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Staff directory

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Dr. Jane MURRAY

  • Job title: Senior Lecturer in Education (Early Years)
  • Department: Early Years

General information

Jane Murray, PhD is currently based in the Centre for Education and Research in the Faculty of Education and Humanities where she teaches and supervises education students to Level 8 and researches and writes for publication in the field of education, specialising in early childhood education and social inclusion. Jane has extensive editorial experience, including her current role as Editor-in-Chief for the International Journal of Early Years Education, an established peer-reviewed journal published by Taylor and Francis. Based on empirical research findings, her book Building Knowledge in Early Childhood: Young Children Are Researchers was published by Routledge in 2017.

Jane was awarded Senior Fellowship of the Higher Education Academy and since 2010, has led on the MA Education (Early Years) pathway. Prior to this role, she led on the BA (Hons) Early Years Education (QTS) degree (2006-2010). Before working in Higher Education, Jane was a qualified teacher and consultant for two decades, working in early childhood settings, primary schools and music education. She also holds the National Professional Qualification for Headship (NPQH).

Jane is a member of the European Early Childhood Educational Research Association, for which she co-convenes two special interest groups (SIGs) to support research and publication in the field of early childhood education: the Early Career Researchers’ SIG and the Young Children’s Perspectives SIG. Jane sits on the UK Executive Committees of both the Organisation Mondiale pour l’Éducation Pré-Scolaire (OMEP) and TACTYC (Training, Advancement and Co-operation in Teaching Young Children), for which she is conference lead. She has also served on the National Children's Bureau's Policy Advisory Group in the UK.

Jane is an Associate of the Northampton Centre for Learning Behaviour (NCFLB). Her research profile includes projects for UNICEF and the European Commission as well as contributions to the £30 million UK Teaching and Learning Research Program and local neighbourhood projects. Jane has worked with government education departments and ministries in Bhutan, Ethiopia, Georgia, Estonia and the UK.

Teaching

Jane’s current teaching includes:

Level 7:

  • EDUM079 Dissertation
  • EDUM100 Research Thesis
  • EDUM072 Contemporary Issues in the Early Years
  • EDUM101 Young Children’s Literature, Media and Culture

Level 6:

  • EYS4104 Children’s Services Dissertation

Jane’s current PhD students include:

  • Elaine Batchelor: The role of 'talk' between a primary school science coordinator and a student learning to teach science
  • Claire Dugan-Clements: Constructions of early childhood in inter-generational meeting places
  • Yahya MoalinZ: An Investigation into the role of education in conflict mitigation and peace and reconciliation in Somalia
  • Jessica Newcombe: Peer mentoring for young people with PMLD in a special school
  • Sumathi Ravindranath: An investigation into the ways methods taught during Montessori teacher training in Bangalore are applied by teachers in Montessori and mainstream schools
  • Tanya Richardson: Do factors in the learning environment affect characteristics of utterances made by young children?
  • Eleonora Teszenyi: Hungarian pedagogues’ perspectives of working with children in mixed-age groups and how this informs their practice: A case study
  • Helen Trory: Use of video footage to support communication between practitioners in early years' settings and parents of children in the early years with SEND
  • Emma Whewell: Primary school PE subject specialists' professional identities
  • Yu Zhao: Primary to secondary school transitions for young people with ASD

Research

Jane’s research work includes:

  • 2016-2019: Team Member - European Commission Erasmus+ Project ‘Cyber Safe Generation: Digital education by design’ (CyGen). A 3-year, 4-country funded project led by the University of Northampton, UK (Professor Helen Lomax (PI), Dr Jane Murray and Dr Michelle Pyer).  The team is working with children and schools to co-design and co-produce educational resources to support primary school children’s safe digital participation (€266,652)
  • 2016-2019: Team Member - European Commission Erasmus+ Project ‘Below 10’ 2016-1-IT02-KA201-024125. A 3-year Erasmus+ funded project with nine organisations in six European countries, including the University of Northampton, UK (Dr Cristina Devecchi, Dr Jane Murray, Wendy Turner). Below 10 focuses on new pedagogical strategies to prevent early school leaving (€447,510)
  • 2016-2017: Team Member: UNICEF Project RFP2-1503: Knowledge, Attitudes and Practices concerning Children with Disabilities in Bhutan. PI: Professor Richard Rose ($75,618)
  • 2016: PI - Evaluation of Geddington University with David Cousens for Geddington Primary School (pro bono publico)
  • 2016: PI - Parents' Perspectives: How do 15 hours of free education and care for two-year-olds affect their family lives? A case study in an inner-city school, with Jemima Murray, Islington Borough Council, London, UK (pro bono publico)
  • 2016: Erasmus exchange visit to the Faculty of Child and Adult Education, University of Debrecen, Hungary, May 2016. This visit included discussion as the basis for further development of the comparative research project– Parents and Practitioners in Partnership (PAPIP) in early childhood – into a European bid to include three more country partners from Denmark, Belgium and Italy.
  • 2015-2017: PI – Ethics in Practitioner Research, with James Underwood, Emma Whewell and Dr Val Poultney (University of Derby)
  • 2015-2016: PI - Evaluation of the University of Northampton Changemaker Student Awards Project, with Dr David Preece for the University Centre for Employability and Engagement. (£11,000)
  • 2014-2015: Team Member (NCfLB): UNICEF Project RFPS-USA-2014-501798: Developing a Social and Emotional Learning support package for country offices and governments. PI: Christopher Gittins (circa £300,000)
  • 2014-2015: PI - Evaluation of the Bookstart Corner Programme with Dr Eunice Lumsden for Northamptonshire County Council. (£10,000)
  • 2014-current: Inspire Teaching School Alliance Development Board Member (Research and Development Partner), including ‘Schools Research Partnerships’ and implementation of 'Being a Teacher Researcher' and 'Specialist Leaders: Educational Researchers' research training for teachers (£5,113)
  • 2014: PI - Evaluation of Higher Education and Schools' Engagement (HESE) Aspiration and Achievement Project Project with Dr. Cristina Devecchi and Dr. David Preece for the University Centre for Employability and Engagement. Output - report to commissioning body: Murray, J., Preece, D. and Devecchi, C. (2014) Evaluation of the UCEE Aspiration and Achievement Project 2014: Final Report. Unpublished. (£6,000)
  • 2014: Team member - Evaluation of Reading Ambassadors' Programme with Dr. Cristina Devecchi (PI) for the University Centre for Employability and Engagement. Output - report to commissioning body: Devecchi, C. and Murray, J. (2014). Final Report of the Evaluation of Reading Ambassadors' Programme. Unpublished. (£6,000).
  • 2014: PI - Evaluation of the Early Years Foundation Degree Taster Days 2014 for the School of Education, University of Northampton. Evaluation of the Early Years Foundation Degree Taster Days 2014: Final Report. Unpublished. (£3,000)
  • 2014: Erasmus exchange visit to the Faculty of Child and Adult Education, University of Debrecen, Hungary, May 2014. This visit resulted in a 3 country comparative research project – Parents and Practitioners in Partnership (PAPIP) in early childhood and a visit by University of Debrecen colleagues to the UK, to include seminar presentations that I arranged at the School of Education, University of Northampton.
  • 2013-2015: Brooke Weston Teaching School Alliance University Partner (Research and Development Partner), developing and implementing action research training for NQTs.
  • 2013-2014: UK Lead Partner – European Commission Education and Culture Lifelong Learning Programme Access to Lifelong Learning in Higher Education - ALLinHE. 517978-LLP-1-2011-1-NL-ERASMUS-E [Online] Available at: http://www.allinhe.eu/ (€449,140).
  • 2013-2014: PI - Northampton Play Streets Evaluation with Dr Cristina Devecchi and Dr John Horton for the Northampton Leisure Trust, UK. Output - report to commissioning body: Murray, J., Horton, J. and Devecchi, C. (2014) Evaluation of the Northampton Play Streets Project. Final report. Unpublished.  (Pro bono publico).
  • 2013 - current: PI - A Comparative Critical Review of practitioner-parent co-operation in early childhood education and care provision in England, Hungary and Kazakhstan. This project is nearing completion and includes participating academics at University of Northampton, UK, University of Debrecen, Hungary and Abay Kazakh National Pedagogical University, Kazakhstan.
  • 2013: Provision of CPD focused on inclusion and Assessment for Learning for teachers’ summer school at the Tbilisi State University, Georgia, on behalf of the University of Stavanger for the Ministry of Education and Science of Georgia (£2638)
  • 2012-13: Team Member - systematic review of Inclusive Daily Childcare Services for Children with Disabilities in England, commissioned by Deutsches Jugendinstitut, München. Output - Report to commissioning body: Devecchi, C., Trory, H., Murray, J. and Evans, R. (2013) Inclusive Daily Childcare Services for Children with Disabilities in England: Review of conditions, standards and practices. Unpublished. (€2,500)
  • 2011: Training and coordination of University of Northampton Initial Teacher Education students as research assistants for project commissioned by TACTYC. Output: Moyles, J. and Worthington, M. (2011) The Early Years Foundation Stage through the daily experiences of children: TACTYC Occasional Paper 1. Available at http://tactyc.org.uk/occasional-paper/occasional-paper1.pdf (Pro bono publico).
  • 2007: Team member: Maplefields / Orchard School Evaluation with Prof. Richard Rose (PI). Output: Report to stakeholders, Maplefields School, UK. (Pro bono publico).
  • 2006-2012: The Young Children As Researchers (YCAR) Project. Output: Murray, J. (2012) An Exploration of Young Children’s Engagements in Research Behaviour. PhD Thesis. University of Northampton.
  • 2006-2007: Team member - Teaching and Learning Research Project (TLRP) UK, Educational Research and policy: epistemological perspectives strand.  PI: Professor David Bridges. Output (i.a.): Bridges, D., Conroy, J., Davis, R., Elliott, J., Enslin, P., Griffiths, M., McLeod, G., Foreman Peck, L., Lukes, D., Murray, J., Oancea, A., Pring, R., Saunders, L., Smeyers, P., Smith, R. and Watts, M. (2007) Educational Research and Policy: Epistemological perspectives. London: TLRP.
  • 2005-6: PI - Conversations with Gatekeepers: academic and school leadership perspectives on educational research. Output: Murray, J. (2006) Conversations with Gatekeepers. Paper presented at EECERA 16th Annual Conference, University of Iceland, Reykavik, Iceland. 30th August-2nd September 2006. (Pro bono publico).
  • 2004-5: Team member – Evaluation of Play Provision and Play Needs in the London Borough of Redbridge, for Redbridge Children’s Fund, London, UK. PI: Professor Hugh Matthews. Output - report to commissioning body:  Armstrong, S., Barker, J., Davey, R., Diosi, M., Horton, J., Kraftl, P., Lumsden, E., Marandet, E., Matthews, H., Murray, J., Pyer, M. and Smith, F. (2005) Evaluation of Play Provision and Play Needs in the London Borough of Redbridge: Final Report. Northampton: Centre for Children and Youth.
  • 2003-4: Team member - Whitehills Nursery Outdoor Learning Project / Output: Waller, T., Murray, J. and Waller, J. (2004) Outdoor Learning and Well-Being: Children’s spaces and children’s minds. Paper presented at EECERA 14th Annual Conference in Malta. 1-4 September 2004. (Pro bono publico).

Publications
Jump to: 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2005 | 2004

2017

  1. Murray, J. and Gray, C. (2017) Guest editor. European Early Childhood Education Research Journal. 25(2) Abingdon, UK: Taylor & Francis. 1350-293X.
  2. Richardson, T. and Murray, J. (2017) Are young children’s utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care. 187(3-4), pp. 457-468. 0300-4430.
  3. Murray, J. (2017) Building Knowledge in Early Childhood Education: Young Children Are Researchers. Abingdon, UK: Routledge. 9781138937949.
  4. Murray, J. (2017) Early years education as a global village. International Journal of Early Years Education. 25(1), pp. 1-2. 0966-9760.
  5. Murray, J. and Gray, C. (2017) Perspectives from young children on the margins. European Early Childhood Education Research Journal. 25(2), pp. 173-176. 1350-293X.
  6. Murray, J. (2017) Small is beautiful. International Journal of Early Years Education. 25(2), pp. 95-97. 0966-9760.
  7. Murray, J. (2017) Welcome in! How the academy can warrant recognition of young children as researchers. European Early Childhood Education Research Journal. 25(2), pp. 224-242. 1350-293X.

2016

  1. Murray, J. (2016) Editor of International Journal of Early Years Education. International Journal of Early Years Education. Abingdon, UK: Taylor and Francis. 0966-9760.
  2. Murray, J., (ed.) (2016) Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish. Abingdon: Routledge. (Accepted)
  3. Murray, J. and Underwood, M. J. (2016) Ethics for teacher research: same as research ethics or different? Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Leeds, 13-15 September 2016.
  4. Murray, J. and Preece, D. (2016) Evaluating the Changemaker Student Awards. Panel Presentation presented to: Ashoka U Exchange 2016, Tulane University, New Orleans, USA, 25-27 February 2016.
  5. Murray, J. and Murray, J. (2016) Life, the Universe and 15 hours of free education and care for two-year-olds: what do parents think? Paper presented to: World Organization for Early Childhood Education (OMEP) European Conference 2016: The Place of the Child in the 21st Century, Canterbury Christ Church University, Canterbury, UK, 05-07 May 2016.
  6. Brooks, E. and Murray, J. (2016) Ready, steady, learn: school readiness and children’s voices in English early childhood settings. Education 3-13. 0300-4279.
  7. Murray, J. (2016) Sustaining development in international early years education. International Journal of Early Years Education. 24(4), pp. 393-394. 0966-9760.
  8. Murray, J. and Devecchi, C. (2016) The Hantown Street Play Project. International Journal of Play. 5(2), pp. 196-211. 2159-4953.
  9. Murray, J. (2016) Young children are researchers: children aged 4-8 years engage in important research behaviour when they base decisions on evidence. European Early Childhood Education Research Journal. 24(5), pp. 705-720. 1350-293X.
  10. Murray, J. (2016) Young children’s research behaviours: teachers and parents as help or hindrance? Invited Presentation presented to: British Educational Research Association (BERA) Annual Conference, University of Leeds, 13-15 September 2016.

2015

  1. Murray, J. (2015) Guest Editor. Early Child Development and Care: Special Issue. Taylor & Francis. 0300-4430.
  2. Murray, J. (2015) Member of Editorial Board. Early Child Development and Care. Abingdon: Taylor and Francis. 0300-4430.
  3. Murray, J. (2015) Can young children be researchers? In: McLaughlin, H. (ed.) Involving Children and Young People in Policy, Practice and Research. London, UK: National Children's Bureau. pp. 48-63.
  4. Murray, J. (2015) Early childhood pedagogies: spaces for young children to flourish. Early Child Development and Care. 185(11-12), pp. 1715-1732. 0300-4430.
  5. Murray, J. (2015) Early childhood pedagogies: spaces for young children to flourish. Keynote presented to: Early Years Research Festival, The University of Northampton, UK, 17 June 2015.
  6. Murray, J. and Lumsden, E. (2015) Evaluating a gift for family literacy: challenges and opportunities. Paper presented to: European Early Childhood Education Research Association (EECERA ) 25th Annual Conference, Universitat Autónoma de Barcelona, Barcelona, Spain, 07-10 September 2015.
  7. Murray, J., Teszenyi, E., Tajiyeva, M., Iskakova, A., Vargáné Nagy, A. and Pálfi, S. (2015) Similarities and differences in discourses on practitioner-parent partnerships in early childhood provision in England, Hungary and Kazakhstan. Paper presented to: European Conference on Educational Research (ECER) Conference 2015, Budapest, Hungary, 07-11 September 2015.
  8. Murray, J. (2015) Troubling the ‘Dispositif’: moving beyond the macro-level to co-construct meaningful early childhood pedagogies. Paper presented to: International Conference on Diversity, Equality and Social Justice in Early Childhood (DECET) 2015: No Quality without Equality in ECEC, Newman University, Birmingham, UK, 04-05 June 2015.
  9. Murray, J. (2015) Young children as researchers in play. In: Moyles, J. (ed.) The Excellence of Play. 4th ed. Maidenhead, UK: McGraw Hill Education. pp. 106-124.
  10. Murray, J. (2015) Young children’s capability as researchers. Invited Presentation presented to: Young Children’s Capabilities As Researchers, Anglia Ruskin University, 06 May 2015.

2014

  1. Murray, J. (2014) A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. In: Duvekot, R., Halba, B., Aagaard, K., Gabrscek, S. and Murray, J. (eds.) The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. pp. 129-158.
  2. Devecchi, C., Murray, J. and Preece, D. (2014) Building research capacity: stories from a new university’s School of Education. Research Intelligence (British Educational Research Association (BERA)). 124, pp. 22-23. 0307-9023.
  3. Murray, J. (2014) Good Practice in the Early Years, by Janet Kay, London, Continuum, 2012, 336 pp., £19.99 (paperback), ISBN 978-0826490049. Early Years: An International Research Journal. 34(2), pp. 199-200. 0957-5146.
  4. Devecchi, C., Trory, H., Murray, J. and Evans, R. (2014) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. Symposium presented to: 24th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Humboldt University, Berlin, Germany, 09-12 March 2014. (Unpublished)
  5. Duvekot, R., Kang, D. J. and Murray, J., (eds.) (2014) Linkages of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Maximising Learning Opportunities for All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. 9789081254922.
  6. Murray, J. (2014) Researching young children’s worlds. In: Waller, T. and Davis, G. (eds.) An Introduction to Early Childhood. 3rd ed. London: Sage. pp. 325-345.
  7. Bramble, P. and Murray, J. (2014) Strengthening the impact of case studies through the use of a digital medium. Workshop presented to: 1st Validation of Prior Learning (VPL) Biennale, Rotterdam, 09-11 April 2014. (Unpublished)
  8. Murray, J. and Bramble, P. (2014) Support and barriers in validated prior learning. Workshop presented to: 1st Validation of Prior Learning (VPL) Biennale, Rotterdam, 09-11 April 2014. (Unpublished)
  9. Duvekot, R., Halba, B., Aagaard, K., Gabrscek, S. and Murray, J., (eds.) (2014) The Power of VPL: Validation of Prior Learning as a Multi-targeted Approach For Access to Learning Opportunities For All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. 9789081254908.
  10. Murray, J. (2014) The Young Children As Researchers (YCAR) project. Paper presented to: University of Debrecen, Hungary, 2014. (Unpublished)
  11. Murray, J. (2014) Understanding the HighScope Approach: Early Years Education in Practice, by Monica Wiltshire, London, Routledge, 2012, 158 pp., (paperback), ISBN 978-0-415-58358-9. Early Years: An International Research Journal. 34(1), pp. 111-112. 0957-5146.
  12. Murray, J. (2014) Young children explore: critical thinking for the Early Years. Inspire. 21/03, pp. 24-27.

2013

  1. Murray, J. (2013) A ‘jigsaw’ methodology for early childhood research: a flexible and reflexive approach. Panel Presentation presented to: British Early Childhood Education Research Association (BECERA) Conference 2013: Researching Children's Lives: Questions of Practice & Methods, Birmingham, UK, 20-21 February 2013.
  2. Murray, J. (2013) Decisions based on evidence: young children’s research behaviour? Paper presented to: European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, Tallinn University, Estonia, 28-31 August 2013. (Unpublished)
  3. Devecchi, C., Murray, J. and Trory, H. (2013) Inclusive childcare services for children with disabilities in England: review of conditions, standards and practice. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Sussex, Brighton, 03-05 September 2013. (Unpublished)
  4. Trory, H., Devecchi, C. and Murray, J. (2013) Inclusive daily childcare for children with disabilities (0-5) in England: a policy and practice overview from 1997 to present day. Symposium presented to: European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, Tallinn University, Estonia, 28-31 August 2013. (Unpublished)
  5. Devecchi, C., Trory, H., Murray, J. and Evans, R. (2013) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. (Unpublished)
  6. Murray, J. (2013) Problem-solving and thinking in the early years. In: Beckley, P. (ed.) The New Early Years Foundation Stage: Changes, Challenges and Reflections. Maidenhead: Open University Press / McGraw Hill Education. pp. 141-152.
  7. Murray, J. and Devecchi, C. (2013) The utility of critical ethnography as a tool for empowerment in early childhood research. Symposium presented to: 34th Annual Ethnography in Education Research Forum "Ethnography as Counter Narrative: Reclaiming the Local in Educational Policy and Practice", Penn GSE, University of Pennsylvania, US, 22-23 February 2013. (Unpublished)
  8. Murray, J. (2013) Young children's research behaviour? Children aged four to eight years finding solutions at home and at school. Early Child Development and Care. 183(8), pp. 1147-1165. 0300-4430.

2012

  1. Murray, J. (2012) An Exploration of young children’s engagements in research behaviour. Doctoral thesis. The University of Northampton.
  2. Murray, J. and Badger, J. (2012) Learning to teach in the early years: what matters? Poster presented to: Training, Advancement and Co-operation in Teaching Young Children (TACTYC) Conference/AGM: Developing Early Years Practice: Reflecting on Developments in Practice and Research, International Conference Centre, Birmingham, 10 November 2012. (Unpublished)
  3. Coates, E., Faulkner, D., Aubrey, C., Bertram, T., Broadhead, P., Castle, D., Murray, J., Pascal, C. and Wild, M. (2012) The changing face of early childhood policy and practice in England over the past twenty years: an expert seminar. Invited Keynote presented to: Warwick Institute of Education (WIE) Research Seminars, University of Warwick, 23 November 2012. (Unpublished)
  4. Murray, J. (2012) Young children's explorations: young children's research? Early Child Development and Care. 182(9), pp. 1209-1225. 0300-4430.
  5. Murray, J. (2012) Young children's research: children aged 4-8 years finding solutions at home and at school. Paper presented to: 2nd Global Conference: The Child: A Person's Project, Mansfield College, Oxford, 07-09 July 2012. (Unpublished)

2011

  1. Murray, J. (2011) Knock, knock! Who's there? Gaining access to young children as researchers: a critical review. Educate~. 11(1), pp. 91-109. 1477-5557.
  2. Murray, J. (2011) Young children aged 0-8 years can be researchers. Seminar Presentation presented to: Human Development and Capability Association (HDCA) Thematic Groups on Children and Education Conference: Children’s Capabilities and Human Development: Researching Inside and Outside of Schools, Faculty of Education, University of Cambridge, Cambridge, UK, 11-12 April 2011. (Unpublished)
  3. Murray, J. (2011) Young children's explorations: young children's research? Panel Presentation presented to: British Early Childhood Education Research Association (BECERA) Inaugural Conference, Birmingham, UK, 23 -24 February 2011. (Unpublished)

2010

  1. Murray, J. (2010) Knock knock! Who’s there? Gaining access to children as researchers. Symposium presented to: 1st Annual School of Education Research Student Conference, University of Northampton, 14 May 2010. Also presented at: Faculty of Education Research Students' Association (FERSA) 7th Annual Graduate Conference in Education, University of Cambridge, 04 June 2010; Postgraduate Research Degree Student and Early Career Researcher Annual Conference, University of Northampton, 01 July 2010 (Unpublished)
  2. Murray, J. (2010) Reclaiming our children’s rights from the jaws of school effectiveness. Reflecting on Early Years Issues. 2010, pp. 1-8.
  3. Murray, J. (2010) Review of 'Using Talk Effectively in the Primary Classroom' by Richard Eke and John Lee. Educational Review. 62(1), pp. 115-116. 0013-1911.
  4. Murray, J. (2010) Valuing, visioning and voice: exploring young children’s potential as researchers. Symposium presented to: 20th European Early Childhood Educational Research Association (EECERA) Conference: Knowledge and Voice in Early Childhood: Who Knows, Who Speaks, Who Listens?, Birmingham, 06-08 September 2010. (Unpublished)

2009

  1. Foreman-Peck, L. and Murray, J. (2009) Action research and policy. In: Bridges, D., Smeyers, P. and Smith, R. (eds.) Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? Oxford: Wiley-Blackwell. pp. 138-156.
  2. Murray, J. (2009) Studying the worlds of young children: knowing and understanding. In: Waller, T. (ed.) An Introduction to Early Childhood: a Multidisciplinary Approach. 2nd ed. London: Sage. pp. 138-151.

2008

  1. Foreman-Peck, L. and Murray, J. (2008) Action research and policy. Journal of Philosophy of Education. 42(Supple), pp. 145-163. 0309-8249.

2007

  1. Foreman-Peck, L. and Murray, J. (2007) Action research and policy: epistemological considerations. Paper presented to: British Educational Research Association (BERA), London, 5-8 September 2007. (Unpublished)
  2. Bridges, D., Conroy, J., Davis, R., Elliott, J., Enslin, P., Griffiths, M., MacLeod, G., Foreman-Peck, L., Lukes, D., Murray, J., Oancea, A., Pring, R., Saunders, L., Smeyers, P., Smith, R. and Watts, M. (2007) Ethics and educational research: epistemological perspectives. Online: Teaching and Learning Research Programme.
  3. Lumsden, E. and Murray, J. (2007) Wartime nursery, nursery, neighbourhood nursery, children’s centre: the changing role of early years provision. Paper presented to: Exploring Vygotsky's Ideas: Crossing Borders - European Early Childhood Education Research Association (EECERA) European Conference, Prague, Czech Republic, 29 August-1 September 2007. (Unpublished)

2005

  1. Murray, J. (2005) Collaborating for effective early childhood education and care: can policy translate to practice? OMEP UK Updates. Winter(118), pp. 4-8.
  2. Armstrong, S. C., Barker, J., Davey, R., Diosi, M., Horton, J., Kraftl, P., Lumsden, E., Marandet, E., Matthews, M. H., Murray, J., Pyer, M. and Smith, F. (2005) Evaluation of play provision and play needs in the London Borough of Redbridge. Northampton: Centre for Children and Youth.
  3. Murray, J. (2005) Studying children. In: Waller, T. (ed.) An Introduction to Early Childhood: a Multidisciplinary Approach. London: Sage. pp. 106-122.

2004

  1. Murray, J. (2004) 21st century school buildings for 21st century communities. Prospero. 10(2), pp. 11-19. 1358-6785.
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