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Number of items: 72.

A

Amos, R; Levinson, R; (2019) Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science. International Journal of Development Education and Global Learning , 11 (1) pp. 29-49. 10.18546/ijdegl.11.1.03. Green open access
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B

Balmer, Denise Joan; (2019) The potential of earth science for the development of primary school science. Doctoral thesis (Ph.D), UCL (University College London).

Blum, A; Bourn, D; (2019) Study Abroad and Student Mobility: Stories of Global Citizenship. Development Education Research Centre, UCL Institute of Education: London, UK. Green open access
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Blum, N; Berlin, A; Isaacs, A; Burch, WJ; Willott, C; (2019) Medical students as global citizens: a qualitative study of medical students' views on global health teaching within the undergraduate medical curriculum. BMC Medical Education , 19 (1) , Article 175. 10.1186/s12909-019-1631-x. Green open access
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C

Connolly, P; Taylor, R; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; (2019) The misallocation of students to academic sets in maths: A study of secondary schools in England. British Educational Research Journal 10.1002/berj.3530. (In press). Green open access
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Correia, CF; Harrison, C; (2019) Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice. Research in Science and Technological Education 10.1080/02635143.2019.1634040.

Crisan, C; (2019) Empowering teachers conceptually and pedagogically through supporting them in seeing connections between school mathematics and relevant advanced mathematics knowledge. In: Proceedings of The Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). CERME11: Utrecht, the Netherlands. (In press).

Crisan, C; (2019) Powerful pedagogical knowledge: attending to the quality of teachers’ knowledge. Presented at: NOFA7​, Nordic Conference on​ Teaching and Learning in Curriculum Subjects, Stockholm, Sweden. Green open access
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Crisan, C; Hobbs, L; (2019) Subject specific demands of teaching: Implications for out-of-field teachers. In: Hobbs, L and Torner, G, (eds.) Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. (pp. 151-178). Springer: Cham, Switzerland.

D

Dann, R; (2019) Feedback as a Relational Concept in the Classroom. The Curriculum Journal (In press).

Dann, R; (2019) The Interrelation of Curriculum, Pedagogy and Assessment: understanding the struggle. Research Intelligence (138) Green open access
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Dunk, RDP; Barnes, ME; Reiss, MJ; Alters, B; Asghar, A; Carter, BE; Cotner, S; ... Wiles, JR; + view all (2019) Evolution education is a complex landscape. [Editorial comment]. Nature Ecology and Evolution , 3 pp. 327-329. 10.1038/s41559-019-0802-9. Green open access
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Durden, GP; (2019) Beginner Teachers' conceptions of a successful lesson in English Secondary schools: structure and implications. Teaching and Teacher Education , 77 pp. 10-18. 10.1016/j.tate.2018.09.013. (In press).

E

Elwick, A; (2019) Problematising social mobility in relation to Higher Education policy. Higher Education Quarterly 10.1111/hequ.12220. (In press).

Elwick, A; Jerome, L; (2019) Balancing securitization and education in schools: Teachers’ agency in implementing the Prevent duty. Journal of Beliefs and Values (In press).

F

Fargher, M; (2019) GIS maps as powerful curriculum artefacts. In: Sester, Monika, (ed.) Proceedings of the 29th International Cartographic Conference (ICC 2019) // 2 of 2. Copurnicus Publications: Göttingen, Germany. Green open access
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Fine, P; Leung, A; Bentall, C; Louca, C; (2019) The Impact of Confidence on Clinical Dental Practice. European Journal of Dental Education 10.1111/eje.12415. (In press).

Flynn, S; Hardman, M; (2019) The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure. Science and Education , 28 (1-2) pp. 127-152. 10.1007/s11191-019-00032-6.

Francis, RJ; Archer, L; Mazenod, A; Craig, N; Taylor, B; Tereshchenko, A; Hodgen, J; (2019) Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality. Teaching and Teacher Education , 77 pp. 183-192. 10.1016/j.tate.2018.10.001.

G

Gafu, Gulzhanat; (2019) The effects of the introduction of an elite globalised university on other institutions: the case of Kazakhstan. Doctoral thesis (Ph.D), UCL (University College London).

Geraniou, E; Crisan, C; (2019) University students’ engagement with an asynchronous online course on digital technologies for mathematical learning. In: (Proceedings) The Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). (In press).

Geraniou, E; Crisan, C; (2019) University students’ engagement with an asynchronous online course on digital technologies for mathematical learning. In: van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel, (eds.) Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME 11). Freudenthal Group, Utrecht University and ERME: Utrecht, the Netherlands. (In press). Green open access
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Geraniou, E; Jankvist, UT; (2019) Towards a definition of "mathematical digital competency". Educational Studies in Mathematics 10.1007/s10649-019-09893-8. (In press). Green open access
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Geraniou, E; Mavrikis, M; Gutierrez Santos, S; Poulovassilis, A; (2019) Intelligent Analysis and Data Visualisation for Teacher Assistance tools: the case of exploratory learning. British Journal of Educational Technology 10.1111/bjet.12876. (In press).

H

Hardman, M; (2019) Ghosts in the Curriculum—Reframing Concepts as Multiplicities. Journal of Philosophy of Education 10.1111/1467-9752.12339. (In press).

Hargreaves, E; (2019) Compassionate collaboration, choice and creativity: Learning Communities against the grain in hierarchical institutions. Impact , 5 Green open access
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Hargreaves, E; (2019) Feeling Less Than Other People: attainment scores as symbols of children's worth. FORUM , 61 (1) pp. 53-66. 10.15730/forum.2019.61.1.53. Green open access
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Hargreaves, E; ElHawary, D; (2019) Professional development through mutually respectful relationship: senior teachers' learning against the backdrop of hierarchical relationships. Professional Development in Education , 45 (1) pp. 46-58. 10.1080/19415257.2018.1500390.

Hargreaves, E; Elhawary, D; Mahgoub, M; (2019) ‘One girl had a different idea’: children’s perspectives on learning and teaching models in the traditional classroom. Education 3-13 10.1080/03004279.2019.1586975. (In press).

Hayes, M; (2019) Robert Kennedy and the Cuban Missile Crisis: A Reassertion of Robert Kennedy's Role as the President's ‘Indispensable Partner’ in the Successful Resolution of the Crisis. History , 104 (361) pp. 473-503. 10.1111/1468-229X.12815.

Hellawell, B; (2019) An ethical audit of the SEND CoP 2015: professional partnership working and the division of ethical labour. Journal of Research in Special Educational Needs , 19 (1) pp. 15-26. 10.1111/1471-3802.12422.

Hetherington, L; Hardman, M; Noakes, J; Wegerif, R; (2019) Making the case for a material-dialogic approach to science education. Studies in Science Education 10.1080/03057267.2019.1598036. (In press).

Hodgen, J; Adkins, M; Tomei, A; (2019) The mathematical backgrounds of undergraduates from England. Teaching Mathematics and its Applications 10.1093/teamat/hry017. (In press).

J

Jerome, L; Elwick, A; Kazim, R; (2019) The impact of the Prevent Duty on schools: a review of the evidence. British Educational Research Journal (In press).

M

Mat Noor, Mohd Syafiq Aiman; (2019) Improving pedagogical practices of teaching inquiry in primary science in Malaysia: a classroom action research study. Doctoral thesis (Ph.D), UCL (University College London).

Mazenod, A; Hodgen, J; Francis, B; Taylor, B; Tereshchenko, A; (2019) Students’ university aspirations and attainment grouping in secondary schools. Higher Education 10.1007/s10734-018-0355-x. (In press).

Melliss, Nick; (2019) Sacred and profane knowledge and the problem of identity: an exploration of the relationship between knowledge and identity in three different disciplinary fields in Higher Education. Masters thesis (M.Phil), UCL (University College London). Green open access
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N

Nair, Suguna; (2019) Informal and formal learning and the pursuit of environmental education in young children: the role of Forest School. Masters thesis (M.Phil), UCL (University College London). Green open access
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Naugah, J; Reiss, MJ; Watts, M; (2019) Parents and their children's choice of school science subjects and career intentions: a study from Mauritius. Research in Science & Technological Education 10.1080/02635143.2019.1645107. (In press).

P

Panjwani, F; Brown, N; (2019) Teaching for 3 Cs: centring imagination in teacher education. In: Social Theory for Teacher Education Research: Beyond the Technical-Rational. Bloomsbury: London, UK. (In press).

Pearce, A; (2019) An Emerging "Holocaust Memorial Problem?" The Condition of Holocaust Culture in Britain. The Journal of Holocaust Research , 33 (2) pp. 117-137. 10.1080/25785648.2019.1587583.

Pearce, A; (2019) In the thick of it: ‘high politics’ and the holocaust in millennial Britain. Patterns of Prejudice , 53 (1) pp. 98-110. 10.1080/0031322X.2018.1536352.

Pearce, J; Stones, A; Reiss, MJ; Mujtaba, T; (2019) 'Science is purely about the truth so I don't think you could compare it to non-truth versus the truth.' Students' perceptions of religion and science, and the relationship(s) between them: religious education and the need for epistemic literacy. British Journal of Religious Education 10.1080/01416200.2019.1635434. (In press).

Perryman, J; Calvert, G; (2019) What motivates people to teach, and why do they leave? Accountability, performativity and teacher retention. British Journal of Educational Studies 10.1080/00071005.2019.1589417. (In press).

R

Reiss, M; (2019) Evolution education: treating evolution as a sensitive rather than a controversial issue. Ethics and Education 10.1080/17449642.2019.1617391.

Reiss, M; (2019) Science, religion and education. Reviews (Science and Religion Forum) , 72 pp. 21-50.

Reiss, M; (2019) Thinking like a fox: Queering the science classroom when teaching about sex and sexuality. In: Letts, W and Fifield, S, (eds.) STEM of Desire: Queer Theories and Science Education. (pp. 255-267). Brill: Leiden, The Netherlands.

Reiss, M; Dunlop, L; Bennett, J; Torrance-Jenkins, R; (2019) Students becoming researchers. School Science Review , 100 (372) pp. 69-75. Green open access
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Reiss, M; Rushton, E; (2019) From science teacher to 'teacher scientist': Exploring the experiences of research-active science teachers in the UK. International Journal of Science Education 10.1080/09500693.2019.1615656. (In press).

Reiss, MJ; (2019) And Finally…. [Letter]. The Expository Times , 130 (10) p. 476. 10.1177/0014524619837847. Green open access
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Reiss, MJ; (2019) Science, Religion, and Ethics: The Boyle Lecture 2019. Zygon: Journal of Religion & Science , 54 (3) pp. 793-807. 10.1111/zygo.12549.

Reiss, MJ; (2019) The relevance of natural history dioramas for sociocultural issues. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes. (pp. 201-211). Springer: Cham, Switzerland.

Reiss, MJ; (2019) The use of natural history dioramas for science education. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects. (pp. 205-215). Springer: Cham, Switzerland.

Richardson, M; Healy, M; (2019) Examining the Ethical Environment in Higher Education. British Educational Research Journal (In press).

Ross, Johanna Woodcock; (2019) Issues in Social Work Communication with Parents who are Christian: An Empirical Study Under-laboured by Critical Realist Principles. Doctoral thesis (Ph.D), UCL (University College London).

S

Salonen, A; Hartikainen-Ahia, A; Keinonen, T; Direito, I; Connolly, J; Scheersoi, A; Weiser, L; (2019) Students’ Awareness of Working Life Skills in the UK, Finland and Germany. In: McLoughlin, E and Finlayson, O and Erduran, S and Childs, P, (eds.) Bridging Research and Practice in Science Education. Springer (In press).

Sarin, Meera Nath; (2019) The Right of Children to Free and Compulsory Education Act (RTE) in India. Doctoral thesis (Ed.D), UCL (University College London).

Silverman, Joyce Faith; (2019) An exploration of unconscious operations and group mentalities in mathematics lessons in a secondary state school in England. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Starkey, HW; (2019) Learning to Live Together: Children's Rights, Identities and Citizenship. In: Drinkwater, M and Rizvi, F and Edge, K, (eds.) Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education. (pp. 179-196). Bloomsbury: London, UK. Green open access
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T

Tarozzi, M; Mallon, B; (2019) Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education , 17 (2) pp. 112-125. 10.18546/lre.17.2.02. Green open access
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Tereshchenko, A; Bradbury, A; Archer, L; (2019) Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness & Education 10.1080/23793406.2019.1584048. (In press).

Thouless, H; Gifford, S; (2019) Dotty triangles. For the Learning of Mathematics (In press).

Thouless, H; Gifford, S; (2019) Paper Plate Patterns: Pre-school teachers working as a community of practice. In: Engelbrecht, Johann and van Putten, Sonja, (eds.) Proceedings of 43rd Conference of the International Group for the Psychology of Maths Education (IGPME 2019). (In press).

Torkar, G; Gnidovec, T; Tunnicliffe, SD; Tomažič, I; (2019) Assessing students' knowledge of owls from their drawings and written responses. Journal of Biological Education , 53 (1) pp. 54-62. 10.1080/00219266.2017.1420682. Green open access
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Towers, E; Taylor, B; Tereshchenko, A; Mazenod, A; (2019) ‘The reality is complex’: teachers’ and school leaders’ accounts and justifications of grouping practices in the English key stage 2 classroom. Education 3-13 10.1080/03004279.2019.1569707. (In press).

Tunnicliffe, SD; (2019) Essential stage in Science learning: Play and narratives – meeting Challenges in the present age of need for Sustainable Development. In: Proceedings of the International Conference on Education (ICE7). University of Education, Lahore: Lahore, Pakistan. (In press). Green open access
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Tunnicliffe, SD; (2019) Other animals. In: Emerging Biology in the Early Years: How Young Children Learn about the Living World. Routledge: Abingdon, UK. (In press).

Tunnicliffe, SD; (2019) Play and narratives - developing scientifically literate children - a contribution to sustainability of our planet? [Lecture]. In: Proceedings of a Workshop held at the Rajiv Ghandi Science Centre in Mauritius for the Minister of Education in Early Years and Core School Science. Rajiv Ghandi Science Centre: Port Louis, Mauritius. (In press).

Tunnicliffe, SD; Gkouskou, E; (2019) Science in action in spontaneous preschool play - an essential foundation for future understanding. Early Child Development and Care (In press).

V

Viehrig, K; Siegenthaler, D; Burri, S; Reinfried, S; Bednarz, S; Blankman, M; Bourke, T; ... Sprenger, S; + view all (2019) Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education , 43 (3) pp. 299-322. 10.1080/03098265.2019.1608920.

W

Wren, B; Launer, J; Reiss, MJ; Swanepoel, A; Music, G; (2019) Can evolutionary thinking shed light on gender diversity? BJPsych Advances 10.1192/bja.2019.35. (In press).

Wright, P; (2019) Visible pedagogy and challenging inequity in school mathematics. In: Proceedings of CERME 11 - Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education (ESRME): Utrecht, Netherlands. (In press).

This list was generated on Sun Sep 15 01:55:15 2019 BST.