Routledge. pp. 171-181

Learning to read 'properly' by moving between parallel literacy classes.

Robertson, L. 2006. Learning to read 'properly' by moving between parallel literacy classes. Language and education. 20 (1), pp. 44-61. https://doi.org/10.1080/09500780608668709

Multilingual learning: stories from schools and communities in Britain.

Conteh, J., Martin, P. and Robertson, L. 2007. Multilingual learning: stories from schools and communities in Britain. Trentham Books.

One in the crossfire: early years foundation stage, national curriculum and every child matters

Robertson, L. 2009. One in the crossfire: early years foundation stage, national curriculum and every child matters. in: Hill, D. and Robertson, L. (ed.) Equality in the primary school: promoting good practice across the curriculum. Continuum.

Developing links between communities, schools and teacher training

Robertson, L. 2010. Developing links between communities, schools and teacher training. in: Lytra, V. and Martin, P. (ed.) Sites of multilingualism: complementary schools in Britain today. Trentham Books.

A day in the life of a bilingual practitioner: ways of mediating knowledge [Norway]

Drury, R., Cable, C. and Robertson, L. 2008. A day in the life of a bilingual practitioner: ways of mediating knowledge [Norway]. 18th EECERA Annual Conference on 'Reconsidering the basics in early childhood education'. Stavanger, Norway 03 - 06 Sep 2008

A day in the life of a bilingual practitioner: ways of mediating knowledge [UK]

Cable, C., Drury, R. and Robertson, L. 2009. A day in the life of a bilingual practitioner: ways of mediating knowledge [UK]. 2nd International Conference on Multilingualism on 'Making multilingualism meaningful: linking theory to practice'. London, UK 19 - 20 Jun 2009

Bilingual practitioners constructing mediation. “In a middle person I am a bridge.”

Robertson, L. 2009. Bilingual practitioners constructing mediation. “In a middle person I am a bridge.”. 19th EECERA on 'Diversities in Early Childhood Education'. Strasbourg, France 26 - 29 Aug 2009

A young bilingual child starting school: learning in an English nursery class.

Robertson, L. and Drury, R. 2010. A young bilingual child starting school: learning in an English nursery class. 20th EECERA Conference: ‘Knowledge and Voice in Early Childhood: Who Knows, Who Speaks, Who Listens?’. Birmingham, UK 06 - 08 Sep 2010

Equality in the primary school: promoting good practice across the curriculum

Hill, D. and Robertson, L. 2009. Equality in the primary school: promoting good practice across the curriculum. London Continuum.

Professional identities in the nursery: contested terrain

Osgood, J. 2010. Professional identities in the nursery: contested terrain. in: Robb, M. and Thomson, R. (ed.) Critical Practice with Children and Young People Milton Keynes Policy Press. pp. 233-248

Reconstructing professionalism in ECEC: the case for the 'critically reflective emotional professional'

Osgood, J. 2010. Reconstructing professionalism in ECEC: the case for the 'critically reflective emotional professional'. Early Years. 30 (2), pp. 119-133. https://doi.org/10.1080/09575146.2010.490905

Narrative methods in the nursery: (re)-considering claims to give voice through processes of decision-making

Osgood, J. 2010. Narrative methods in the nursery: (re)-considering claims to give voice through processes of decision-making. Reconceptualizing Educational Research Methodology. 1 (1), pp. 14-28. https://doi.org/10.7577/rerm.168

Childcare workforce reform in England and 'the early years professional': a critical discourse analysis

Osgood, J. 2009. Childcare workforce reform in England and 'the early years professional': a critical discourse analysis. Journal of Education Policy. 24 (6), pp. 733-751. https://doi.org/10.1080/02680930903244557

Equal opportunities policies in English schools: towards greater gender equality in the teaching workforce?

Moreau, M., Osgood, J. and Halsall, A. 2008. Equal opportunities policies in English schools: towards greater gender equality in the teaching workforce? Gender, Work and Organization. 15 (6), pp. 553-578. https://doi.org/10.1111/j.1468-0432.2008.00405.x

Making sense of the glass ceiling in schools: an exploration of women teachers' discourses

Moreau, M., Osgood, J. and Halsall, A. 2007. Making sense of the glass ceiling in schools: an exploration of women teachers' discourses. Gender and Education. 19 (2), pp. 237-253. https://doi.org/10.1080/09540250601166092

Gendered identities and work placement: why don't boys care?

Osgood, J., Francis, B. and Archer, L. 2006. Gendered identities and work placement: why don't boys care? Journal of Education Policy. 21 (3), pp. 305-321. https://doi.org/10.1080/02680930600600424

Who cares? The classed nature of childcare

Osgood, J. 2005. Who cares? The classed nature of childcare. Gender and Education. 17 (3), pp. 289-303. https://doi.org/10.1080/09540250500145098

Book Reviews: Women teaching boys: caring and working in the primary school, Ashley, M. and Lee, J. (2003) Stoke-on-Trent: Trentham books [Book review]

Osgood, J. 2004. Book Reviews: Women teaching boys: caring and working in the primary school, Ashley, M. and Lee, J. (2003) Stoke-on-Trent: Trentham books [Book review]. Gender and Education. 16 (3), pp. 420-422. https://doi.org/10.1080/09540250042000251524