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Spicksley, Kathryn and Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 (2023) Two sustaining factors for new teachers. In: Oxfordshire Teaching School Hub TeachMeet, 7th December 2023, Online. (Unpublished)

Spicksley, Kathryn and Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 (2022) Silver linings? Teachers’ Reappraisals of Children’s Education in England during the First Covid-19 Pandemic Lockdown. In: COVID-19 and education in the Global North : storytelling and alternative pedagogies. Palgrave Macmillan, Basingstoke, pp. 27-60. ISBN 9783031024641 3031024648

Spicksley, Kathryn and Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 (2022) Dividing Teachers: Teacher Generations in Policy and Practice. In: Society for Educational Studies Annual Colloquium, September, 2022, University of Oxford. (Unpublished)

Spicksley, Kathryn (2021) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education. ISSN Print ISSN: 0142-5692 Online ISSN: 1465-3346

Watkins, Maxine, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Spicksley, Kathryn (2021) If there is a ‘firebreak’ lockdown this Autumn, teacher wellbeing and commitment can be supported by strong peer relationships and nurturing a sense of ‘we-ness’. BERA, BERA website.

Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Spicksley, Kathryn (2021) Collegial Support and Teacher Friendship during the Covid-19 pandemic: The altered state of teachers’ peer relationships as a result of lockdown. In: BERA Annual Conference., September 13th - 16th 2021, Online.

Spicksley, Kathryn, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Watkins, Maxine (2021) “We Will Appreciate Each Other More After This”: Teachers’ Construction of Collective and Personal Identities During Lockdown. Frontiers in Psychology, 12 (703404). ISSN Online: 1664-1078

Spicksley, Kathryn (2021) ‘A less unpalatable alternative’: Executive leaders strategically redefining their work in primary MATs. Management in Education, 36 (2). pp. 64-71. ISSN 0892-0206 Online: 1741-9883

Spicksley, Kathryn (2021) The promise of leadership: Policy, new teachers and ambition in primary Multi-Academy Trusts. Impact: Journal of the Chartered College of Teaching, 11. pp. 17-20.

Spicksley, Kathryn (2021) 'The very best generation of teachers ever': teachers in post-2010 ministerial speeches. Journal of Education Policy. ISSN Print: 0268-0939 Online: 1464-5106

Spicksley, Kathryn (2020) New Faces and Changing Places: Discourse, identity and early career primary teachers in post-2010 Multi-Academy Trusts. PhD thesis, University of Worcester.

Spicksley, Kathryn (2019) Teach First: What is it Doing? Practice: Contemporary Issues in Practitioner Education, 1 (1). pp. 9-20. ISSN Print: 2578-3858 Online: 2578-3866