| 2007 | SIGCSE | Threshold concepts in computer science: do they exist and are they useful? | Jonas Boustedt, Anna Eckerdal, Robert McCartney, Jan Erik Mostrm, Mark Ratcliffe, Kate Sanders, Carol Zander |
| 2006 | ITiCSE | Putting threshold concepts into context in computer science education. | Anna Eckerdal, Robert McCartney, Jan Erik Mostrm, Mark Ratcliffe, Kate Sanders, Carol Zander |
| 2006 | ITiCSE | Identifying novice difficulties in object oriented design. | Benjy J. Thomasson, Mark Ratcliffe, Lynda Thomas |
| 2006 | SIGCSE | Can graduating students design software systems? | Anna Eckerdal, Robert McCartney, Jan Erik Mostrm, Mark Ratcliffe, Carol Zander |
| 2005 | ITiCSE | Extreme programming promotes extreme learning? | Chris W. Loftus, Mark Ratcliffe |
| 2004 | DIAGRAMS | Can Object (Instance) Diagrams Help First Year Students Understand Program Behaviour? | Lynda Thomas, Mark Ratcliffe, Benjy J. Thomasson |
| 2004 | ITiCSE | Enhancing student learning through collaboration. | Mark Ratcliffe, Jonathan Holloway, Wayne Ellis |
| 2004 | SIGCSE | Scaffolding with object diagrams in first year programming classes: some unexpected results. | Lynda Thomas, Mark Ratcliffe, Benjy J. Thomasson |
| 2003 | ITiCSE | Development of a MLE by students for students using extreme programming techniques. | Jonathan Holloway, Mark Ratcliffe |
| 2003 | ITiCSE | Capturing collaborative designs to assist the pedagogical process. | Mark Ratcliffe, Lynda Thomas, Wayne Ellis, Benjy J. Thomasson |
| 2003 | SIGCSE | Code warriors and code-a-phobes: a study in attitude and pair programming. | Lynda Thomas, Mark Ratcliffe, Ann Robertson |
| 2002 | SIGCSE | Learning styles and performance in the introductory programming sequence. | Lynda Thomas, Mark Ratcliffe, John Woodbury, Emma Jarman |