2023

• Armstrong, A., Johansson-Fua, S., Armstrong, D. (2023). Reconceptualising inclusive education in the Pacific. International Journal of Inclusive Education, 27(11), 1177-1190. [More Information]

2018

• Li, H., Bottrell, D., Armstrong, D. (2018). Understanding the pathways to resilience: Voices from Chinese adolescents. Young: Nordic journal of youth research, 26(2), 126-144. [More Information]

2017

• Collie, R., Martin, A., Bottrell, D., Armstrong, D., Ungar, M., Liebenberg, L. (2017). Social support, academic adversity and academic buoyancy: A person-centred analysis and implications for academic outcomes. Educational Psychology, 37(5), 550-564. [More Information]

2016

• Miskolci, J., Armstrong, D., Spandagou, I. (2016). Teachers' Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia). Journal of Teacher Education for Sustainability, 18(2), 53-65. [More Information]

2015

• Martin, A., Bottrell, D., Armstrong, D., Mansour, M., Ungar, M., Liebenberg, L., Collie, R. (2015). The role of resilience in assisting the educational connectedness of at-risk youth: A study of service users and non-users. International Journal of Educational Research, 74, 1-12. [More Information]

2014

• Li, H., Walker, R., Armstrong, D. (2014). International note: Parenting, academic achievement and problem behaviour among Chinese adolescents. Journal of Adolescence, 37(4), 387-389. [More Information]

2012

• France, A., Bottrell, D., Armstrong, D. (2012). A Political Ecology of Youth and Crime. Basingstoke: Palgrave Macmillan. [More Information]
• Armstrong, D., Cairnduff, A. (2012). Inclusion in higher education: issues in university-school partnership. International Journal of Inclusive Education, 16(9), 917-928. [More Information]
• Bottrell, D., Armstrong, D. (2012). Local Resources and Distal Decisions: The Political Ecology of Resilience. In Michael Ungar (Eds.), The Social Ecology of Resilience: A Handbook of Theory and Practice, (pp. 247-264). New York: Springer. [More Information]

2011

• Armstrong, D., Cairnduff, A. (2011). Building university-school partnerships. In Dorothy Bottrell and Susan Goodwin (Eds.), Schools, Communities and Social Inclusion, (pp. 268-279). South Yarra: Palgrave Macmillan.
• Armstrong, D., Armstrong, A., Spandagou, I. (2011). Inclusion: By Choice or By Chance? International Journal of Inclusive Education, 15(1), 29-39. [More Information]
• Li, H., Martin, A., Armstrong, D., Walker, R. (2011). Risk, protection, and resilience in Chinese adolescents: A psycho-social study. Asian Journal of Social Psychology, 14(4), 269-282. [More Information]

2010

• Bottrell, D., Armstrong, D., France, A. (2010). Young people's relations to crime: Pathways across ecologies. Youth Justice, 10(1), 56-72. [More Information]

2009

• Armstrong, D. (2009). Educating youth: assimilation and the democratic alternative. In Jean Hine, Jason Wood (Eds.), Work With Young People: Theory and policy for practice, (pp. 75-87). London: Sage Publications.
• Armstrong, A., Armstrong, D., Spandagou, I. (2009). Inclusive Education: International Policy and Practice. Los Angeles, USA: Sage Publications.
• Li, H., Armstrong, D. (2009). Is there a correlation between academic achievement and behaviour in mainland Chinese students? Asian Social Science, 5(4), 3-9.
• Armstrong, D., Spandagou, I., Armstrong, A. (2009). One Nation Globalisation and Inclusive Education. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).

2008

• Armstrong, D., Graham, L. (2008). Putting theory into practice: producing inclusive teaching professionals. American Educational Research Association Annual Conference 2008, New York: AMERICAN EDUCATIONAL RESEARCH ASSOCIATION.

2007

• Bottrell, D., Armstrong, D. (2007). Changes and exchanges in marginal youth transitions. Journal of Youth Studies, 10(3), 353-371. [More Information]
• Armstrong, D. (2007). Civic engagement among problem youth: citizenship and risk. In Saha L, Print M and Edwards K (Eds.), Youth and Political Participation, (pp. 177-190). Rotterdam Taipai: Sense Publishers.

2006

• Armstrong, D. (2006). Becoming criminal: the cultural politics of risk. International Journal of Inclusive Education, 10(2-3), 265-278. [More Information]
• Armstrong, D. (2006). Dreaming our future: Developing democratic educational practice? Australian Educational Researcher, 33(3), 1-12. [More Information]
• Armstrong, D. (2006). Future directions in literacy. In R Ewing (Eds.), Beyond the Reading Wars. Towards a balanced approach to helping children learn to read, (pp. 7-12). Sydney: Primary English Teachers Association Australia (PETAA).
• Armstrong, D., Goodyear, P. (2006). Implications of external research quality assessment for local research leadership: learning from the UK RAE experience. Australian Educational Researcher, RARE 6, 19-41.
• Armstrong, D. (2006). Reinventing 'inclusion': New Labour and the cultural politics of special education [This is a reprint]. In G Walford (Eds.), Education and the Labour Government, (pp. 133-149). Abingdon, UK: TESOL.

2005

• Armstrong, D., Hine, J., Hacking, S., Armaos, R., Jones, R., Klessinger, N., France, A. (2005). Children, risk and crime: the On Track Youth Lifestyles Surveys.
• Armstrong, D., Goodyear, P. (2005). Implications of external research assessment for local research leadership: learning from the UK RAE experience. AARE Focus Conference on Research Quality Assessment.
• Armstrong, D. (2005). Reinventing 'inclusion': New Labour and the cultural politics of special education. Oxford Review of Education, 31(1), 135-152. [More Information]
• Armstrong, A., Armstrong, D., Lynch, C., Severino, S. (2005). Special and inclusive education in the Eastern Caribbean: Policy, practice and provision. International Journal of Inclusive Education, 9(1), 71-87. [More Information]

2004

• Armstrong, D. (2004). A risky business? Research, policy, governmentality and youth offending. Youth Justice, 4(2), 100-116.
• Armstrong, D. (2004). Becoming criminal: narratives of 'risk' and 'belonging' in the lives of young people and professionals'. The International Inclusive Education Colloquium: critical analyses of inclusive education policy: an international survey.
• France, A., Hine, J., Armstrong, D. (2004). Implementing the On Track Crime Reduction Programme: Lessons for the Future.
• Armstrong, D. (2004). The Cultural Politics of Risk. International Symposium - Penn State.
• France, A., Hine, J., Armstrong, D., Trikha, S. (2004). The National Evaluation of On Track.
• France, A., Hine, J., Armstrong, D., Camina, M. (2004). The On Track Early Intervention and Prevention Programme: from theory to action Home Office Online Report 10/04..
• Armstrong, D. (2004). The power to be me: inclusion, participation and democracy. University of Vaxjo, Sweden.
• Galloway, D., Rogers, C., Armstrong, D., Leo, E., Jackson, C. (2004). Ways of understanding motivation. In Harry Daniels, Anne Edwards (Eds.), The RoutledgeFalmer reader in psychology of education, (pp. 89-105). London: RoutledgeFalmer imprint of Taylor & Francis.

2003

• Armstrong, D. (2003). Expanding horizons? Rethinking research collaboration and institutional partnerships in higher education. Fifth International Conference on Education, Athens Institute of Education and Research Annual Conference.
• Armstrong, D. (2003). Experiences of Special Education: Re-evaluating policy and practice through life stories. United States: Taylor and Francis.
• Armstrong, D. (2003). Historical voices: philosophical idealism and the methodology of 'voice' in the history of education. History of Education, 32(2), 201-217.
• Armstrong, D. (2003). Life history research and the problem of voice. American Educational Research Association, Annual Conference.
• Armstrong, D., Heathcote, V. (2003). Literature Review of ESOL for Learners with Learning Difficulties and/or Disabilities,.
• Armstrong, D. (2003). Partnership with pupils: problems and possibilities. Occasional Papers, 20(Children With Special Educational Needs: A Respons), 39-45.
• Armstrong, D. (2003). Pathways Into and Out of Crime: Risk, Resilience and Diversity.
• Goodley, D., Armstrong, D., Sutherland, K., Laurie, L. (2003). Self-Advocacy, "Learning Difficulties," and the Social Model of Disability. Mental Retardation, 41(3), 149-160.
• Armstrong, D., Armstrong, A. (2003). Special Education in the Eastern Caribbean: Policy, Practice and Provision.
• Armstrong, D. (2003). Unheard voices: stories of resistance and the struggle for education', Discourse. Discourse, Politics and Resistance Conference.

2002

• Armstrong, D. (2002). Developing the Potential for Distance Learning Modalities for Teacher Education. In A.C. Armstrong (Eds.), Rethinking Teacher Professionalism in the Caribbean Context. United Kingdom: Sheffield: Sheffield Papers in Education.
• Armstrong, D. (2002). Pathways into and out of crime: risk resilience and diversity. 2nd Annual Conference of the European Society of Criminology : European Criminology: Sharing Borders, Sharing a Discipline.
• Hine, J., France, A., Armstrong, D. (2002). Policy Evaluation on Shifting sands. 2nd Annual Conference of the European Society of Criminology : European Criminology: Sharing Borders, Sharing a Discipline.
• Hine, J., Armstrong, D. (2002). Risk, protection and problem behaviour among children in high risk neighbourhoods'. 2nd Annual Conference of the European Society of Criminology : European Criminology: Sharing Borders, Sharing a Discipline.
• Armstrong, D., France, A., Hine, J. (2002). Second Interim Report to the Home Office on the National Evaluation of 'On Track'.
• Armstrong, D. (2002). Special Education in the Eastern Caribbean: Policy, Practice and Provision, Final Report.
• Armstrong, D., Armstrong, A., Severin, S., Lynch, C. (2002). Special Education Policy and Practice in the Eastern Caribbean: Full Report.
• Armstrong, A., Armstrong, D. (2002). The culture of silence and spaces for transformation: educational history and the reclamation of voice. Centre and Periphery: space, networks and geography in educational history Joint Australia and New Zealand History of Education Society/ UK History of Education Conference,.
• Armstrong, D. (2002). The politics of self-advocacy and people with learning difficulties. Policy and Politics, 30(3), 333-345.

2001

• Armstrong, D., France, A., Hine, J. (2001). First Interim Report to the Home Office on the National Evaluation of 'On Track'.
• Armstrong, D., Goodley, D. (2001). Self-Advocacy, Citizenship and the Social Model of Disability.

2000

• Graebner, C., Armstrong, D. (2000). Conference Proceedings 'Using ICTs to Promote the Effective Use of Student-Tutor and Information Resources in Professional Development at a Distance. Distance Education in Small States.
• Armstrong, F., Armstrong, D., Barton, L. (2000). Inclusive Education: Policy, Contexts and Comparative Perspectives. London: David Fulton Publishing.
• Armstrong, D., Armstrong, F., Barton, L. (2000). Introduction. In Armstrong, F., Armstrong, D. and Barton, L. (Eds) (Eds.), Inclusive Education: Policy, Contexts and Comparative Perspectives, (pp. 1-11). London: David Fulton Publishing.
• Armstrong, D., Namsoo, A. (2000). New Markets or New Alliances: Distance Education, Globalisation and Post Colonial Challenges'. Distance Education in Small States.
• Armstrong, D., Namsoo, A. (2000), Teacher Education Needs Assessment & Programme Design for the Turks & Caicos Islands.
• Armstrong, D. (2000). The Politics of Advocacy and People with Learning Difficulties. Disability Studies Seminar.