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Ainsworth, Steph, da Costa, Marta ORCID: https://orcid.org/0000-0001-8083-2787, Davies, Caroline and Hammersley-Fletcher, Linda ORCID: https://orcid.org/0000-0002-4443-6856 (2024) New perspectives on Middle Leadership in schools in England – persistent tensions and emerging possibilities. Educational Management, Administration and Leadership, 52 (3). pp. 541-555. ISSN 1741-1432

Anderhag, P, Caiman, C, Wickman, PO and Ainsworth, S (2024) Editorial: Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects. Frontiers in Education, 9.

Ainsworth, Steph and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2024) Towards an aesthetics of grammar learning: lifting the veil on language. Frontiers in Education, 8. ISSN 2504-284X

Ainsworth, Stephanie, Welbourne, Stephen, Woollams, Anna and Hesketh, Anne (2022) Global versus phonemic similarity: evidence in support of multi-level representation. Cognition, 225. p. 105138. ISSN 0010-0277

Oldfield, Jeremy ORCID: https://orcid.org/0000-0002-7518-118X and Ainsworth, Steph (2022) Decentring the ‘resilient teacher’: exploring interactions between individuals and their social ecologies. Cambridge Journal of Education, 52 (4). pp. 409-430. ISSN 0305-764X

Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Ainsworth, Steph (2021) Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching. Language Awareness, 30 (2). pp. 97-113. ISSN 0965-8416

Ainsworth, Stephanie and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2020) Affective knowledge versus affective pedagogy: the case of native grammar learning. Cambridge Journal of Education, 50 (5). pp. 597-614. ISSN 0305-764X

Ainsworth, Steph and Oldfield, Jeremy ORCID: https://orcid.org/0000-0002-7518-118X (2019) Quantifying teacher resilience: Context matters. Teaching and Teacher Education, 82. pp. 117-128. ISSN 0742-051X

Ainsworth, Stephanie, Welbourne, Stephen, Woollams, Anna and Hesketh, Anne (2019) Contrasting explicit with implicit measures of children’s representations: The case of segmental phonology. Language Learning, 69 (2). ISSN 0023-8333

Bell, Huw and Ainsworth, Stephanie (2017) Grammar’s best kept secrets: what every primary teacher should know. Primary Matters, Spring. pp. 44-47.

Ainsworth, Stephanie, Welbourne, Stephen and Hesketh, Anne (2016) Lexical restructuring in preliterate children: Evidence from novel measures of phonological representation. Applied Psycholinguistics, 37 (04). pp. 997-1023. ISSN 0142-7164

Book Section

Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Ainsworth, Steph (2019) Hard to know or hard to say? Developing Explicit Grammar Knowledge among Primary Student Teachers. In: Voices and Practices in Applied Linguistics: Diversifying a Discipline. White Rose University Press, pp. 195-210. ISBN 9781912482177

Report

Lewin, Cathy ORCID: https://orcid.org/0000-0002-3430-4075, Morris, Stephen ORCID: https://orcid.org/0000-0001-6869-8933, Ainsworth, Steph, Gellen, Sandor ORCID: https://orcid.org/0000-0001-9137-8209 and Wicker, Kate (2024) Peer assisted learning strategies – UK (PALS-UK): a whole class reading approach – evaluation report. Project Report. Education Endowment Foundation.

Gellen, Sandor ORCID: https://orcid.org/0000-0001-9137-8209, Wicker, Kate, Ainsworth, Steph, Morris, Stephen ORCID: https://orcid.org/0000-0001-6869-8933 and Lewin, Cathy ORCID: https://orcid.org/0000-0002-3430-4075 (2024) Using the DreamBox Reading Plus adaptive literacy intervention to improve reading attainment, a two-armed cluster randomised trial evaluation protocol. Project Report. Education Endowment Foundation, London, UK.

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Ainsworth, Steph, Griffiths, Dominic and Wicker, Kate (2019) EAS Support for Newly Qualified Teachers. Project Report. ESRI: Manchester Metropolitan University.