Professor Alison Kington

professor-alison-kington

Professor in Psychology of Education

Professors

Contact Details

email: a.kington@worc.ac.uk
tel: 01905 542025

PhD, CPsychol, AFBPsS, FRSA

ORCID

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Since completing a PhD at the University of Bristol in 2001, Alison has worked in a number of research roles including Senior Research Officer at the National Foundation for Educational Research and Senior Research Fellow at the University of Nottingham, and has gained extensive experience of, and expertise in, designing and conducting mixed methods research in education and social psychology. Her research, which is cross-disciplinary in its theoretical and methodological approaches, focuses on the nature, quality and dynamics of educational relationships and identities, and she has a particular interest in the influence of teacher identity and career phase on classroom relationships and interactions. 

Over the past 20 years, Alison has led a range of research projects funded by Research Councils and Government agencies, developing a strong track record of securing external research funding from nationally and internationally recognised funding bodies, including the Impact of School Leadership on Pupil Outcomes (DfES), Variations in Teachers’ Work, Lives and Effectiveness (DfES), Effective Classroom Practice (ESRC) and Inspirational and Effective Teachers (CfBT). She is currently involved in the International Comparative Analysis of Teaching and Learning (ICALT) study, as well as research exploring: the professional identity of mid-career primary teachers; the influence of primary school staffrooms on teacher wellbeing; the role of friendships in the transition from primary to secondary school for siblings and non-siblings; and, the influence of teacher-pupil relationships on early career teacher identity.

As well as involvement in research, Alison has a number of additional responsibilities at the University including Chair of the Arts, Humanities and Education Research Ethics Panel, Convenor of the Social Psychology of Education Research Group, and Deputy Course Leader for the MPhil/PhD programme, amongst others. She is currently supervising 7 research students and has supervised a further 16 students to successful completion of their studies.

Alison is lead editor of the volume, Developing Social and Learning Relationships in Primary Schools (2020, Bloomsbury Academic), lead author of Effective Classroom Practice (2014, McGraw-Hill), co-author of Teachers Matter (2007, OUP), and co-editor of The Role of Theory and Research in Educational Practice (2008). She has also published papers and chapters relating to her substantive and methodological interests.

Qualifications

Academic qualifications:

  • PhD Education and Social Psychology (University of Bristol, 2001)
  • BEd (Hons) Primary Education and English (University of the West of England, 1994)

 Professional qualifications:

  • Postgraduate Certificate: Teaching and Learning in Higher Education (2014)
  • Certificate: Associate Teachers Programme (2010)
  • Certificate: Teaching and Learning (2008)
  • Certificate: Research Management (2005)

 

 

Research

Below is a summary of Alison's research funding and project experience.

  • 2020  The Impact of Home-schooling during Lockdown on Parent-child relationships
  • 2020  Teachers’ experiences of teaching remotely: Professional life without physical peer interaction and support
  • 2018-20  Early Career Teacher Development Programme: An evaluation
  • 2017-19  The Influence of Teacher-pupil Relationships on the Professional Identities of Early Career Teachers
  • 2016-19  The Role of School Staffrooms on Primary Teachers’ Wellbeing
  • 2014-19  International Comparison of Learning and Teaching (ICALT-3) (with 20 international partners)
  • 2014-18 Tales from the Watershed: Developing Identities of Mid-career Primary School Teachers
  • 2016-17 Developing Effective Leadership in Schools (Stoke Local Authority: £100,000)
  • 2014-15 The Impact of Multi-agency Working on Families with Severe and Multiple Disadvantage (Lankelly Chase: £10,000)
  • 2014  Developing a Research-led Culture in Post-92 Education Departments (HEA: £750)
  • 2013  Identifying and elaborating the competencies required for effective classroom practice (HEA - with University of Hertfordshire: £750)
  • 2012-14 Inspirational and Effective Teachers (CfBT with the University of Oxford: £40,000)
  • 2011-12 Evaluation of the Making Headway Pilot Project (SkillForce Development: £14,500)
  • 2010-11 Pedagogic Quality and Inequality in University First Degrees (ESRC: £399,000)
  • 2009-11 Includ-ED (European Commission: £250,000)
  • 2009-10 Impact of the Two-Year Old's Pilot (Nottingham City Council: £30,000)
  • 2009-10  Evaluation of Mathematics Pathways (Qualifications and Curriculum Authority)
  • 2009 Analysis of PRES, PTES and CROS surveys (University of Nottingham, Graduate School: £8,000)
  • 2007-08 Defining Classroom Relationships: developing the repertory grid technique
  • 2006-08 Effective Classroom Practice (Economic and Social Research Council: £300,000)
  • 2005-08  Impact of School Leadership on Pupil Outcomes (Department for Education and Skills: £775,000)
  • 2005-06  Variations in Teachers' Work, Lives and Effectiveness: an extension (DfES: £60,000)
  • 2003-05  Variations in Teachers' Work, Lives and Effectiveness (VITAE) (DfES: £1,247,321)
  • 2002  Evaluation of the Laptops for Teachers Initiative (DfES: £60,000)
  • 2002  Evaluation of the Excellence in Cities EMAG Programme (DfES: £40,000)
  • 2002 Evaluation of the Leading Small Schools Pilot Programme (NCSL: £50,000)
  • 2001-02 Evaluation of the Computers for Teachers Scheme (Department for Education and Skills: £146,000)
  • 2000-02 The Use of Computers in Learning Environments an international project (OECD: £185,000)
  • 2000-02 Classroom Practices using ICT in England: the 2nd information technology in education study (SITES) (IEA:£200,000)
  • 1998 Children's Friendships and Learning in School: cognitive enhancement through social interaction (Froebel Educational Trust: £1,000)

Supervision

Alison is currently supervising the following research students:

  • Amy Bywater (EdD): Teachers Constructs of Quality within Secondary School Physical Education
  • Emma Davis (PhD): Exploring the emotional experiences of PVI leaders in the Early Years sector
  • Helen Fairest (MRes): A meta study to explore the holistic advantages of outdoor education
  • Sarah Junor-Fitzpatrick (MPhil): Transforming systems, transforming lives: exploring relationships within a Government Troubled Families Programme and their impact on service delivery 
  • Ben Looker (EdD): A Grounded Theory Case Study exploring the links between Pupil-teacher Relationships and Pupil Alienation from the Secondary Classroom
  • Emma Rossiter (PhD): The Role of the School Nurse in Pupil Wellbeing
  • Kathryn Spicksley (PhD): New Faces and Changing Places: The impact of academisation on the professional identity of early career primary teachers
  • Colin Woods (EdD): The relationship between residential outdoor learning and societal values

 

Alison would welcome enquiries regarding further study in the following areas:

  • professional identity
  • teacher careers/professional life phases
  • teacher effectiveness
  • classroom behaviours and interaction
  • teacher-pupil relationships
  • peer relationships in the classroom/friendships
  • children's socio-cognitive development

University responsibilities

Social Psychology of Education Research Group

Alison convenes this group which, as part of an ongoing programme of activity, provides an opportunity for staff and postgraduate research students to gain support and development in relation to their research, publication and impact in this field. Members of this research group are involved in a wide variety of projects covering issues such as professional identity, career phase, classroom interactions, teacher-pupil relationships, effective classroom practice, social and learning transitions, peer/friendship interactions, and school leadership. 

College of Arts, Humanities and Education Research Ethics Panel

Alison is Chair of this committee that deals with all ethical issues from staff and postgraduate research students working within the relevant disciplines. 

MRes Education

Alison is the course leader for the Masters by Research (MRes) programme in the School of Education which provides an opportunity for students to gain a qualification centred on an intensive piece of research. The ethos of the programme is based on developing the essential research knowledge and skills related to the broad field of education. All modules included on this degree are research focused and informed, and centred on the development of the student as an independent researcher.

MPhil/PhD Programme

Alison is the deputy course leader for this programme which provides the opportunity to be supervised by leading researchers in the field of education.

External roles

Editorial boards and reviewing

  • Editorial Board: Review of Education
  • Member: BERA College of Reviewers
  • Bid reviewer: Economic and Social Research Council Peer Review College
  • Post-doctoral fellowship reviewer: Irish Research Council
  • Abstract reviewer: American Educational Research Association conference
  • Abstract reviewer: British Educational Research Association conference
  • Article reviewer: Cambridge Journal of Education, Cogent Education, Journal of Experimental Social Psychology, Journal of Mixed Method Research, School Effectiveness and School Improvement, Teachers and Teaching: Theory and Practice, Teaching and Teacher Education, BERJ, British Journal of Educational Psychology, amongst others   

Committees

  • Psychology of Education Section Committee (British Psychological Society)
  • National EdD Network 

External Examining

  • Mixing It Up! (Masters module), Department of Continuing Education, University of Oxford (2018-present)
  • Doctorate in Education (EdD), UCL Institute of Education (2014-2018)
  • PhD and EdD viva voce examinations at a number of universities in the UK and overseas   

Membership of societies / associations

  • Chartered Psychologist (CPsychol) and Associate Fellow (AFBPSs) of the British Psychological Society 
  • Fellow of the Royal Society of Arts (FRSA)
  • Fellow of the Chartered College of Teaching (FCollT)
  • Fellow of the Higher Education Academy (FHEA)
  • Member: British Educational Research Association (BERA); American Educational Research Association (AERA); International Mixed Methods Research Association

Publications

Journals

  • Solvason, C. and Kington, A. (2020). How subject leader collaborations across schools can act as a source of personal and curriculum development. Curriculum Teaching Dialogue. 22(1).
  • Solvason, C. and Kington, A. (2019). Collaborations: providing emotional support to senior leaders Journal of Professional Capital and Community, 5(1), 1-14.
  • Blackmore, K., Howard, C. and Kington, A. (2018). Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity. European Journal of Educational Research. 41(4), 529-548.
  • Sammons, P, Kington, A. Lindorff, A. and Ortega, L (2018) ‘It ain’t (only) what you do, it’s the way that you do it’: A mixed method approach to the study of inspiring teachers. Review of Education. 6(3), 303-356.
  • Efthymiou, E. and Kington, A. (2017). The Development of Inclusive Learning Relationships in Mainstream Settings: A Multimodal Perspective. Cogent Education, 4 (1).
  • Sammons, P., Lindorff-Vijayendran, A., Ortega, L. and Kington, A. (2016). Inspiring teaching: Learning from exemplary practitioners, Journal of Professional Capital and Community. 1(2), 124-144.
  • Kington, A., Reed, N. and Sammons, P. (2014). Teachers’ Constructs of Effective Classroom Practice: Variations across a career, Research Papers in Education. 29 (5), 534-556.
  • Engel, L., Kington, A. and Mleczko, A. (2013). The Influence of Education on Community Cohesion: Adaptation of policy to practice. Journal of Educational Research. 106(5), 408-418
  • Kington, A. (2013). Interpersonal Relationships in the Primary Classroom: an analysis of social and affective outcomes. Journal of Psychology and Social Behavior Research, 1(4), 116-127.
  • Kington, A., Gates, P. and Sammons, P. (2013). Development of Social Relationships, Interactions and Behaviours in Early Education Settings. Journal of Early Childhood Research. 11(3), 293-312.
  • Mleczko, A. and Kington, A. (2013). The Impact of School Leadership on Parental Engagement: A study of inclusion and cohesion. International Research in Education. 1(1), 129-148.
  • Kington, A. (2012). Narratives of Variation in Teacher-pupil Relationships across a Career European Journal of Educational Studies. 4,2, 2012.
  • Kington, A., Regan, E., Sammons, P. and Day, C. (2012). Effective Classroom Practice: A mixed method study of influences and outcomes, Nottingham: University of Nottingham Jubilee Press.
  • Kington, A., Sammons, P., Day, C. and Regan, E. (2011). Stories and Statistics: describing a mixed method study of effective classroom practice. Journal of Mixed Methods Research, 5(2), 103-125.
  • Day, C, Sammons, P, Hopkins, D, Leithwood, K and Kington, A. (2008). Research into the impact of school leadership on pupil outcomes: policy and research contexts. School Leadership and Management, Special Issue: The impact of school leadership on student outcomes. 28(1), 5-25
  • Day, C and Kington, A (2008). Identity, well-being and effectiveness: the emotional contexts of teaching. Pedagogy, Culture and Society. 16(1), 7-23
  • Penlington, C., Kington, A. and Day, C. (2008). Leadership in Schools: A qualitative perspective. School Leadership and Management, Special Issue: The impact of school leadership on student outcomes. 28(1),
  • Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G. and Smees, R. (2007). Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed methods study. British Educational Research Journal. 33(5), 681-701.
  • Day, C., Kington, A., Stobart, G. and Sammons, P. (2006). The Personal and Professional Selves of Teachers: Stable and unstable identities. British Educational Research Journal. 32(4), 601-616.
  • Day, C., Sammons, P., Kington, A. Stobart, G. and Gu, Q. (2006). Methodological Synergy: The VITAE Story. Evaluation and Research in Education. 19(2), 102-125.
  • Day, C., Stobart, G., Sammons, P. and Kington, A. (2006). Variations in the Work and Lives of Teachers: Relative and relational effectiveness. Teachers & Teaching: Theory & Practice, 12(2).
  • Day, C., Elliot, B. and Kington, A. (2005). Reform, Standards and Teacher Identity: Challenges of sustaining commitment. Teaching & Teacher Education, 21, 563-577.
  • Kutnick, P. and Kington, A. (2005). Children’s Friendships and Learning in School: Cognitive enhancement through social interaction? British Journal of Educational Psychology, 75(4), 521-538.
  • Harris, S., Kington, A. and Lee, B. (2002). Classroom Practice: New approaches supported by ICT, TOPIC. 28,
  • Kington, A., Harris, S. and Leask, M. (2002). Innovative practice using ICT in schools: findings from two case studies, Management in Education. 16(1), 31-35.
  • Fletcher-Campbell, F. and Kington, A. (2001). Links between special schools and mainstream schools: a follow-up survey. Journal of Research in Special Educational Needs. 1(3).
  • Jackson, A., Kutnick, P. and Kington, A. (2001). Principles and practical grouping for the use of drill and practice programs. Journal of Computer-Assisted Learning. 17(2), 130-141.

Books

  • Kington, A. and Blackmore, K. (Eds) (2020) Social and Learning Relationships in Primary Schools. London: Bloomsbury.
  • Kington, A., Sammons, P., Day, C., Regan, E., Brown, E. & Ko, J. with Buckler, S. (2014). Effective Classroom Practice. Maidenhead: Open University Press.
  • Sammons, P., Kington, A., Lindorff-Vijayendran, A. and Ortega, L. (2014). Inspiring Teachers: Perspective and practices. Reading: CfBT.
  • McDermott, J.C, Kington, A. and Matulcikova, M., (Eds). (2012). Paradigms and Research of Educational Practice, Los Angeles: Antioch University.
  • Kozlowska, A., Kahn, R. Kozuh, B., Kington, A. and Mazgon, J. (Eds) (2008). The Role of Theory and Research in Educational Practice. Grand Forks: University of North Dakota.
  • Day, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. (2007). Teachers Matter: connecting work, lives and effectiveness. Maidenhead: Open University Press.
  • Harris, S. and Kington, A. (2002). Innovative Classroom Practices Using ICT in England Slough: NfER.

Book chapters

  • Looker, B., Vickers, J. and Kington, A. (in press, 2021). The Case for a Critical Realist Grounded Theory Research Design. In: The Importance of Grounded Theory in Social Science Research,
  • Blackmore, K. and Kington, A. (2020). Concluding Remarks: Implications for the study of social and learning relationships. In: A. Kington and K. Blackmore (Eds) Developing Social and Learning Relationships in Primary Schools. London: Bloomsbury.
  • Kington, A. and Blackmore, K. (2020). Introduction. In: A. Kington and K. Blackmore (Eds) Developing Social and Learning Relationships in Primary Schools. London: Bloomsbury.
  • Looker, B. and Kington, A. (2020) The influence of experience: How teacher-pupil relationships can change throughout a career. In: A. Kington and K. Blackmore (Eds) Developing Social and Learning Relationships in Primary Schools. London: Bloomsbury.
  • Townsend, A. and Kington, A. (2020). Teachers’ Professional Identity and Self-efficacy: A study of teachers with 4-7 years of experience. In: Kington and K. Blackmore (Eds) Developing Social and Learning Relationships in Primary Schools. London: Bloomsbury.
  • Kington, A., Engel, L and Buckler, S. (2019) The influence of parental efficacy and engagement on educational relationships in the primary school. In: Child Education: Perspectives, Opportunities and Challenges. New York: Nova Publications.
  • Bingle, B., Kington, A., Howard, C. and Robinson, C. (2017). Tales from the Watershed: Using repertory grids in the study of teachers’ mid-career identity. In: Winter, P. Cummins, H. Procter and N. Reed (Eds) Personal Construct Psychology in the 21st Century, Newcastle-upon-Tyne: Cambridge Scholarly Publishing.
  • Kington, A. Gates, P. and Sammons, P. (2015). Social Relationships, Interactions and Behaviour: The impact of nursery education on two year old children. In: Social Relationships: Gender Differences, Influences on Human Development and Psychological Effects, New York: Nova Publications.
  • Kington, A., Day, C., Sammons, P., Regan, E., Brown, E. and Gunraj, J. (2012). What Makes Teachers Effective?: Profiles of innovative classroom practice. In: Day (Ed), The Routledge International Handbook of Teacher and School Development, London: Routledge.
  • Kington, A. and Mleczko, A. (2012). The Advantages of Successful School-community Relationships: Findings from the Includ-ED project. In:C. McDermott, A., Kington and M. Matulcikova (Eds), Paradigms and Research of Educational Practice, Los Angeles: Antioch University.
  • Kington, A. (2011). Are Individual Pupil Differences the Primary School Pervasive Influences on Teacher Expectations? In: Kahn and S. Mazur (Eds), Education Studies and School. Los Angeles: Antioch University.
  • Day, C, Sammons, P, Gu, Q., Kington, A. and Stobart, G. (2009). Committed for Life? Variations in teachers' work, lives and effectiveness. In: Bayer, U. Brinkkjaer, H. Plauborg and S. Rolls (Eds) Teachers' Career Trajectories and Work Lives. Netherlands: Springer.
  • Kington, A. (2009). Defining Teachers' Classroom Relationships. In: Stefanc and B. Harasimowicz (Eds), The Social Context of Education. Ljubljana: Valentin Bucik.
  • Kington, A. (2005). Qualities, Formation and Development of Teacher-Pupil Relationships in the Primary School’. In Kozuh, T. Beran, A. Kozlowska and P. Bayliss (Eds), Measurement and Assessment in Educational and Social Research. Exeter-Calgary-Cracow.
  • Kington, A. and Harris, S. (2003). Educational ICT Policy and Practice in England. In: Cross-national Policies and Practices on Information and Communication Technology in Education Information. IAP Inc, Greenwich.

Working papers and reports

  • Blackmore, K. and Kington, A. (2020). Developing primary science and student teachers according to an observe, process, teach cycle. ASPE Bulletin. 16, July 2020.
  • Sammons, P., Kington, A., Lindorff-Vijayendran, A. and Ortega, L. (2014). Inspiring Teachers: Perspective and practices. Final report. Reading: CfBT.
  • Kington, A. and Efthymiou, E. (2012). An Evaluation of the 'Making Headway' programme: Final report. Nottingham: SkillForce.
  • Holford, J, Welikala, T., Kington, A. and Mleczko, A. (2011). Intersections between Educational Policies and Other Areas of Social Policy: Successful mixed interventions. A Preliminary Report for WP18 Barcelona: CREA.
  • Mleczko, A. Kington, A., Holford, J. and Welikala, T. (2011). Strategies for Inclusion and Social Cohesion in Europe from Education: Education in European policies and in the development of citizenship. Barcelona: CREA.
  • Gates, P., Kington, A. and Sammons, P. (2010). An Evaluation of the Early Years Two Year Pilot Scheme in the City of Nottingham, Nottingham: Nottingham City Council.
  • Kington, A., Holford, J., Engel, L. and Restorick, J. (2010). Strategies for Inclusion and Social Cohesion in Europe from Education: Case studies of local projects, Report for the European Commission: Project 6(4). Barcelona: CREA.
  • Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E. and Kington, A. (2009). The Impact of School Leadership on Pupil Outcomes. Final Report: London: DCFS.
  • Brown, E., Kington, A. and Day, C. (2008). What Do Effective Teachers Look Like?  How Do Effective Teachers See Themselves? Findings from primary and secondary teacher data.  Swindon: ESRC.
  • Day, C., Sammons, P., Kington, A., Regan, E., Ko, J., Brown, E., Gunraj, J. and Roberston, D. (2008). Effective Classroom Practice: A mixed method study of influences and outcomes. End of Award Report. Swindon: ESRC.
  • Kington, A., Brown, E., Day, C., Regan, E., Gunraj, J. and Sammons, P. (2008). Findings from Secondary Teachers’ Interview data. Working paper ECP/09, [online]. Nottingham: University of Nottingham.
  • Kington, A., Reed, N, Regan, E., Sammons, P., Day, C. and Gunraj, J. (2008). Initial Findings from the Repertory Grid Data. Working paper ECP/03, [online]. Nottingham: University of Nottingham.
  • Kington, A., Regan, E., Day, C., Gunraj, J. and Sammons, P. (2008). Findings from Secondary Teachers’ Observational Data. Working paper ECP/07, [online]. Nottingham: University of Nottingham.
  • Kington, A., Sammons, P. and Day, C. (2008). The Use of Mixed Method Design in the Research of Effective Classroom Practice. Working paper ECP/02, [online]. Nottingham: University of Nottingham.
  • Ko, J., Sammons, P., Kington, A., Regan, E. and Day, C. (2008). Variations in Effective Classroom Practices: Confirmatory factor analysis. Working paper ECP/08, [online]. Nottingham: University of Nottingham.
  • Ko, J., Sammons, P., Kington, A., Regan, E., Day, C. and Gunraj, J. (2008). Using Systematic Observation Schedules to Explore Variations in Effective Classroom Practice. Working paper ECP/04, [online]. Nottingham: University of Nottingham.
  • Tolley, H., Day, C., Sammons, P., Kington, A., Regan, E. and Gunraj, J. (2008). A Review of Literature Relating to Teacher Effectiveness and Effective Classroom Practice.Working paper ECP/04, [online]. Nottingham: University of Nottingham.
  • Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Penlington, C., Mehta, P. and Kington, A. (2007). The Impact of School Leadership on Pupil Outcomes: DCSF Research Brief No. RB018. London:
  • Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Penlington, C., Kington, A. and Mehta, P. (2007). The Impact of School Leadership on Pupil Outcomes: DCSF Interim Report No. RB018.  London:
  • Robertson, D., Sammons, P., Kington, A., Day, C., Regan, E. and Gunraj, J. (2007). Analysing Pupil Attitudes to Teaching and Learning. Working paper ECP/01 [online]. Nottingham: University of Nottingham.
  • Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R. and Mujtaba, T. (2006). Variations in Teachers’ Work, Lives and Effectiveness.  Final report for the VITAE project.  London: DfES.
  • Kington, A., Harris, S., Smith, P. and Hall, M. (2003). Computers for teachers: a qualitative evaluation of Phase 1. London: DfES.
  • Harris, S. and Kington, A. (2002). Redefining the Classroom: Innovative pedagogical practices using ICT in primary and secondary schools in England. Slough: NfER.
  • Hobson, A.J. and Kington, A. (2002). Evaluation of Excellence in Cities Primary Extension: A Report on the Findings of the Learning Mentor Strand Study. Slough: NfER.
  • Hobson, A.J., Braun, A., Kington, A., Felgate, R. and O'Conner, K. (2002). Evaluation of Excellence in Cities Primary Pilot: A Report of the Findings of Interviews with Partnership Coordinators. London: DfES.
  • Kington, A., Hobson, A.J. and Kendall, L. (2002). Excellence in Cities Primary Extension: Interim Research Summary: Findings of School, Teacher and Pupil Surveys. London: DfES.
  • Kington, A., Easton, C. and Masson, J. (2002). Evaluation of the Leading Small Primary Schools Pilot Programme: Interim Report, Nottingham: NCSL.
  • Leask, M. and Kington, A. (2002). Raising Pupil Achievement and Supporting Community Regeneration: A role for primary school ICT provision. Slough: NfER.
  • Leask, M. and Kington, A. (2002). Integrating ICT into Teachers Practice. Slough: NfER/OECD.
  • Kington, A. (2001). Information and Communications Technology and whole school improvement: case studies of organisational change. Slough: NfER/IEA.
  • Kington, A. and Kendall, L. (2001). Headteachers' Main Concerns (Annual Survey of Trends in Education), Slough: NfER.
  • Kington, A. (2001). Teacher Recruitment and Retention (Annual Survey of Trends in Education), Slough: NfER
  • Kington, A., Harris, S. and Lee, B. (2001). ICT and innovative pedagogy: examples from case studies in two schools collected as part of the Second Information Technology in Education Study SITES) in England. Slough: NfER.
  • Kington, A. and Kendall, L. (2001). Information and Communications Technology (ICT) in the Primary School (Annual Survey of Trends in Education), Slough: NfER.