Vincent, K. 2021. Talking about teaching: unmasking ‘pedactivist’ pedagogy in university-based English early childhood initial teacher educators’ narratives. PhD Thesis Canterbury Christ Church University School of Humanities and Education Studies
Jordan-Daus, K., Austin, L., Clemmey, K., Shearman, J. and Vincent, K. 2021. These are our stories: waving not drowning as we navigate Covid:19 as leadership 'professionals'. Practice: Contemporary Issues in Practioner Education. https://doi.org/10.1080/25783858.2021.1993750
Vincent, K. 2014. How do teacher educators enact a pedagogy of play within a higher education context?
A small-scale self-study into the effectiveness of pedagogical approaches taken with student teachers of young children.
Hammond, S. and Vincent, K. 2011. Chapter 4: Playground games as a foundation for literacy lessons. in: Bower, V. (ed.) Creative Ways to Teach Literacy: Ideas for Children aged 3-11 London SAGE Publications Ltd. pp. 35-44
Vincent, K. 2014. Chapter 4: Seamless transition from the foundation stage to year 1 (ages three to six). in: Bower, V. (ed.) Developing Early Literacy 0-8: From theory to practice London SAGE Publications Ltd. pp. 53-67
Taylor, H., Harris, A., Donaldson, G., Wild, J., Vincent, K., Wiseman, C., Stone, P., O'Sullivan, L. and Price, B. Harris, A. and Taylor, H. (ed.) 2014. Learning and teaching mathematics 0-8. London SAGE Publications Ltd.