Carroll, J. E. (2022). ‘Terms and conditions: using metaphor to highlight causal processes with Year 13‘. Teaching History, 187, pp.40-49. 

Carroll, J. E. (2021). ‘Retheorising national assessment of the narrative mode for historical causal explanation in England’. History Education Research Journal, 18 (2), pp. 148–65.

Carroll, J. E. (2020). ‘Whose genres? Establishing curricular goals for students’ historical writing in England’ Teaching History (HTANSW), 52 (2), pp. 17-20

Carroll, J.E. (2019). ‘Epistemic explanations for divergent evolution in discourses regarding students’ extended historical writing in England’. Journal of Curriculum Studies, 51 (1), pp.100-120

Carroll, J. E. (2018). ‘Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13’. Teaching History, 172, pp.18-29

Carroll, J. E. (2017). ‘From divergent evolution to witting cross-fertilisation: the need for more inter-discursive communication regarding students’ extended historical writing’. Curriculum Journal, 28 (4), pp.504-523

Carroll, J. E. (2017). ‘From ‘double vision’ to panorama: using history of memory to bridge ‘event space’ when exploring interpretations of Nazi popularity with Year 13′. Teaching History, 168, pp.24-36

Carroll, J. E. (2017). ‘I feel if I say this in my essay it’s not going to be as strong’: multi-voicedness, ‘oral rehearsal’ and Year 13 students’ written arguments’. Teaching History, 167, pp.8-16

Carroll, J. E. (2016). ‘Grammar. Nazis. Does the grammatical ‘release the conceptual’? Teaching History, 163, pp.8-16

Carroll, J. E. (2016). ‘Exploring historical ‘frameworks’ as a curriculum goal: a case study examining students’ notions of historical significance when using millennia-wide time scales’. Curriculum Journal, 27 (4), pp.454-478

Carroll, J. E. (2016). ‘The whole point of the thing: how nominalisation might develop students’ written causal arguments’ Teaching History, 162, pp.16-24