论文

[1] Gardner J, O'Leary M & Yuan L (2021) Artificial intelligence in educational assessment: 'Breakthrough? Or buncombe and ballyhoo?'. Journal of Computer Assisted Learning, 37 (5), pp. 1207-1216. https://doi.org/10.1111/jcal.12577

[2] Page M, Gardner J & Booth J (2020) Validating written feedback in clinical formative assessment. Assessment & Evaluation in Higher Education, 45 (5), pp. 697-713. https://doi.org/10.1080/02602938.2019.1691974

[3] Gardner J (2016) Education in Northern Ireland since the Good Friday Agreement: Kabuki theatre meets danse macabre. Oxford Review of Education, 42 (3), pp. 346-361. https://doi.org/10.1080/03054985.2016.1184869

[4] Traynor M, Galanouli D, Gardner J & Corry R (2016) Why we need more research into Interprofessional education. British Journal of Nursing, 25 (21), pp. 1190-1195. https://doi.org/10.12968/bjon.2016.25.21.1190

[5] Byrne F, McSweeney K & Gardner J (2016) Washback effects and cognitive demand analysis of homework practice in Home Economics. International Journal of Home Economics, 9 (1), pp. 3-19. https://www.ifhe.org/47/

[6] Gardner J (2013) The public understanding of error in educational assessment. Oxford Review of Education, 39 (1), pp. 72-92. https://doi.org/10.1080/03054985.2012.760290

[7] Gardner J (2013) Editorial. Oxford Review of Education, 39 (1), pp. 1-3. https://doi.org/10.1080/03054985.2013.765228

[8] Donnelly R & Gardner J (2011) Content analysis of computer conferencing transcripts. Interactive Learning Environments, 19 (4), pp. 303-315. https://doi.org/10.1080/10494820903075722

[9] Gardner J (2011) Educational research: What (a) to do about impact. British Educational Research Journal, 37 (4), pp. 543-561. https://doi.org/10.1080/01411926.2011.596321

[10] Gardner J, Holmes B & Leitch R (2008) Where there is smoke, there is (the potential for) fire: Soft indicators of research and policy impact. Cambridge Journal of Education, 38 (1), pp. 89-104. https://doi.org/10.1080/03057640801890004

[11] Gardner J & Pollard A (2008) Knowledge transformation and impact. Cambridge Journal of Education, 38 (1), pp. 1-4. https://doi.org/10.1080/03057640801889931

[12] Gardner J & Gallagher T (2007) Gauging the deliverable? Educational research in Northern Ireland. European Educational Research Journal, 6 (1), pp. 101-114. https://doi.org/10.2304/eerj.2007.6.1.101

[13] Holmes B, Gardner J & Galanouli D (2007) Striking the right chord and sustaining successful professional development in information and communications technologies. Journal of In-Service Education, 33 (4), pp. 389-404. https://doi.org/10.1080/13674580701687799

[14] Leitch R, Gardner J, Mitchell S, Lundy L, Odena O, Galanouli D & Clough P (2007) Consulting pupils in Assessment for Learning classrooms: The twists and turns of working with students as co-researchers. Educational Action Research, 15 (3), pp. 459-478. https://doi.org/10.1080/09650790701514887

[15] Walsh G & Gardner J (2006) Teachers' readiness to embrace change in the early years of schooling: A Northern Ireland perspective. European Early Childhood Education Research Journal, 14 (2), pp. 127-140. https://doi.org/10.1080/13502930285209961

[16] Yuan L, Gardner J & Cowan P (2006) Examining trends in the use of computers in education in China from a Wood's National Policy Models perspective. Asia-Pacific Cybereducation Journal, 2 (2), pp. 81-92. http://db.koreascholar.com/?code=244062

[17] Walsh G & Gardner J (2005) Assessing the quality of early years learning environments. Early Childhood Research and Practice, 7 (1), pp. 27-57. http://ecrp.uiuc.edu/v7n1/Walsh.html

[18] Yuan L, Gardner J & Cowan P (2005) NOF ICT training for teachers in the UK: implications for the Chinese context: 1 - Overview of the New Opportunities Fund (NOF) programme. China Education Info, 2005 (9), pp. 60-65.

[19] Yuan L, Gardner J & Cowan P (2005) NOF ICT training for teachers in the UK: implications for the Chinese context: 2 - Programme implementation. China Education Info, 2005 (10), pp. 64-67.

[20] Yuan L, Gardner J & Cowan P (2005) NOF ICT training for teachers in the UK: implications for the Chinese context: 3 – Issues arising from the evaluation. China Education Info, 2005 (11), pp. 66-68.

[21] Gardner J & Cowan P (2005) The fallibility of high stakes '11-plus' testing in Northern Ireland. Assessment in Education, 12 (2), pp. 145-165. https://doi.org/10.1080/09695940500143837

[22] Gardner J & Galanouli D (2004) Research into information and communications technology in education: disciplined inquiries for telling stories better. Technology, Pedagogy and Education, 13 (2), pp. 147-161. https://doi.org/10.1080/14759390400200177

[23] Galanouli D, Murphy C & Gardner J (2004) Teachers' perceptions of the effectiveness of ICT-competence training. Computers and Education, 43 (1-2), pp. 63-79. https://doi.org/10.1016/j.compedu.2003.12.005

[24] Sinclair M, Gillen PA, Gardner J, Boreland Z & Hood RJ (2002) Key issues in delivering midwife-led care: data from telephone interviews across the UK. Midwives, 5 (12), pp. 426-428.

[25] Sinclair M & Gardner J (2001) Midwives' perceptions of the use of technology in assisting childbirth in Northern Ireland. Journal of Advanced Nursing, 36 (2), pp. 229-236. https://doi.org/10.1046/j.1365-2648.2001.01963.x

[26] McMahon J, Gardner J, Gray C & Mulhern G (1999) Barriers to student computer usage: Staff and student perceptions. Journal of Computer Assisted Learning, 15 (4), pp. 302-311. https://doi.org/10.1046/j.1365-2729.1999.00105.x

[27] Gray C & Gardner J (1999) The Impact of School Inspections. Oxford Review of Education, 25 (4), pp. 455-468. https://doi.org/10.1080/030549899103928

[28] Sinclair M & Gardner J (1999) Planning for information technology key skills in nurse education. Journal of Advanced Nursing, 30 (6), pp. 1441-1450. https://doi.org/10.1046/j.1365-2648.1999.01218.x

[29] Gardner J & McClune B (1999) CREDIT to classrooms: an evidence base for pedagogical development. Computers and Education, 33 (2-3), pp. 217-222. https://doi.org/10.1016/S0360-1315%2899%2900034-2

[30] Sinclair M & Gardner J (1997) Nurse teachers' perceptions of information technology: A study of nurse teachers in Northern Ireland. Journal of Advanced Nursing, 25 (2), pp. 372-376. https://doi.org/10.1046/j.1365-2648.1997.1997025372.x

[31] Gardner J (1995) Guest Editorial: IT trends in teacher education worldwide. Journal of Computer Assisted Learning, 11 (1), pp. 1-2. https://doi.org/10.1111/j.1365-2729.1995.tb00108.x

[32] Sakamoto T & Gardner J (1995) Informatics in teacher education in Japan. Journal of Computer Assisted Learning, 11 (1), pp. 35-39. https://doi.org/10.1111/j.1365-2729.1995.tb00112.x

[33] Gardner J & McNally H (1995) Supporting school-based initial teacher training with interactive video. British Journal of Educational Technology, 26 (1), pp. 30-41. https://doi.org/10.1111/j.1467-8535.1995.tb00118.x

[34] Gardner J (1994) The impact of IT on pupils' learning. Journal of Computer Assisted Learning, 10 (4), pp. 263-264. https://doi.org/10.1111/j.1365-2729.1994.tb00301.x

[35] Gardner J, Morrison H, Jarman R, Reilly C & McNally H (1994) Learning with portable computers. Computers and Education, 22 (1-2), pp. 161-171. https://doi.org/10.1016/0360-1315%2894%2990084-1

[36] Morrison H, Gardner J & McBride C (1993) Delivering the shape and space programme of study in the UK national mathematics curriculum using Zeno. International Journal of Mathematical Education in Science and Technology, 24 (6), pp. 853-862. https://doi.org/10.1080/0020739930240610

[37] Morrison H, Gardner J, Reilly C & McNally H (1993) The impact of portable computers on pupils’ attitudes to study. Journal of Computer Assisted Learning, 9 (3), pp. 130-140. https://doi.org/10.1111/j.1365-2729.1993.tb00099.x

[38] Gardner J (1993) Information technology in a curriculum straightjacket?. British Journal of Educational Technology, 24 (3), pp. 217-218. https://doi.org/10.1111/j.1467-8535.1993.tb00079.x

[39] Gardner J, Morrison H & Jarman R (1993) The impact of high access to computers on learning in mathematics, English and science. Journal of Computer Assisted Learning, 9 (1), pp. 2-16. https://doi.org/10.1111/j.1365-2729.1993.tb00259.x

[40] Jarman R & Gardner J (1993) Pointing to the future. Explorations in Science 3-13, 5 (5), pp. 20-22.

[41] Gardner J (1992) Portable computers: some issues from classroom based research. Learning Resources Journal, 8 (3), pp. 52-55.

[42] McMullan T & Gardner J (1992) Administrative informatics in schools: the Northern Ireland CLASS project. Education and Computing, 8 (1-2), pp. 89-95. https://doi.org/10.1016/0167-9287%2892%2980016-5

[43] Reilly C & Gardner J (1992) Laptop computers and teaching writing skills. British Journal of Educational Technology, 23 (2), pp. 145-146. https://doi.org/10.1111/j.1467-8535.1992.tb00323.x

[44] Jarman R & Gardner J (1992) Picking up the PCs. Explorations in Science 3-13, 4 (16), pp. 20-21.

[45] McKeown A & Gardner J (1991) Evaluating Technology Based Training (TBT): The issues and methods. Computers and Education, 16 (1), pp. 51-55. https://doi.org/10.1016/0360-1315%2891%2990041-O

[46] Gardner J & Salters J (1990) Information technology in education and teacher education in France. European Journal of Teacher Education, 13 (3), pp. 161-172. https://doi.org/10.1080/0261976900130308

[47] D'Arcy J & Gardner J (1988) Learning from teachers: Teachers' perspectives of relevant courseware and training provision. Computers and Education, 12 (2), pp. 321-326. https://doi.org/10.1016/0360-1315%2888%2990009-7

[48] McKay G, Blair HS & Gardner J (1987) Two resistance mass transport model for the adsorption of acid dye onto chitin in fixed beds. Journal of Applied Polymer Science, 33 (4), pp. 1249-1257. https://doi.org/10.1002/app.1987.070330416

[49] Diamond D & Gardner J (1986) Microcomputer aided gas chromatography for schools. Education in Chemistry, 23 (1), pp. 12-14.

[50] Gardner J, McEwen A & Curry CA (1986) A sample survey of attitudes to computer studies. Computers and Education, 10 (2), pp. 293-298. https://doi.org/10.1016/0360-1315%2886%2990030-8

[51] Gardner J (1986) CAL in-service and the visual arts. Journal of Computer Assisted Learning, 2 (1), pp. 8-21. https://doi.org/10.1111/j.1365-2729.1986.tb00059.x

[52] McKay G, Blair HS, Gardner J & McConvey IF (1985) Two-resistance mass transfer model for the adsorption of various dyestuffs onto chitin. Journal of Applied Polymer Science, 30 (11), pp. 4325-4335. https://doi.org/10.1002/app.1985.070301111

[53] Gardner J (1984) Computer-Assisted Learning and In-Service Teacher Training. British Journal of Educational Technology, 15 (3), pp. 175-182. https://doi.org/10.1111/j.1467-8535.1984.tb00233.x

[54] McKay G, Blair HS & Gardner J (1984) The adsorption of dyes onto chitin in fixed bed columns and batch adsorbers. Journal of Applied Polymer Science, 29 (5), pp. 1499-1514. https://doi.org/10.1002/app.1984.070290504

[55] McKay G, Blair HS & Gardner J (1983) Rate studies for the adsorption of dyestuffs onto chitin. Journal of Colloid And Interface Science, 95 (1), pp. 108-119. https://doi.org/10.1016/0021-9797%2883%2990078-4

[56] McKay G, Blair HS & Gardner J (1983) The adsorption of dyes in chitin. III. Intrap diffusion processes. Journal of Applied Polymer Science, 28 (5), pp. 1767-1778. https://doi.org/10.1002/app.1983.070280519

[57] McKay G, Blair HS & Gardner J (1982) Adsorption of dyestuffs onto chitin. External mass transfer processes. Journal of Applied Polymer Science, 27 (11), pp. 4251-4261. https://doi.org/10.1002/app.1982.070271116

[58] McKay G, Blair HS & Gardner J (1982) Adsorption of dyes on chitin. I. Equilibrium studies. Journal of Applied Polymer Science, 27 (8), pp. 3043-3057. https://doi.org/10.1002/app.1982.070270827

[59] Gardner J, Fulton J & Best J (1993) Trends and Tensions in IT policy in universities. Higher Education Quarterly, 47 (3), pp. 259-273. https://doi.org/10.1111/j.1468-2273.1993.tb01627.x

[60] Gardner J (2008) Changing assessment practice. DCELLS Autumn Newsletter. 2008.

[61] Gardner J (2008) Time to pull together. Make the Grade. 2008, pp. 30-31.

[62] Gardner J (2007) Is teaching a partial profession?. Make the Grade. 06.2007, pp. 18-22.

专著

学术专著

[1] Gardner J (2021) Universities as Catalysts of Post-Covid Recovery and Renewal in Communities. In: Bergan S, Gallagher T, Harkavy I, Munck R & Van't Land H (eds.) Building a More Sustainable and Democratic Future: Higher Education's Response to the COVID-19 Pandemic. Council of Europe Higher Education Series, 25. [2] Brussels: Council of Europe Publications. https://book.coe.int/en/higher-education-and-research/9141-higher-education-s-response-to-the-covid-19-pandemic-building-a-more-sustainable-and-democratic-future-council-of-europe-higher-education-series-no-25.html

[3] Gardner J (2016) The public understanding of error in educational assessment. In: Gardner J (ed.) The Public Understanding of Assessment. London: Routledge. https://www.routledge.com/The-Public-Understanding-of-Assessment/Gardner/p/book/9781138188778

[4] Gardner J (2016) Introduction. In: Gardner J (ed.) The Public Understanding of Assessment. London: Routledge. https://www.routledge.com/The-Public-Understanding-of-Assessment/Gardner/p/book/9781138188778

[5] Gardner J & Galanouli D (2016) Teachers' Perceptions of Assessment. In: Wyse D, Hayward L & Pandya J (eds.) Sage Handbook of Curriculum, Pedagogy and Assessment. London: SAGE, pp. 710-724. https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-curriculum-pedagogy-and-assessment-2v/book242832#contents

[6] Gardner J (2012) Assessment for learning: a compelling conceptualization. In: Gardner J (ed.) Assessment and Learning. 2nd ed. London: SAGE, pp. 279-286. http://www.uk.sagepub.com/books/Book235374

[7] Gardner J (2012) Assessment and learning: an introduction. In: Gardner J (ed.) Assessment and Learning. 2nd ed. London: SAGE, pp. 1-8. http://www.uk.sagepub.com/books/Book235374

[8] Gardner J, Harlen W, Hayward L & Stobart G (2011) Engaging and Empowering Teachers in Innovative Assessment Practice. In: Berry R & Adamson R (eds.) Assessment Reform in Education: Policy and Practice. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 14. Dordrecht: Springer, pp. 105-120. http://www.springer.com/education+%26+language/book/978-94-007-0728-3

[9] Gardner J & Holmes B (2010) Students' rights in assessment and evaluation. In: Peterson P, Baker E & McGaw B (eds.) International Encyclopedia of Education. 3rd ed. Amsterdam: Elsevier, pp. 378-383. http://dx.doi.org/10.1016/B978-0-08-044894-7.00353-5; https://doi.org/10.1016/B978-0-08-044894-7.00353-5

[10] Gardner J (2010) Developing teacher assessment: an Introduction. In: Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (eds.) Developing Teacher Assessment. Maidenhead, England: McGraw Hill/Open University Press, pp. 1-11.

[11] Harlen W & Gardner J (2010) Assessment to support learning. In: Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (eds.) Developing Teacher Assessment. Maidenhead, England: McGraw Hill/Open University Press, pp. 15-28.

[12] Gardner J (2010) What is innovative about teacher assessment?. In: Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (eds.) Developing Teacher Assessment. Maidenhead, England: McGraw Hill/Open University Press, pp. 71-84. https://www.mheducation.co.uk/9780335237838-emea-developing-teacher-assessment-group

[13] Gardner J (2010) Teachers as self-agents of change. In: Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (eds.) Developing Teacher Assessment. Maidenhead, England: McGraw Hill/Open University Press, pp. 130-138. https://www.mheducation.co.uk/9780335237838-emea-developing-teacher-assessment-group

[14] Gardner J (2010) Appendix 2: A professional development template. In: Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (eds.) Developing Teacher Assessment. Maidenhead, England: McGraw Hill/Open University Press, pp. 174-178.

[15] Gardner J & Holmes B (2010) Students’ rights in assessment and evaluation. In: Peterson PE, Baker E & McGaw B (eds.) International Encyclopaedia of Education, Volume 3. 3rd ed. Oxford: Elsevier, pp. 378-383. https://www.sciencedirect.com/referencework/9780080448947/international-encyclopedia-of-education#book-info

[16] Holmes B, Huet I, Leahy D, Gardner J, Dolan D & Tavares J (2009) Elearning in European Higher Education: An Analysis of Present Practice in Ireland, Portugal, and the UK, with Lessons for the Bologna Process. In: Fegan J & Field M (eds.) Education Across Borders: Politics, Policy and Legislative Action. Amsterdam: Springer, pp. 93-113. http://link.springer.com/chapter/10.1007/978-1-4020-9411-8_7#

[17] Gardner J (2007) Teachers’ summative assessments of students’ learning. In: Davies A & Busick K (eds.) Classroom Assessment: What's Working in High Schools. Vancouver Island: Connections Publishing, pp. 96-110.

[18] McLernon H, Gardner J & Ferguson J (2007) The journey to literacy: success for children with moderate learning difficulties. In: Dwyer B & Shiel G (eds.) Literacy at the Crossroads: Moving Forward, Looking Back. Dublin: Reading Association of Ireland, pp. 100-119. https://www.literacyireland.com/resources-1

[19] Burnett C & Gardner J (2006) The one less travelled by …: the experience of Chinese students in a UK university. In: Byram M & Feng A (eds.) Living and Studying Abroad: Research and Practice. Languages for intercultural communication and education, 12. Clevedon: Multilingual Matters, pp. 64-90. http://www.multilingual-matters.com/display.asp?K=9781853599118

[20] McLernon H, Ferguson J & Gardner J (2005) Phono-Graphix: Rethinking the reading curriculum. In: Kennedy E & Hickey T (eds.) Learning to Read and Reading to Learn. Dublin: Reading Association of Ireland, pp. 38-47.

[21] Gardner J & Walsh P (2000) ICT and Worldmindedness. In: Bailey RP (ed.) Teaching Values and Citizenship across the Curriculum: Educating Children for the World. Kogan Page Teaching Series. London: Kogan Page Limited, pp. 80-91.

[22] Morrison H & Gardner J (1999) Assuring technical validity in quantitative studies of the educational impact of IT-supported learning environments. In: Manning S (ed.) Proceedings of WIFO Symposium (Dresden): The Impact of Information Technology on Education: Empirical Studies in European Countries. Berlin: Wissenschaftsforum Bildung und Gesellschaft e.V, pp. 51-58.

[23] Gardner J (1997) ILS and Under-achievers. In: Underwood J & Brown J (eds.) Integrated Learning Systems: Potential into Practice. Londong: Heinemann, pp. 88-102.

[24] Gardner J (1996) Information Technology in Special Education. In: Clarkson P & Toomey R (eds.) Computing Across the Secondary Curriculum: A Review of Research. Melbourne: Deakin University Printery, pp. 252-280.

[25] McMahon J & Gardner J (1995) Facilitating and inhibiting factors in student computer usage. In: O'Hagan C (ed.) Empowering Teachers and Learners through Technology. SEDA Paper, 90. Staff and Educational Development Association, pp. 29-35.

[26] Gardner J, Morrison H, Jarman R, Reilly C & McNally H (1994) Learning with Portable Computers. In: Kibby M & Hartley J (eds.) Computer Assisted Learning: CAL into the Mainstream: Selected Contributions from the CAL 93 Symposium: 5-8 April 1993, University of York. Oxford: Pergamon, pp. 161-171.

[27] Gardner J (1993) PGCE students with portable computers. In: Ordidge I & France S (eds.) Portable Computers in Initial Teacher Education. Portables Series. Coventry: National Council for Educational Technology (NCET), pp. 18-20.

[28] Gardner J (1993) Information technology in the curriculum. In: Caul L (ed.) A Common Curriculum: the Case of Northern Ireland. Belfast: Stranmillis College Learning Resources Unit, pp. 49-63.

[29] Gardner J, Morrison H & Jarman R (1992) Pupil learning and access to information technology through portable computers. In: Proceedings of the 9th International Conference on Technology in Education (Paris), Volume 2, pp. 1051-1053.

[30] Morrison H, Gardner J & Fulton J (1992) School-based assessment of the National Curriculum: the design of powerful criterion referenced instruments. In: British Educational Research Association Conference Archives. London: British Educational Research Association.

[31] Gardner J & Munroe G (1992) Authoring and authoring systems. In: CTISS File13. CTISS Filej, 13. Oxford: CTISS, University of Oxford, pp. 45-46.

[32] Gardner J & McKeown A (1989) Computer based training in the United Kingdom. In: Collins J (ed.) Proceedings of the Sixth International Conference on Technology and Education. Education Resources Information Center (ERIC ), pp. 234-237.

[33] Gardner J, Fulton J & Megarity M (1988) The in-service education of teachers (INSET) in information technology (IT): a UK perspective. In: Lovis F & Tagg D (eds.) [34] Computers in education: proceedings of the IFIP TC 3 1st European Conference on Computers in Education--ECCE 88, Lausanne, Switzerland, 24-29 July, 1988. Amsterdam: Elsevier, pp. 131-138.

[35] Gardner J & Paisley R (1987) Microcomputer graphics in art and design education. In: Lewis R & Tagg E (eds.) Trends in Computer Assisted Education. Blackwell Scientific, pp. 77-87.

[36] Gardner J (1987) Information technology in advanced teacher education. In: Aston M & Templeton R (eds.) Information Technology and Teaching in the European Community. Hatfield: EUROTECNET Publication, pp. 217-219.

[37] Morrison H & Gardner J (1994) The impact of access to portable computers on pupils’ cognitive and affective development. In: Singleton C (ed.) Computers and Dyslexia. Kingston upon Hull: University of Hull, pp. 78-87.

[38] Gardner J (ed.) (2016) The Public Understanding of Assessment. London: Routledge. https://www.routledge.com/The-Public-Understanding-of-Assessment/Gardner/p/book/9781138188778

[39] Gardner J (ed.) (2014) Assessment in Education, Four-Volume Set. SAGE Library of Educational Thought and Practice. London: SAGE. https://uk.sagepub.com/en-gb/eur/assessment-in-education/book241255

[40] (2012) Assessment and Learning, 2nd ed. London: SAGE. http://www.uk.sagepub.com/books/Book235374?siteId=sage-uk&prodTypes=any&q=Assessment+and+Learning+&fs=1

[41] Gardner J (ed.) (1995) Understanding Computer Based Learning. Sheffield: UCoSDA.

[42] Gardner J & Birch J (eds.) (1986) Information Technology in Northern Ireland Education. Belfast: Northern Ireland Council for Educational Development.

[43] White J & Gardner J (2012) The Classroom X-Factor: The Power of Body Language and Non-verbal Communication in Teaching. London and New York: Routledge. http://www.routledge.com/books/details/9780415593151/

[44] Gardner J, Harlen W, Hayward L, Stobart G & Montgomery M (2010) Developing Teacher Assessment. Maidenhead: Open University Press. http://www.mcgraw-hill.co.uk/html/0335237835.html

[45] Holmes B & Gardner J (2006) e-Learning: Concepts and Practice. London: SAGE. http://www.uk.sagepub.com/booksProdDesc.nav?prodId=Book227967

[46] Gardner J & Leitch R (2001) Education 2020: A Millennium Vision. Belfast: Blackstaff Press.

[47] Gardner J, Sutherland A & Meenan-Strain C (1998) Reading Recovery in Northern Ireland: The First Two Years. Belfast: Blackstaff Press.

[48] Nicholls G & Gardner J (1998) Pupils in Transition: Moving between Key Stages. London: Routledge. http://www.routledge.com/books/details/9780415174671/

[49] Gardner J & Megarity M (1987) Information technology and in-service teacher education. ITE Occasional Papers. Lancaster: Lancaster University/Economic and Social Research Council Information Technology in Education.

[50] Gardner J, Morrison H, Jarman R, Reilly C & McNally H (1993) Personal Portable Computers and the Curriculum. SCRE Publication, 120. Glasgow: Scottish Council for Research in Education.

研究报告

[1] Devlin G, Galanouli D, Gardner J, Knipe D, McCrystal L, McNair V, McPhilemy R & Walsh G (2011) Teachers’ Voice 2010: a Report of the GTCNI [Teachers’ Voice 2010: a Report of the General Teaching Council for Northern Ireland]. Gardner J (Editor), Galanouli D (Editor) & Devlin G G (Editor) General Teaching Council for Northern Ireland. General Teaching Council for Northern Ireland.

http://www.gtcni.org.uk/publications/uploads/document/Teachers%20Voice%20Survey%20Report%20Bookmarked.pdf

[2] Gardner J (2010) Report from the Working Group on the InCAS Errors of October 2009. Department of Education for Northern Ireland. http://www.deni.gov.uk/incas_working_group_report.pdf

[3] Gardner J, Holmes B & Leitch R (2009) Assessment and Social Justice. National Foundation for Educational Research. Futurelab literature review, Report 16. Slough: Futurelab. https://www.nfer.ac.uk/assessment-and-social-justice/

[4] Mansell W, James M, Baird J, Black P, Daugherty R, Ecclestone K, Gardner J, Harlen W, Hayward L, Newton P & Stobart G (2009) Assessment in schools: Fit for purpose? A Commentary by the Teaching and Learning Research Programme. Economic and Social Research Council. TLRP Commentaries, 13. Teaching and Learning Research Programme (TLRP). http://www.tlrp.org/pub/documents/assessment.pdf

[5] Gardner J (2009) Welsh Education Research Network, WERN: Phase II Evaluation. Queen's University School of Education.

[6] Galvin C, Anderson J, Gardner J, Moyle K, McMorrough A & Mitchell S (2009) Valuing Education Technology in Schools in Ireland North and South: a report for the Standing Conference on Teacher Education, North and South (SCoTENS). The Standing Conference on Teacher Education, North and South. Armagh, Ireland: The Standing Conference on Teacher Education, North and South (SCoTENS). http://scotens.org/measuring-the-value-of-education-technologies-in-ireland-north-and-south-mvet-ireland/

[7] Stanley G, MacCann R, Gardner J, Reynolds L & Wild I (2009) Review of Teacher Assessment: Evidence of What Works Best and Issues for Development. Qualifications and Curriculum Authority (QCA). Oxford University Centre for Educational Assessment. http://oucea.education.ox.ac.uk/wordpress/wp-content/uploads/2011/01/2009_03-Review_of_teacher_assessment-QCA.pdf

[8] Gardner J, Harlen W, Hayward L & Stobart G (2008) Changing Assessment Practice: Process, Principles and Standards. Assessment Reform Group. Assessment Reform Group. https://www.nuffieldfoundation.org/project/analysis-and-review-of-innovations-in-assessment-aria

[9] Gardner J (2008) The Welsh Education Research Network (Oct 2007-June 2008): An Evaluation. Queen's University School of Education.

[10] Gardner J (2007) Analysis of the Options Set Out in the document: ‘Matching Pupils to Schools: Towards a Twenty-First Century Solution’. Department of Education - Northern Ireland. Association for Quality Education. http://gtcni.openrepository.com/gtcni/bitstream/2428/47761/1/AQE_Paper_Analysis_of_Option.pdf

[11] Bartlett D, Black P, Daugherty R, Ecclestone K, Harlen W, English J, Gardner J, James M, Hutchinson C, Newton P, Montgomery M, Sebba JC, Roberts C, Ryder J, Stobart G & Whipp A (2006) The Role of Teachers in the Assessment of Learning. Nuffield Foundation and Institute of Education, London. http://www.nuffieldfoundation.org/sites/default/files/files/The-role-of-teachers-in-the-assessment-of-learning.pdf

[12] Gardner J, Mallon M, Cowan P & McArdle M (2005) Evaluating the Potential for Virtual Learning Environments: A VLE for teaching citizenship. Department of Education - Northern Ireland. Research Briefing, 5/2005. Northern Ireland Statistics and Research Agency. http://www.deni.gov.uk/vle_final.pdf

[13] Holmes B, Gardner J, Galanouli D & Leitch R (2005) Making Educational Research Accessible: a Survey of Stakeholder Views on the Potential for Creating a Northern Ireland Repository for Education-related Research. General Teaching Council for Northern Ireland.

[14] Gardner J, Leitch R & Galanouli D (2005) An Evaluation of the Consumer Skills for All Programme. General Consumer Council for Northern Ireland. The Consumer Council. http://gtcni.openrepository.com/gtcni/bitstream/2428/8314/1/GCCNI%20CSFA%20Executive%20Summary%202005.pdf

[15] Black P, Daugherty R, Ecclestone K, Gardner J, Harlen W, James M, Sebba JC & Stobart G (2004) A Systematic Review of the Evidence of the Impact on Students, Teachers and the Curriculum of the Process of Using Assessment by Teachers for Summative Purposes. EPPI-Centre, University of London. http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/assessment/assessment_protocol4.pdf

[16] Bevan RM, Daugherty R, Dudley P, Gardner J, Harlen W & Stobart G (2004) A Systematic Review of the Evidence of Reliability and Validity of Assessment by Teachers Used for Summative Purposes. EPPI-Centre, University of London. https://eppi.ioe.ac.uk/eppi/Evidence/EPPI_reviews/Assessment/Review3/ass_rv3.pdf

[17] Harlen W, Crick RD, Black P, Broadfoot P, Daugherty R, Gardner J, James M, Stobart G & Wiliam D (2003) A Systematic Review of the Impact on Students and Teachers of the Use of ICT for Assessment of Creative and Critical Thinking Skills. EPPI-Centre, University of London. http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=sVOeV1BF0Vw%3D&tabid=109&mid=916

[18] Gardner J (2002) An Analysis of the Post-Primary Review Body Consultation on Assessment for Selection: Education for the 21st Century. Northern Ireland Assembly.

Broadfoot P, Daugherty R, Gardner J, Harlen W, James M & Stobart G (2002) Assessment for Learning: 10 Principles. Assessment Reform Group. Nuffield Foundation and University of Cambridge. http://assessmentreformgroup.files.wordpress.com/2012/01/10principles_english.pdf

[19] Black P, Broadfoot P, Daugherty R, Gardner J, Harlen W, James M, Stobart G & Wiliam D (2002) Testing, Motivation and Learning. Assessment Reform Group. Nuffield Foundation and University of Cambridge. http://assessmentreformgroup.files.wordpress.com/2012/01/tml.pdf

[20] Harlen W, Crick RD, Broadfoot P, Daugherty R, Gardner J, James M & Stobart G (2002) A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning. EPPI-Centre, University of London. https://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=Pbyl1CdsDJU%3D&tabid=108&mid=1003

[21] Gardner J, Leitch R & Mitchell S (2001) Consumer Skills for All: A report by the General Consumer Council for Northern Ireland. General Consumer Council for Northern Ireland. http://gtcni.openrepository.com/gtcni/bitstream/2428/8312/1/GCCNI%20consumer%20skills%20for%20all%202001.pdf

[22] Sinclair M, Gardner J, Mackin P, Boreland Z & Hood R (2001) Aspects of Maternity Care in Down Lisburn Trust: Analyses of the Records of Maternity Patients Deemed as Low-Risk on Admission and of Former Patients’ Perceptions of Maternity Care. Downe Lisburn Trust (Northern Ireland). http://www.doctoralmidwiferysociety.org/Recent_Papers.aspx

[23] Gardner J & Cowan P (2000) Testing the Test: A Study of the Reliability and Validity of the Northern Ireland Transfer Procedure Test in Enabling the Selection of Pupils for Grammar School Places. Queen's University Belfast. Queen's University Belfast. http://files.eric.ed.gov/fulltext/ED467432.pdf

[24] Gardner J & Leitch R (1999) Evaluation of the Northern Ireland Summer Literacy and Numeracy Schemes: Summer 1999. Department of Education - Northern Ireland. http://gtcni.openrepository.com/gtcni/bitstream/2428/8347/1/Summer%20literacy%26numeracy%20scheme%20evaluation%201999.pdf

[25] Broadfoot P, Daugherty R, Gardner J, Gipps C, Harlen W, James M & Stobart G (1999) Assessment for Learning: Beyond the Black Box. Nuffield Foundation and University of Cambridge. http://www.nuffieldfoundation.org/sites/default/files/files/beyond_blackbox.pdf

[26] Gardner J & Leitch R (1998) Evaluation of the Northern Ireland Summer Literacy and Numeracy Schemes Pilot: Summer 1998. Department of Education - Northern Ireland. http://gtcni.openrepository.com/gtcni/bitstream/2428/8346/1/Summer%20literacy%26numeracy%20scheme%20evaluation%201998.pdf

[27] Gardner J (1997) Mid-term Evaluation of Caribbean Examinations Council Development Project. Delegation of the European Union to Barbados and the Eastern Caribbean.

[28] Sutherland A, Gardner J & Meenan-Strain C (1996) Reading Recovery in Northern Ireland: the First Two Years. Making Belfast Work Initiative.

[29] Sutherland A, Johnston L & Gardner J (1996) The Transition from Key Stage 2 to Key Stage 3. Northern Ireland Council for Curriculum, Examinations and Assessment. Northern Ireland Council for Curriculum, Examinations and Assessment. https://ccea.org.uk/

[30] Lowden K, Powney J, Gardner J & Mark RDA (1995) Adult Literacy and Numeracy in Northern Ireland: Meeting the Needs of Participants. SCRE Research Report, No 70. Scottish Council for Research in Education.

[31] Gardner J & McNally H (1993) Interactive Video and Staff Development. National Council for Educational Technology.

[32] Gardner J, Morrison H, Jarman R, Reilly C & McNally H (1993) Portable Computers in the Curriculum: The PLAIT Research Project. National Council for Educational Technology.

[33] Gardner J, Morrison H, Jarman R, Reilly C & McNally H (1992) Pupils’ Learning and Access to Information Technology: an Evaluation. Department of Education - Northern Ireland. Collected Original Resources in Education, 17 (3) Fiche 3 F08. http://gtcni.openrepository.com/gtcni/bitstream/2428/8353/1/PLAIT%20Full%20Report%20-%201992.pdf

[34] Gardner J & McNally H (1991) An Evaluation of the Student Workstation Programme at The Queen’s University of Belfast. Department of Education - Northern Ireland.

[35] Gardner J (1989) Information Technology: a Cross-Curricular Theme. A Report of the Cross Curricular Working Group to the Parliamentary Under Secretary of State for Education. Northern Ireland Curriculum Council.

会议

[1] McSweeney K & Gardner J (2018) Lesson Study Matters in Ireland. In: Dislere V (ed.) Rural Environment, Education, Personality (REEP): Proceedings of the International Scientific Conference, volume 11. Rural Environment Education Personality (REEP) Proceedings, 11. Rural Environment. Education. Personality (REEP 2018), Jelgava, Latvia, 11.05.2018-12.05.2018. Jelgava, Latvia: Latvia University of Life Sciences and Technologies, pp. 304-313. https://doi.org/10.22616/reep.2018.037

[2] Holmes B, Gardner J, Galanouli D & Leitch R (2007) Creating a Communally Constructed Digital Repository: Exploring issues in Accessibility and Sustainability of Online Research Databases. In: Bastiaens T & Carliner S (eds.) E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 15, 2007 in Quebec City, Canada, volume 2007. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Quebec City, Canada, 15.10.2007-15.10.2007. Chesapeake, VA: AACE, pp. 7444-7452.

[3] Gardner J (1995) Statutory information technology: the response of UK schools. In: Proceedings of International Conference for Computers in Education ICCE 1995. International Conference for Computers in Education 1995, Singapore, pp. 7-13.

[4] Scott T & Gardner J (1994) Utilizing Advanced Telecommunications for University Collaboration. In: Proceedings of International Conference on University-Enterprise Information Systems 1994. International Conference on University-Enterprise Information Systems 1994, Graz, Austria, pp. 26-33.

[5] Gardner J & McNally H (1990) Implementing computing in the curriculum: one university’s approach. In: Proceedings of the Workshop on Computer Literacy. Workshop on Computer Literacy 1990, University of Durham. University of Durham, pp. 17-21.

[6] Gardner J & McBride F (eds.) (1990) Computing Across the University Curriculum: Proceedings of the Symposium on Computers in Higher Education Teaching and Learning. Symposium on Computers in Higher Education Teaching and Learning, Belfast. Oxford: CTISS Publications.

[7] Gardner J & Leitch R (2004) Teaching in a Climate of Change: Developments Affecting the Lives of Teachers in Northern Ireland. International Conference on Teaching and Teacher Education in the 21st Century, 2004, Tokyo. Educational Research, 46.

[8] Gardner J & McMullan T (1990) Computer literacy in UK education: an evolving strategy. EURIT90, A European Conference on Technology and Education, Herning, Denmark, 23.04.1990-27.04.1990. https://eric.ed.gov/?id=ED327165