What does a good one look like? Marking A level English scripts in relation to others by Elliott, V

MARC: A thought experiment in the morality of automated marking of English by Elliott, V

Thinking about the coding process in qualitative data analysis by Elliott, V

Gender and the contemporary educational canon in the UK by Elliott, V

"Study what you most affect": beginning teachers' preparedness to teach Shakespeare by Elliott, V

Detecting the Dane: re-creating Shakespearian genre in A level literature by Elliott, V

‘Canon in colour’: contextual knowledge of race and empire as powerful knowledge by Elliott, V

MARC: A Thought Experiment in the Morality of Automated Marking of English by Elliott, V

Secondary Shakespeare in the UK: pedagogies and practice by Elliott, V, Olive, S

Secondary Shakespeare in the UK: what gets taught and why? by Elliott, V, Olive, S

Turn taking and 'wait time' in classroom interactions by Ingram, J, Elliott, V

Marking time: the decision-making processes of examiners of History and English ‘A’ level by Elliott, V, Victoria Elliott

Roles as a route to being 'Other': drama-based interventions with at risk students by Elliott, V, Dingwall, N

A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours by Ingram, J, Elliott, V

Metrics in education—control and corruption by Baird, J, Elliott, V

Editorial by Thompson, I, Elliott, V

‘Right nutrition, right values’: the construction of food, youth and morality in the UK government 2010-2014 by Elliott, V, Hore, B

Teaching poems by authors of colour at Key Stage 3: categorising what is taught by Elliott, V, Courtney, M

Setting an agenda for English education research by Elliott, V, Hodgson, J

Turn taking and ‘wait time’ in classroom interactions by Ingram, J, Elliott, V