| 1. | Colic in Babies: An NCT Evidence Based Briefing. | 548 | |
| 2. | A Baseline Review of the Literature on Effective Pedagogies for Gifted and Talented Students. (Occasional Paper 5). | 472 | |
| 3. | Using Problem-Based Learning (PBL) and a VLE to Promote Independent Learning | 413 | |
| 4. | Developing Teacher Education Across Europe: Experiences of Partnership Working | 403 | |
| 5. | Experiences of Education Professionals Supporting Learners with Additional Needs in European Union Partner Countries | 386 | |
| 6. | Engagement with School, Identity and Self-esteem:
Some Characteristics of Gifted and Talented Students in England (Occasional Paper 11). | 376 | |
| 7. | The Second Annual Survey of the Workloads and Support Needs of Gifted and Talented Coordinators in Secondary Schools in England (Occasional Paper 15). | 317 | |
| 8. | Personalised Learning: Ambiguities in Theory and Practice. (Occasional Paper 13). | 314 | |
| 9. | The Social Origins of Students Identified as Gifted and Talented in England: a Geo-demographic analysis. (Occasional Paper 8). | 312 | |
| 10. | The First Annual Survey on the Workloads and Support Needs of Gifted and Talented Co-ordinators in Secondary Schools in England.(Occasional Paper 4). | 302 | |
| 11. | The National Academy for Gifted and Talented Youth: Second Post-18 Annual Survey of Students (Occasional Paper 20). | 293 | |
| 12. | Personalised Learning: Ambiguities in Theory and Practice. | 283 | |
| 13. | Developing Expertise: School-based Case Studies. (Occasional Paper 12). | 279 | |
| 14. | Multiple Exceptionalities and the National Academy for Gifted and Talented Youth: Current Members’ Profiles | 273 | |
| 15. | The Effects of Lullaby Education on Infant Vocal Development | 271 | 174 |
| 16. | The Gifted and Talented Child: An Holistic View. | 271 | |
| 17. | Researching Colic: A Crying Matter. Part 2: Treatments. | 265 | |
| 18. | The Social Origins of Students Identified as Gifted and Talented in England: A Geo-Demographic Analysis’ | 265 | |
| 19. | The Effects of Musical and Voice “Fit” on Responses to Advertisements. | 262 | |
| 20. | Improving the Care Pathway for Women who Request Caesarean Section: An Experience-Based Co-Design Study | 259 | 91 |
| 21. | Raising the Quality of Creative Process and Product in Youth Theatre and Widening Representation and Access in Youth Theatre. | 258 | |
| 22. | Development and Initial Validation of the Music Mood-Regulation Scale (MMRS). | 258 | |
| 23. | Policy Implications of the First Annual Survey of the Workloads and Support Needs of Gifted and Talented Co-ordinators in Secondary Schools in England. (Occasional Paper 4a). | 255 | |
| 24. | Music Mentoring in Action | 243 | |
| 25. | Personalised Learning: Ambiguities in Theory and Practice | 241 | |
| 26. | The Social Origins of Students Identified as Gifted and Talented in England: A Geo-Demographic Analysis | 239 | |
| 27. | Mood Changes following Modern-dance Classes. | 237 | |
| 28. | Developing Expertise: Effective Pedagogy for Talented Young Singers | 228 | |
| 29. | Gender Diversity | 226 | |
| 30. | Researching Colic: A Crying Matter. Part 1: Causes and Risk Factors. | 225 | |
| 31. | The Education of Gifted and Talented Children: Some Deficiencies in Pedagogical Theorising | 217 | |
| 32. | Effective Pedagogy for Creative Learning: a Personalised Model | 217 | |
| 33. | An Interim HEFCE Evaluation of the CAPITAL Centre: Creativity and Performance In Teaching and Learning. | 216 | |
| 34. | Access and Excellence: Towards a National Debate of Youth Theatre Practices. | 210 | |
| 35. | Personalisation as a Framework for Visual and Performing Arts Education | 205 | |
| 36. | The Role of Symbolic Gesturing in Family Communication | 201 | 57 |
| 37. | The Role of Home Musical Environment and Parental Attitudes on Student Success in Music | 168 | |
| 38. | Socialising the Concept of ‘Giftedness’ in Music | 133 | |