See below for academic output and publications generated from this project.

abstract thumbanilBowie, R.A., Aantjes, R., Woolley, M. et al. Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent. j. relig. educ. (2023).

abstract thumbanilWoolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J.-P., & Revell, L. (2023). Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment? The Curriculum Journal, 00, 1–18.

abstract thumbanilRiordan, J., Revell, L., Bowie, B., Thomas, C., Woolley, M., & Hulbert, S. (2023). Using Video and Multimodal Classroom Interaction Analysis to Investigate How Information, Misinformation, and Disinformation Influence Pedagogy: Profiling Emerging Research Innovations. Video Journal of Education and Pedagogy (published online ahead of print 2023).

abstract thumbanilWoolley, M., Bowie, R.A., Hulbert, S., Thomas, C., Riordan, J.-P., & Revell, L. (2022). Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England. The Curriculum Journal, 00, 1– 18.

abstract thumbanil

Riordan, J. P., Revell, L., Bowie, B., Woolley, M., Hulbert, S. & Thomas, C. (2021) Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy, Research in Science & Technological Education, doi:10.1080/02635143.2021.2001450.

The video material is available at the UK Data Archive here: 

Riordan, J. (2022). Video-Based Study of Classroom Pedagogy, 2019-2021. [data collection]. UK Data Service. SN: 854915, DOI: 10.5255/UKDA-SN-854915

Different citation style are available on the catalogue page at