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Abbott, N; Cameron, L; Thompson, J; (2019) Evaluating the impact of a defender role-play intervention on adolescent's defender intentions and responses towards name-calling. School Psychology International 10.1177/0143034319893410. (In press).

Abu-Amsha, O; Gordon, R; Benton, L; Vasalou, M; Webster, B; (2019) Access to Higher Education: Reflections on a Participatory Design Process with Refugees. Journal on Education in Emergencies , 5 (1) pp. 156-176. 10.33682/tm40-9q50.

Abuabara, K; Ye, M; McCulloch, CE; Sullivan, A; Margolis, DJ; Strachan, DP; Paternoster, L; ... Langan, SM; + view all Abuabara, K; Ye, M; McCulloch, CE; Sullivan, A; Margolis, DJ; Strachan, DP; Paternoster, L; Yew, YW; Williams, HC; Langan, SM; - view fewer (2019) Clinical onset of atopic eczema: Results from 2 nationally representative British birth cohorts followed through midlife. Journal of Allergy and Clinical Immunology , 144 (3) pp. 710-719. 10.1016/j.jaci.2019.05.040.

Adamson, J; Cardi, V; Kan, C; Harrison, A; Macdonald, P; Treasure, J; (2019) Evaluation of a novel transition support intervention in an adult eating disorders service: ECHOMANTRA. International Review of Psychiatry , 31 (4) pp. 382-390. 10.1080/09540261.2019.1573721.

Aggio, D; Papachristou, E; Papacosta, O; Lennon, LT; Ash, S; Whincup, P; Wannamethee, SG; Aggio, D; Papachristou, E; Papacosta, O; Lennon, LT; Ash, S; Whincup, P; Wannamethee, SG; Jefferis, BJ; - view fewer (2019) Trajectories of physical activity from midlife to old age and associations with subsequent cardiovascular disease and all-cause mortality. Journal of Epidemiology and Community Health 10.1136/jech-2019-212706. (In press).

Ahmadzadeh, YI; Eley, TC; Plomin, R; Dale, PS; Lester, KJ; Oliver, BR; McMillan, A; Ahmadzadeh, YI; Eley, TC; Plomin, R; Dale, PS; Lester, KJ; Oliver, BR; McMillan, A; McAdams, TA; - view fewer (2019) Children of the Twins Early Development Study (CoTEDS): A Children-of-Twins Study. Twin Research and Human Genetics , 22 (6) pp. 514-522. 10.1017/thg.2019.61.

Aicken, CRH; Wayal, S; Blomquist, PB; Fabiane, SM; Gerressu, M; Hughes, G; Mercer, CH; (2019) Pathways to, and use of, sexual healthcare among Black Caribbean sexual health clinic attendees in England: evidence from cross-sectional bio-behavioural surveys. BMC Health Services Research , 19 (1) , Article 668. 10.1186/s12913-019-4396-3.

Akasaki, M; Ploubidis, GB; Dodgeon, B; Bonell, CP; (2019) The clustering of risk behaviours in adolescence and health consequences in middle age. Journal of Adolescence , 77 pp. 188-197. 10.1016/j.adolescence.2019.11.003.

Akhtar, N; Khan, A; Pervez, A; Batool, I; (2019) Interpersonal Problems in Arranged and Love Marriages. Pakistan Journal of Social and Clinical Psychology , 15 (2) pp. 18-22.

Aksoy, O; (2019) Crosscutting circles in a social dilemma: Effects of social identity and inequality on cooperation. Social Science Research , 82 pp. 148-163. 10.1016/j.ssresearch.2019.04.009.

Al Saikhan, L; Park, C; Hardy, R; Hughes, A; (2019) Prognostic implications of left ventricular strain by speckle-tracking echocardiography in the general population: A meta-analysis. Vascular Health and Risk Management , 15 pp. 229-251. 10.2147/VHRM.S206747.

Alderson, P; (2019) Education, conflict, peace-building and critical realism. Education and Conflict Review , 2 pp. 54-58.

Alderson, P; (2019) Review of Children, Childhood and Youth in the British World. [Review]. Children, Youth and Environments. , 29 (1) pp. 174-176. 10.7721/chilyoutenvi.29.1.0174.

Alderson, P; (2019) Review of Children’s Rights: Today’s Global Challenge, by John Wall. [Review]. The International Journal of Children’s Rights , 27 (2) pp. 411-415. 10.1163/15718182-02702008.

Alderson, P; (2019) Sustainable prosperity for all? Blog for CUSP – Centre for Understanding Sustainable Properity

Allsop, Y; (2019) Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction , 19 pp. 30-55. 10.1016/j.ijcci.2018.10.004.

Allsopp, J; Chase, E; (2019) Best interests, durable solutions and belonging: future prospects for unaccompanied migrant minors coming of age in Europe. Journal of Ethnic and Migration Studies , 45 (2) pp. 293-311. 10.1080/1369183X.2017.1404265.

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.

Anders, J; (2019) Erzsébet Bukodi and John H. Goldthorpe (2018), Social Mobility and Education in Britain: Research, Politics and Policy, Cambridge: Cambridge University Press, £19.99, pp. 260, pbk. [Review]. Journal of Social Policy 10.1017/S0047279419000904. (In press).

Anderson, E; White, J; (2019) Elizabeth Anderson interviewed by John White. Journal of Philosophy of Education , 53 (1) pp. 5-20. 10.1111/1467-9752.12336.

Anwyl-Irvine, AL; Massonnié, J; Flitton, A; Kirkham, N; Evershed, JK; (2019) Gorilla in our midst: An online behavioral experiment builder. Behavior Research Methods 10.3758/s13428-019-01237-x. (In press).

Apaydin, V; Hassett, B; (2019) Should I stay or should I go? Ideals and realities of archaeology in the conflict regions. Journal of Community Archaeology & Heritage , 6 (1) pp. 36-50. 10.1080/20518196.2018.1549821.

Appel, R; Trofimovich, P; Saito, K; Isaacs, T; Webb, S; (2019) Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. International Journal of Applied Linguistics , 170 (1) 24 -52. 10.1075/itl.17026.app.

Archer, L; Nomikou, E; Mau, A; King, H; Godec, S; DeWitt, J; Dawson, E; (2019) Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms. Cultural Studies of Science Education , 14 pp. 723-751. 10.1007/s11422-018-9870-4.

Armstrong, S; Dearden, L; Kobayashi, M; Nagase, N; (2019) Student loans in Japan: Current problems and possible solutions. Economics of Education Review , 71 pp. 120-134. 10.1016/j.econedurev.2018.10.012.

Aronson, JK; Barends, E; Boruch, R; Brennan, M; Chalmers, I; Chislett, J; Cunliffe-Jones, P; ... Vale, L; + view all Aronson, JK; Barends, E; Boruch, R; Brennan, M; Chalmers, I; Chislett, J; Cunliffe-Jones, P; Dahlgren, A; Gaarder, M; Haines, A; Heneghan, C; Matthews, R; Maynard, B; Oxman, AD; Oxman, M; Pullin, A; Randall, N; Roddam, H; Schoonees, A; Sharples, J; Stewart, R; Stott, J; Tallis, R; Thomas, N; Vale, L; - view fewer (2019) Key concepts for making informed choices. Nature , 572 (7769) pp. 303-306. 10.1038/d41586-019-02407-9.

Ash, A; (2019) The Unfamiliar Grey Matter(s): Talking Brains. Synnyt/Origins , 2019 (2) pp. 1-22.

Ashworth, M; Palikara, O; Van Herwegen, J; (2019) Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders. Journal of Applied Research in Intellectual Disabilities , 32 (5) pp. 1047-1057. 10.1111/jar.12594.

Auld, E; Morris, P; (2019) The OECD and IELS: Redefining early childhood education for the 21st century. Policy Futures in Education , 17 (1) pp. 11-26. 10.1177/1478210318823949.

Auld, E; Morris, P; (2019) Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation? Policy Futures in Education 10.1177/1478210318819246. (In press).

Auld, E; Rappleye, J; Morris, P; (2019) PISA for Development: how the OECD and World Bank shaped education governance post-2015. Comparative Education , 55 (2) pp. 197-219. 10.1080/03050068.2018.1538635.

Azam, ND; Novin, S; Oosterveld, P; Rieffe, C; (2019) Aggression in Malaysian adolescents: Validation of the IRPA self-report to measure reactive and proactive aggression. European Journal of Developmental Psychology , 16 (2) pp. 225-235. 10.1080/17405629.2017.1360177.

Baker, D; Fomukong-Boden, A; Edwards, S; (2019) ‘Don’t follow them, look at me!’: Contemplating a haptic digital prototype to bridge the conductor and visually impaired performer. Music Education Research , 21 (3) pp. 295-314. 10.1080/14613808.2019.1605344.

Baldwin-Edwards, M; Blitz, BK; Crawley, H; (2019) The politics of evidence-based policy in Europe's 'migration crisis'. Journal of Ethnic and Migration Studies , 45 (12) pp. 2139-2155. 10.1080/1369183X.2018.1468307.

Ball, SJ; (2019) A horizon of freedom: Using Foucault to think differently about education and learning. Power and Education , 11 (2) pp. 132-144. 10.1177/1757743819838289.

Bamberger, A; Morris, P; Weinreb, Y; Yemini, M; (2019) Hyperpoliticised internationalisation in a pariah university: An Israeli institution in the occupied West Bank. International Journal of Educational Development , 66 pp. 119-128. 10.1016/j.ijedudev.2018.09.005.

Bangpan, M; Felix, L; Dickson, K; (2019) Mental health and psychosocial support programmes for adults in humanitarian emergencies: a systematic review and meta-analysis in low and middle-income countries. BMJ Global Health , 4 (5) , Article e001484.. 10.1136/bmjgh-2019-001484.

Bannach-Brown, A; Przybyła, P; Thomas, J; Rice, ASC; Ananiadou, S; Liao, J; Macleod, MR; (2019) Machine learning algorithms for systematic review: reducing workload in a preclinical review of animal studies and reducing human screening error. Systematic Reviews , 8 (1) , Article 23. 10.1186/s13643-019-0942-7.

Barbuscia, A; Myrskylä, M; Goisis, A; (2019) The psychosocial health of children born after medically assisted reproduction: Evidence from the UK Millennium Cohort Study. SSM - Population Health , 7 , Article 100355. 10.1016/j.ssmph.2019.100355.

Barker, Meghanne; (2019) Blank Faces: Introduction to the Special Issue. Semiotic Review , 7 pp. 1-11.

Barker, Meghanne; (2019) Dancing Dolls: Animating Childhood in a Contemporary Kazakhstani Institution. Anthropological Quarterly , 92 (2) pp. 311-343. 10.1353/anq.2019.0017.

Barker, Meghanne M; (2019) Intersubjective Traps over Tricks on the Kazakhstani Puppet Stage: Animation as Dicentization. Journal of Linguistic Anthropology , 29 (3) pp. 375-396. 10.1111/jola.12227.

Barnard, S; Mallaband, B; Leder Mackley, K; (2019) Enhancing skills of academic researchers: The development of a participatory threefold peer learning model. Innovations in Education and Teaching International , 56 (2) pp. 173-183. 10.1080/14703297.2018.1505538.

Barr, N; Chapman, BJ; Dearden, L; Dynarski, SM; (2019) Reflections on the US College Loans System: Lessons from Australia and England. Economics of Education Review , 71 pp. 32-48. 10.1016/j.econedurev.2018.07.007.

Barrett, M; Flynn, L; Brown, JE; Welch, G; (2019) Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners. Frontiers in Psychology , 10 (724) 10.3389/fpsyg.2019.00724.

Barrett, MS; Zhukov, K; Welch, GF; (2019) Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers. Music Education Research , 21 (5) pp. 59-548. 10.1080/14613808.2019.1647154.

Bartie, A; Fleming, L; Freeman, M; Hulme, T; Hutton, A; Readman, P; (2019) 'History taught in the pageant way': Education and Historical Performance in Twentieth-Century Britain. History of Education , 48 (2) pp. 156-179. 10.1080/0046760X.2018.1516811.

Barua, P; Bangpan, M; Narattharaksa, K; Suphanchaimat, R; Chaiyakunapruk, N; (2019) Healthcare Policies for Stateless Populations in ASEAN Countries: A Scoping Review. Journal of Immigrant and Minority Health 10.1007/s10903-019-00945-y.

Bauman, A; Bittman, M; Gershuny, J; (2019) A short history of time use research; implications for public health. BMC Public Health , 19 (2) , Article 607. 10.1186/s12889-019-6760-y.

Baxter, L; Fitzgibbon, S; Moultrie, F; Goksan, S; Jenkinson, M; Smith, S; Andersson, J; ... Slater, R; + view all Baxter, L; Fitzgibbon, S; Moultrie, F; Goksan, S; Jenkinson, M; Smith, S; Andersson, J; Duff, E; Slater, R; - view fewer (2019) Optimising neonatal fMRI data analysis: Design and validation of an extended dHCP preprocessing pipeline to characterise noxious-evoked brain activity in infants. Neuroimage , 186 pp. 286-300. 10.1016/j.neuroimage.2018.11.006.

Benton, L; Varotsis, G; Vasalou, A; (2019) Leading by example: Exploring the influence of design examples on children’s creative ideation. International Journal of Human-Computer Studies , 122 pp. 174-183. 10.1016/j.ijhcs.2018.09.007.

Berg, ML; (2019) Super-diversity, austerity, and the production of precarity: Latin Americans in London. Critical Social Policy , 39 (2) pp. 184-204. 10.1177/0261018318790744.

Berg, ML; Fiddian-Qasmiyeh, E; Waters, J; (2019) Editorial. [Editorial comment]. Migration and Society , 2 (1) v-vi. 10.3167/arms.2019.020101.

Berg, ML; Gidley, B; Krausova, A; (2019) Welfare micropublics and inequality: urban super-diversity in a time of austerity. Ethnic and Racial Studies , 42 (15) pp. 2723-2742. 10.1080/01419870.2018.1557728.

Berger, Thor; Engzell, Per; (2019) American geography of opportunity reveals European origins. Proceedings of the National Academy of Sciences , 116 (13) pp. 6045-6050. 10.1073/pnas.1810893116.

Bezemer, J; Kress, G; (2019) Semiotic work in the science classroom. Cultural Studies of Science Education 10.1007/s11422-019-09957-4.

Birkelund, GE; Chan, TW; Ugreninov, E; Midtbøen, A; Rogstad, J; (2019) Do terrorist attacks affect ethnic discrimination in the labour market? Evidence from two randomized field experiments. The British Journal of Sociology , 70 (1) pp. 241-260. 10.1111/1468-4446.12344.

Bittman, M; Cleary, E; Wilkinson-Bibicos, C; Gershuny, J; (2019) The social disorganization of eating: a neglected determinant of the Australian epidemic of overweight/obesity. BMC Public Health , 19 (2) , Article 454. 10.1186/s12889-019-6768-3.

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Zadeh, S; Imrie, S; Golombok, S; (2019) Stories of Sameness and Difference: The Views and Experiences of Children and Adolescents with a trans* Parent. Journal of GLBT Family Studies 10.1080/1550428X.2019.1683785. (In press).

Zarabadi, S; Taylor, CA; Fairchild, N; Moxnes, AR; (2019) Feeling Medusa: Tentacular Troubling of Academic Positionality, Recognition and Respectability. Reconceptualizing Educational Research Methodology , 10 (2-3) pp. 87-111. 10.7577/rerm.3671.

Zawacki-Richter, Olaf; Marín, Victoria I; Bond, Melissa; Gouverneur, Franziska; (2019) Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education , 16 , Article 39. 10.1186/s41239-019-0171-0.

Zhang, J; Gao, M; Holmes, W; Mavrikis, M; Ma, N; (2019) Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools. Interactive Learning Environments 10.1080/10494820.2019.1620290. (In press).

Zhang, J; Pérez-Milans, M; (2019) Structures of feeling in language policy: The case of Tibetan in China. Language Policy , 18 (1) pp. 39-64. 10.1007/s10993-018-9469-3.

Zhou, B; Danaei, G; Stevens, GA; Bixby, H; Taddei, C; Carrillo-Larco, RM; Solomon, B; ... Ezzati, M; + view all Zhou, B; Danaei, G; Stevens, GA; Bixby, H; Taddei, C; Carrillo-Larco, RM; Solomon, B; Riley, LM; Di Cesare, M; Iurilli, MLC; Rodriguez-Martinez, A; Zhu, A; Hajifathalian, K; Amuzu, A; Banegas, JR; Bennett, JE; Cameron, C; Cho, Y; Clarke, J; Craig, CL; Cruz, JJ; Gates, L; Giampaoli, S; Gregg, EW; Hardy, R; Hayes, AJ; Ikeda, N; Jackson, RT; Jennings, G; Joffres, M; Khang, Y-H; Koskinen, S; Kuh, D; Kujala, UM; Laatikainen, T; Lehtimaki, T; Lopez-Garcia, E; Lundqvist, A; Maggi, S; Magliano, DJ; Mann, JI; McLean, RM; McLean, SB; Miller, JC; Morgan, K; Neuhauser, HK; Niiranen, TJ; Noale, M; Oh, K; Palmieri, L; Panza, F; Parnell, WR; Peltonen, M; Raitakari, O; Rodriguez-Artalejo, F; Roy, JGR; Salomaa, V; Sarganas, G; Servais, J; Shaw, JE; Shibuya, K; Solfrizzi, V; Stavreski, B; Tan, EJ; Turley, ML; Vanuzzo, D; Viikari-Juntura, E; Weerasekera, D; Ezzati, M; - view fewer (2019) Long-term and recent trends in hypertension awareness, treatment, and control in 12 high-income countries: an analysis of 123 nationally representative surveys. The Lancet , 394 (10199) pp. 639-651. 10.1016/S0140-6736(19)31145-6.

Zhu, D; Chung, H-F; Dobson, AJ; Pandeya, N; Giles, GG; Bruinsma, F; Brunner, EJ; ... Mishra, GD; + view all Zhu, D; Chung, H-F; Dobson, AJ; Pandeya, N; Giles, GG; Bruinsma, F; Brunner, EJ; Kuh, D; Hardy, R; Avis, NE; Gold, EB; Derby, CA; Matthews, KA; Cade, JE; Greenwood, DC; Demakakos, P; Brown, DE; Sievert, LL; Anderson, D; Hayashi, K; Lee, JS; Mizunuma, H; Tillin, T; Simonsen, MK; Adami, H-O; Weiderpass, E; Mishra, GD; - view fewer (2019) Age at natural menopause and risk of incident cardiovascular disease: a pooled analysis of individual patient data. The Lancet Public Health 10.1016/S2468-2667(19)30155-0. (In press).

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Zhu, H; Li, W; Jankowicz-Pytel, D; (2019) Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London. International Journal of Bilingual Education and Bilingualism 10.1080/13670050.2019.1599811.

Zieger, L; Sims, S; Jerrim, J; (2019) Comparing Teachers’ Job Satisfaction across Countries: A Multiple-Pairwise Measurement Invariance Approach. Educational Measurement: Issues and Practice , 38 (3) pp. 75-85. 10.1111/emip.12254.

Zilanawala, A; Bécares, L; Benner, A; (2019) Race/ethnic inequalities in early adolescent development in the United Kingdom and United States. Demographic Research , 40 , Article 6. 10.4054/DemRes.2019.40.6.

Zilanawala, A; Sacker, A; Kelly, Y; (2019) Internalising and externalising behaviour profiles across childhood: The consequences of changes in the family environment. Social Science and Medicine , 226 pp. 207-216. 10.1016/j.socscimed.2019.02.048.

Book

Berg, M and Nowicka, M (Eds). (2019) Studying Diversity, Migration and Urban Multiculture: Convivial Tools for Research and Practice. [Book]. UCL Press: London, UK.

Filippi, R and Bright, P (Eds). (2019) Perspectives on the ‘Bilingual Advantage’: Challenges and Opportunities. [Book]. Frontiers: Lausanne, Switzerland.

Smith, M (Ed). (2019) Do the Right Thing. [Catalogue]. Vilnius Academy of Arts: Vilnius, Lithuania.

Tarozzi, M and Inguaggiato, C (Eds). (2019) Teachers’ education in GCE: emerging issues in a comparative perspective. Università di Bologna: Bologna, Italy.

Bingham, DM; (2019) Older Workforces: Re-imagining Later Life Learning. [Book]. (1st ed.). Routledge: Oxford, UK.

Corby, T; Noble, G; Das-Gupta, R; Reginaldo, A; (2019) Blood & Bones: Living with Cancer. [Catalogue]. The Archives Gallery: London, UK.

Guile, D; Unwin, L; (2019) The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Oxford, UK.

Holmes, W; Bialik, M; Fadel, C; (2019) Artificial Intelligence in Education Promises and Implications for Teaching and Learning. (1st ed.). Center for Curriculum Redesign: MA, USA.

Hoque, A; (2019) Being Young, Male and Muslim in Luton. UCL Press: London, UK.

Hoskins, B; Janmaat, JG; (2019) Education, Democracy and Inequality Political Engagement and Citizenship Education in Europe. [Book]. Education, Economy and Society. (1st ed.). Palgrave Macmillan: London, UK.

Ince, A; Kitto, E; (2019) A Practical Guide to Action Research and Teacher Enquiry Making a Difference in the Early Years. (1st ed.). Routledge: London, UK.

Loo, S; (2019) Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. [Book]. Routledge Research in Vocational Education. (1st ed.). Routledge: London, UK.

Male, T; Palaiologou, I; (2019) Sustaining the Comprehensive Ideal: The Robert Clack School. [Book]. (1st ed.). Palgrave Pivot: London, UK.

Mendes, K; Ringrose, J; Keller, J; (2019) Digital Feminist Activism Girls and Women Fight Back Against Rape Culture. Oxford University Press: Oxford, UK.

Sen, A; Starkey, H; (2019) Citizenship Education in Turkey From Militant-Secular to Islamic Nationalism. [Book]. Lexington Books: London, UK.

Vincent, C; (2019) Tea And The Queen? Fundamental British Values, Schools and Citizenship. [Book]. Policy Press: Bristol, UK.

Book chapter

(2019) Action Research for Inclusive Education: Participation and Participation in Teaching and learning. In: Armstrong, F and Tsokova, D, (eds.) Action Research for Inclusive Education Participation and Democracy in Teaching and Learning. Routledge: London, UK.

Adamecz-Volgyi, A; Szabó-Morvai, Á; Kertesi, G; Bárdits, A; (2019) The impacts of abortion restrictions on birth outcomes. In: Fazekas, K and Szabó-Morvai, Á, (eds.) The Hungarian Labour Market 2018. (pp. 95-97). Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences: Budapest, Hungary.

Adamecz-Volgyi, A; (2019) The effects of teenage motherhood. In: Fazekas, K and Szabó-Morvai, Á, (eds.) The Hungarian Labour Market 2018. (pp. 151-155). Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences: Budapest, Hungary.

Adamecz-Volgyi, A; (2019) Is there a glass ceiling in Hungary? Gender wage gap by educational attainment. In: Fazekas, K and Szabó-Morvai, Á, (eds.) The Hungarian Labour Market 2018. (pp. 63-65). Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences: Budapest, Hungary.

Alderson, P; (2019) Ethics in health research. In: Saks, M and Allsop, J, (eds.) Researching Health Qualitative, Quantitative and Mixed Methods. (pp. 389-408). SAGE: London, UK.

Alderson, P; Yoshida, T; (2019) Babies' rights, when human rights begin. In: Murray, J and Swadener, B and Smith, K, (eds.) The Routledge International Handbook of Young Children's Rights. Routledge: London, UK.

Alshathri, S; Male, T; (2019) eLearning in Saudi Arabian Universities: Toward Blended Learning. In: Tatnall, A, (ed.) Encyclopedia of Education and Information Technologies. Springer: Cham, Switzerland.

Anders, JD; Henderson, M; (2019) Socioeconomic Inequality and Student Outcomes in English Schools. In: Volante, L and Schnepf, S and Jerrim, J and Klinger, D, (eds.) Socioeconomic Inequality and Student Outcomes - National Trends, Policies, and Practices - Education Policy & Social Inequality. (pp. 41-62). Springer: Singapore.

Ang, L; (2019) Exploring constructions of children’s identity and childhood in the global South from a policy. In: Salamon, A and Chng, A, (eds.) Multiple Early Childhood Identities. Routledge: London, UK.

Armstrong, F; (2019) Social Constructivism and Action Research: transforming teaching and learning though collaborative practice. In: Armstrong,, Felicity and Tsokova, Diana, (eds.) Action Research for Inclusive Education: Participation and Democracy in Teaching and Learning. (pp. 17-30). Routledge: London, UK.

Baines, E; (2019) Ability Grouping. In: Hattie, J and Anderman, EM, (eds.) Visible Learning Guide to Student Achievement: Schools Edition. Routledge: Abingdon, Oxford.

Bezemer, J; Murtagh, G; Cope, A; (2019) Inspecting Objects: Visibility Manoeuvres in Laparoscopic Surgery. In: Reber, E and Gerhardt, C, (eds.) Embodied Activities in Face-to-face and Mediated Settings Social Encounters in Time and Space. Palgrave Macmillan: London, UK.

Billingsley, B; Chappell, K; Reiss, MJ; (2019) Closing Remarks. In: Science and Religion in Education. (pp. 349-353). Springer: Cham, Switzerland.

Blitz, BK; D'Angelo, A; Kofman, E; (2019) Counting the Population in Need of International Protection Globally. In: Evans, J and Ruane, S and Southall, H, (eds.) Data in Society: Challenging Statistics in an Age of Globalisation. (pp. 91-101). Policy Press: Bristol, UK.

Brehm, W; Iveta, S; (2019) Five Generations of NGOs in Education: From Humanitarianism to Global Capitalism. In: Davies, T, (ed.) Routledge Handbook of NGOs and International Relations. Routledge: London, UK.

Brehm, W; (2019) Cambodian Higher Education Governance: The Politics of Global Summitry and Clientelism. In: Jarvis, DSL and Mok, JKH, (eds.) Transformations in Higher Education Governance in Asia: Policy, Politics and Progress. (pp. 229-243). Springer Nature: Singapore.

Brewis, G; Clements, C; (2019) ‘Good practice case study: Diversifying the Curriculum and Engaging Students through Archives and Object Handling’. In: Křčmář, K, (ed.) The Inclusivity Gap. Inspired by Learning: Edinburgh, Scotland.

Bright, P; Ouzia, J; Filippi, R; (2019) Multilingualism and metacognitive processing. In: Schwieter, JW, (ed.) The Handbook of the Neuroscience of Multilingualism. Wiley

Bryson, A; Dale-Olsen, H; (2019) The Role of Employer-provided Sick Pay in Britain and Norway. In: Polachek, SW and Tatsiramos, K, (eds.) Health and Labor Markets. (pp. 227-252). Emerald: Bingley, UK.

Callender, CC; (2019) Race and Race Equality: Whiteness in Initial Teacher Education. In: Miller, P and Callender, C, (eds.) Race, Education and Educational Leadership: An Integrated Analysis. (pp. 15-36). Bloomsbury: London, UK.

Cannon, M; Potter, J; (2019) Pedagogies of production: Re-imagining literacies for the digital age. In: Hermansson, C and Zepernick, J, (eds.) The Palgrave Handbook of Children’s Film and Television. (pp. 435-450). Palgrave Macmillan

Carpentier, V; (2019) Le financement et la transformation des logiques, des espaces et des contours de l’expansion des systèmes d’enseignement supérieur. In: Demers, Louis and Bernatchez, Jean and Umbriaco, Michel, (eds.) De l'administration à la gouvernance des universités: Progrès ou recul? L’expérience du Québec. (pp. 33-54). Presses de l'Université du Québec: Québec, Canada.

Carpentier, V; (2019) Higher Education in Modern Europe. In: Rury, John L. and Tamura, Eileen H., (eds.) The Oxford Handbook of The History of Education. (pp. 259-274). Oxford University Press: Oxford, UK.

Chase, E; (2019) The serendipity of justice: the case of unaccompanied migrant children becoming ‘adult’ in the UK. In: Aggleton, P and Broom, A and Moss, J, (eds.) Practical justice: Principles, practice and social change. Routledge: London, UK.

Clark-Wilson, A; Aldon, G; Kohanová, I; Robutti, O; (2019) Introduction to the papers of Thematic Working Group 15: Teaching mathematics with resources and technology. In: Jankwist, UT and van den Heuvel-Panhuizen, M and Veldhuis, M, (eds.) Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. 2653-2660). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME: Utrecht, the Netherlands.

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.

Daly, C; Brooks, C; (2019) Developing as a professional. In: Capel, S and Leask, M and Younie, S, (eds.) Learning to Teach in the Secondary School: A Companion to School Experience. (pp. 527-540). Routledge: Abingdon, UK. (In press).

Del Percio, A; Wong, SWV; (2019) Resetting Minds and Souls: Language, Employability and the Making of Neoliberal Subjects. In: Martin Rojo, L and Del Percio, A, (eds.) Language and Neoliberal Governmentality - Chapter 9. (pp. 1-21). Routledge: Abingdon, Oxon.

Earley, P; (2019) School autonomy and accountability in England: The rhetoric and the reality? In: Rauscher, E and Wiesner, C and Paasch, D and Heißenberger, P, (eds.) School autonomy - perspectives in Europe Findings from the EU project INNOVITAS. (pp. 229-240). Waxmann Verlag GmbH: Münster, Germany.

Francesconi, D; Tarozzi, M; (2019) Embodied Education and Education of the Body: The Phenomenological Perspective. In: Brinkmann, M and Türstig, J and Weber-Spanknebel, M, (eds.) Leib – Leiblichkeit –Embodiment.Pädagogische Perspektiven auf eine Phänomenologie des Leibes Reihe: Phänomenologische Erziehungswissenschaft. (pp. 229-247). Springer: Wiesbaden, Germany.

Fuller, A; (2019) Does Vocational Education Still Need the Concept of Occupation? In: Unwin, L and Guile, D, (eds.) The Wiley Handbook of Vocational Education and Training. (pp. 81-96). Wiley-Blackwell: Chichester, UK.

Fuller, A; Unwin, L; (2019) Improving workplace capacity as the prerequisite for effective work-based learning: a co-production approach. In: Work-based learning as a pathway to competence-based education. UNEVOC Network Contribution (In press).

Fumasoli, T; (2019) Learning from internationalisation scholarship in higher education: commonalities, divergences and possible research directions for internationalisation in schools. In: Engel, LC and Maxwell, C and Yemini, M, (eds.) The Machinery of School Internationalisation in Action: Beyond the Established Boundaries. Routledge: New York, USA. (In press).

Godfrey, D; (2019) Moving forward – how to create and sustain an evidence-informed school eco-system. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: reforming education through research. Routledge: London, UK.

Godfrey, D; Brown, C; (2019) Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: Reforming education through research. Routledge: London, UK.

Godfrey, D; Handscomb, G; (2019) Evidence use, research-engaged schools and the concept of an ecosystem. In: Godfrey, D and Brown, C, (eds.) An Ecosystem for Research-Engaged Schools: Reforming Education Through Research. (pp. 1-18). Routledge: London, UK.

Golding, J; Hyde, RM; Clark-Wilson, A; (2019) Every learner counts: Learning mathematics across the curriculum. In: Capel, S and Lawrence, J and Leask, M and Younie, S, (eds.) Surviving and Thriving in the Secondary School: The NQT's Essential Companion. Routledge: London, UK.

Gray, J; (2019) Critical language teacher education? In: The Routledge Handbook of English Language Teacher Education. Routledge: Abingdon, UK.

Gray, J; Cooke, M; (2019) Queering ESOL: sexual citizenship in ESOL classrooms. In: Cooke, M and Peutrell, R, (eds.) Brokering Britain, Educating Citizens: Exploring ESOL and Citizenship. (pp. 195-211). Multilingual Matters: Bristol, UK.

Guile, D; Unwin, L; (2019) VET, Expertise and Work: situating the challenge. In: The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Hoboken, NJ, USA.

Guile, D; Unwin, L; (2019) Vocational Education and Training: Theory, Practice and Policy for a Complex Field of Inquiry. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Hoboken, NJ, USA. (In press).

Higham, R; De Vynck, H; (2019) Creating an ‘ethic of care’ in a vertical tutor group: addressing students’ challenges through dialogue. In: Mercer, N and Wegerif, R and Major, L, (eds.) The Routledge International Handbook of Research on Dialogic Education. (pp. 622-633). Routledge: London, UK. (In press).

Himonides, E; (2019) Perceived quality of a singing performance: The importance of context. In: Welch, G and Howard, D and Nix, J, (eds.) Oxford Handbook of Singing. Oxford University Press: New York, NY, USA.

Himonides, E; (2019) Ave Verum Pentium: singing, recording, archiving and analysing within the digital domain. In: Welch, G and Howard, D and Nix, J, (eds.) The Oxford Handbook of Singing. Oxford University Press: Oxford, UK.

Hofweber, J; Marinis, T; Treffers-Daller, J; (2019) Predicting executive functions in bilinguals using ecologically valid measures of code-switching behaviour. In: Sekerina, IA and Spradlin, L and Valian, V, (eds.) Bilingualism, Executive Functions, and Beyond. Questions and Insights. John Benjamins

Howard, D; Welch, G; Himonides, E; (2019) The female choir voice: important considerations. In: Lã, F, (ed.) The Female Singing Voice. Compton Publishing Ltd.: London. (In press).

Jewitt, C; Leder Mackley, K; Atkinson, D; Price, S; (2019) Rapid Prototyping for Social Science Research. In: Pauwels, L and Mannay, D, (eds.) The Sage Handbook of Visual Research Methods. (pp. 534-550). SAGE: London, UK.

Kersh, N; (2019) Learning from knowledge transfer and recontextualisation of experiences in the context of workplace learning: Insights from the UK. In: Bahl, A and Dietzen, A, (eds.) Work-based learning as a pathway to competence-based education. (pp. 255-272). Federal Institute for Vocational Education and Training: Bonn.

Kucirkova, N; (2019) Children’s reading in the digital age: a research summary on children’s digital books - Chapter 20. In: Erstad, O and Flewitt, R and Kümmerling-Meibauer, B and Pereira, ÍS, (eds.) The Routledge Handbook of Digital Literacies in Early Childhood. (pp. 282-294). Routledge: London.

Lahiff, A; Broad, JH; (2019) Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. (pp. 433-454). Wiley-Blackwell: Hoboken. NJ, USA.

Lapping, C; (2019) Mourning and Melancholia. In: Stavrakakis, Y, (ed.) Routledge Handbook of Psychoanalytic Political Theory. Routledge: London, UK.

Levinson, Ralph; (2019) Stories of hope. In: Bazzul, Jesse and Siry, Christina, (eds.) Critical Voices in Science Education Research: Narratives of Hope and Struggle. (pp. 37-45). Springer Nature: Cham, Switzerland.

Levinson, Ralph; Bencze, Larry; Carter, Lyn; Martins, Isabel; Pouliot, Chantal; Weinstein, Matthew; Zouda, Majd; (2019) EcoJust STEM Education Mobilized Through Counter-Hegemonic Globalization. In: Saltman, Kenneth J and Means, Alexander J, (eds.) The Wiley Handbook of Global Educational Reform. (pp. 389-411). John Wiley & Sons, Inc.: Hoboken, NJ, USA.

Levinson, Ralph; Christodoulou, Andri; (2019) Short country report United Kingdom. In: Hadjichambis, Andreas and Reis, Pedro and Paraskeva-Hadjichambi, Demetra, (eds.) European SWOT Analysis on Education for Environmental Citizenship. (pp. 267-278). Institute of Education — University of Lisbon, Cyprus Centre for Environmental Research and Education & European Network for Environmental Citizenship — ENEC Cost Action.: Lisbon, Portugal.

Lewis, A; (2019) Linking teacher training to effective delivery of curriculum reform. In: Smart, Andy and Sinclair, Margaret and Benavot, Aaron and Bernard, Jean and Chabbott, Colette and Russell, S. Garnett and Williams, James, (eds.) Educating for the social,the emotional and the sustainable. NISSEM

Loo, S; (2019) Case Studies. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Conclusion. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Highways and byways: pathways to becoming teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Professional education of teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Professional identities of teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Researching the further education teacher educators’ landscape. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ knowledge: types, sources and application in the training of teachers. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ profiles. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, SY; (2019) A typology of occupational teachers’ capacities across the three academic levels. In: Loo, S, (ed.) Multiple Dimensions of Teaching and Learning for Occupational Practices. (pp. 72-91). Routledge: London, UK.

Luckin, R; Cukurova, M; (2019) Learning Sciences Beyond Cognition: Exploring Student Interactions in Collaborative Problem Solving. In: Feldman, R, (ed.) Learning Science: Theory, Research, and Practice. McGraw-Hill Education: New York, NY, USA.

Male, T; (2019) Towards school autonomy in England: A troubled and far from complete journey. In: Rauscher, E and Wiesner, C and Paasch, D and Heissenberger, P, (eds.) Schulautonomie - Perspektiven in Europa. (pp. 241-253). Waxmann: Munster, Germany.

Marini, G; (2019) Higher Education Research, Southern Europe (Italy, Portugal, Spain, Greece). In: Teixeira, P and Shin, J, (eds.) Encyclopedia of International Higher Education Systems and Institutions. Springer: Cham, Switzerland.

Mavrou, I; López Medina, B; (2019) Attentional capacity and written production in English (L1 and L2) and Spanish (L1) within the framework of Erasmus+ Project. In: Jiménez Muñoz, A and Lahuerta Martínez, AC, (eds.) Empirical studies in multilingualism: Analysing contexts and outcomes. Peter Lang: Frankfurt am Main.

McCulloch, G; (2019) Physics for the Enquiring Mind: The Nuffield Physics Ordinary-Level Course, 1962-1966. In: McCulloch, G and Goodson, I and González-Delgado, M, (eds.) Transnational Perspectives on Curriculum History. Routledge: London UK.

McCulloch, G; Woodin, T; (2019) Compulsory educational provision. In: Fitzgerald, T, (ed.) Handbook of Historical Studies in Education: Debates, Tensions, and Directions. Springer: Singapore. (In press).

McKinley, J; (2019) English L2 writing in international higher education. In: Barkhuizen, G, (ed.) Qualitative Research Topics in Language Teacher Education. (pp. 104-109). Routledge: New York, NY, USA.

McKinley, J; (2019) Teaching Japanese L2 Writing Inside and Outside Japan: Implications for Global Approaches in L2 Writing. In: Yigitoglu, N and Reichelt, M, (eds.) L2 Writing Beyond English. (pp. 60-77). Multilingual Matters: Bristol, UK.

Mendes, K; Ringrose, J; (2019) Digital Feminist Activism: #MeToo and the Everyday Experiences of Challenging Rape Culture. In: Fielborn, B and Loney-Howes, R, (eds.) #MeToo and the Politics of Social Change. (pp. 37-51). Palgrave Macmillan: London, UK.

Michel, MC; Shi, D; Li, Y; (2019) The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers. In: Wen, Z and Ahmadian, MJ, (eds.) Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan. (pp. 133-151). John Benjamins: Amsterdam, Netherlands.

Newman, M; Gough, D; (2019) Systematic Reviews in Educational Research: Methodology, Perspectives and Application. In: Zawacki-Richter, O and Kerres, M and Bedenlier, S and Bond, M and Buntins, K, (eds.) Systematic Reviews in Educational Research: Methodology, Perspectives and Application. (pp. 3-22). Springer VS: Wiesbaden, Germany.

Niccolini, A; Ringrose, J; (2019) Feminist Posthumanism. In: SAGE Research Methods Foundations. SAGE (In press).

Oketch, MO; (2019) Randomized Control Trials: Limitations for Explaining and Improving Learning Outcomes. In: Gorur, R and Sellar, S and Steiner-Khamsi, G, (eds.) World Yearbook of Education 2019 Comparative Methodology in an Era of Big Data and Global Networks. (pp. 35-52). Routledge: Abingdon, Oxon.

Oliver, M; (2019) Digital Technologies and doctoral research. In: Sim, KN, (ed.) Enhancing the Role of ICT in Doctoral Research Processes. (xxiii-xxxiv). IGI Global

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. (pp. 105-124). Bloomsbury: London, UK.

Pelletier, C; Kneebone, R; (2019) Exploration: Wigs, Brown Sauce and Theatrical Dames - Clinical Simulation as Play. In: James, A and Nerantzi, C, (eds.) The Power of Play in Higher Education: Creativity in Tertiary Learning. (pp. 213-221). Palgrave Macmillan: Cham, Switzerland.

Pensiero, N; Giancola, O; Barone, C; (2019) Socioeconomic Inequality and Student Outcomes in Italy. In: Volante, L and Schnepf, SV and Jerrim, J and Klinger, D, (eds.) Socioeconomic Inequality and Student Outcomes - National Trends, Policies, and Practices - Education Policy & Social Inequality. (pp. 81-94). Springer: Singapore.

Porayska-Pomsta, KK; Rajendran, G; (2019) Accountability in human and artificial decision-making as the basis for diversity and educational inclusion. In: Knox, J and Wang, Y and Gallagher, M, (eds.) Speculative Futures for Artificial Intelligence and Educational Inclusion. (pp. 39-59). Springer Nature: Singapore.

Pradhan, Uma; (2019) Nepal: Between the 'Local' and the 'Global' of the National Education. In: Brock, C and Letchamanan, H and Dhar, D, (eds.) Education in South Asia and the Indian Ocean Islands. (pp. 165-183). Bloomsbury Publications: London, UK.

Pradhan, Uma; Karki, Shrochis; (2019) Sustainable Development Goals in Nepal: Prospects and challenges. In: Khemka, Nitya and Kumar, Suraj, (eds.) Social Development and the Sustainable Development Goals in South Asia. (pp. 74-91). Routledge: London, UK.

Reiss, M; Billingsley, B; Chappell, K; (2019) Introduction. In: Billingsley, B and Chappell, K and Reiss, M, (eds.) Science and religion in education. (pp. 1-11). Springer: Cham, Switzerland.

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; (2019) How children understand biology. In: Reiss, M and Watts, F and Wiseman, H, (eds.) Rethinking biology: public understandings. (pp. 283-298). World Scientific: Singapore, Singapore.

Reiss, M; (2019) Food and nutrition. In: Reiss, MJ and Watts, F and Wiseman, H, (eds.) Rethinking Biology: Public Understandings. (pp. 213-230). World Scientific

Reiss, M; Harms, U; (2019) The present state of evolution education. In: Harms, U and Reiss, M, (eds.) Evolution Education: Re-considered. (pp. 1-19). Springer: Cham, Switzerland.

Reiss, M; Harms, U; (2019) What now for evolution education? In: Harms, U and Reiss, M, (eds.) Evolution Education: Re-considered. (pp. 331-343). Springer: Cham, Switzerland.

Reiss, MJ; (2019) Beyond Bare Statistics. In: Science and Religion in Education. (pp. 119-121). Springer: Singapore.

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.

Ringrose, J; Mendes, K; (2019) Digitised Narratives of Rape: Disclosing Sexual Violence Through Pain Memes. In: Rape Narratives in Motion. (pp. 171-197). Springer: London, UK.

Ringrose, J; Niccolini, A; (2019) PhEmaterialism. In: Strom, K and Ovens, A, (eds.) Encyclopedia of Educational Innovations. Springer (In press).

Rose, H; McKinley, J; Baffoe-Djan, JB; (2019) Preface. In: Data Collection Research Methods in Applied Linguistics. Bloomsbury Academic

Rosen, R; (2019) Care as Ethic, Care as Labour. In: Langford, R, (ed.) Theorizing Feminist Ethics of Care in Early Childhood Practice. Bloomsbury Academic: London, UK.

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. (pp. 123-138). Springer, Cham

Standish, P; (2019) On being resolute. In: Appelqvist, H, (ed.) Wittgenstein and the Limits of Language. Routledge: London, UK.

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.

Thomas, J; Noel-Storr, A; Steve, M; (2019) Evidence surveillance to keep up to date with new research. In: Systematic Searching Practical ideas for improving results. Facet: London, UK.

Unterhalter, E; (2019) Balancing Pessimism of the Intellect and Optimism of the Will: Some Reflections on the Capability Approach, Gender, Empowerment, and Education. In: Clark, D and Biggeri, M and Frediani, A, (eds.) The Capability Approach, Empowerment and Participation Concepts, Methods and Applications. (pp. 75-99). Palgrave: London, UK.

Unterhalter, E; (2019) Articulation and a Theorisation of Educational Change: Reflections on Harold Wolpe’s Work on South Africa. In: Reynolds, J and Fine, B and van Niekerk, R, (eds.) Race, Class and the Post-Apartheid Democratic State. University of KwaZulu-Natal Press (UKZN Press): Pietermaritzburg, South Africa. (In press).

Waters, J; Brooks, R; (2019) Geographies of connection? The Chicken Project and other international acts by state secondary schools in England. In: Engel, L and Maxwell, C and Yemini, M, (eds.) The Machinery of School Internationalisation in Action: Beyond the Established Boundaries. Routledge (In press).

Whitchurch, C; (2019) The Implications of a Diversifying Workforce for Institutional Governance and Management. In: Redding, G and Drew, A and Crump, S, (eds.) The Oxford Handbook of Higher Education Systems and University Management. Oxford University Press: Oxford, UK.

Wiliam, Dylan; (2019) Why Formative Assessment is Always both Domain-general and Domain-specific and What Matters is the Balance between the Two. In: Andrade, Heidi L and Bennett, Randy E and Cizek, Gregory J, (eds.) Handbook of Formative Assessment in the Disciplines. Routledge: New York, NY.

Wong, KK-Y; (2019) Schizophrenia and Crime. In: Zeigler-Hill, V and Shackelford, TK, (eds.) Encyclopedia of Personality and Individual Differences. Springer: Cham, Switzerland.

Woodin, T; (2019) Useable pasts for a co-operative university: as different as light from darkness? In: Noble, M and Ross, C, (eds.) Reclaiming the University for the Public Good Experiments and Futures in Co-operative Higher Education. (pp. 23-43). Palgrave Macmillan

Woodin, T; (2019) Recovering co-operative education and training: character, culture and citizenship. In: Woodin, T and Shaw, L, (eds.) Learning for a Co-operative World. (pp. 18-35). Trentham Books: London, UK.

Wyse, D; Anders, JD; (2019) Primary Education Curricula across the World: Qualitative and Quantitative Methodology in International Comparison. In: Suter, Larry E. and Smith, Emma and Denman, Brian D., (eds.) SAGE Handbook of Comparative Studies in Education. SAGE: London, UK.

Xu, Y; (2019) From theories to practicalities: doing cross-cultural research fieldwork in Early Childhood Education & Care (ECEC). In: Tsang, K and Liu, D and Hong, Y, (eds.) Challenges and Opportunities in Qualitative Research: Young Scholars’ Experiences Sharing. (pp. 95-109). Springer: Singapore.

Yandell, John; Doecke, Brenton; (2019) The English literature classroom as a site of ideological contestation. In: Al-Issa, Ali and Mirhosseini, Seyyed-Abdolhamid, (eds.) Worldwide English Language Education Today: Ideologies, Policies and Practices. (pp. 35-52). Routledge: London, UK.

Proceedings paper

Barreto, R; (2019) The Reinforcement of Narratives for Social Change: The Power of Art Through the Media. In: Ćurčić, A and Jović, A and Milić, V, (eds.) Proceedings of the Third International Symposium of Students of English, Croatian and Italian Studies: Express the Repressed. (pp. pp. 4-15). University of Split, Faculty of Humanities and Social Sciences: Split, Croatia.

Benton, L; Vasalou, A; Barendregt, W; Bunting, L; Revesz, A; (2019) What’s Missing: The Role of Instructional Design in Children’s Games-Based Learning. In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems Paper No. 582 - CHI '19. ACM: Glasgow, UK.

Ceja, O; Price, S; (2019) Exploring the potential of ivr technology to promote collaborative learning in science experiences. In: Proceedings of the 13th International Conference on Computer Supported Collaborative Learning 2019. (pp. pp. 917-918). CSCL: École Normale Supérieure de Lyon, France.

Chalvatza, F; Karkalas, S; Mavrikis, M; (2019) Communicating learning analytics: Stakeholder participation and early stage requirement analysis. In: Proceedings of the 11th International Conference on Computer Supported Education - Volume 2: CSEDU. (pp. pp. 339-346). SCITEPRESS – Science and Technology Publications: Heraklion, Greece.

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.

Cukurova, M; (2019) Learning Analytics as AI Extenders in Education: Multimodal Machine Learning versus Multimodal Learning Analytics. In: Mitchell, Tom, (ed.) Proceedings of AIAED 2019. AIAED: Beijing, China.

Cukurova, M; Kent, C; Luckin, R; (2019) The value of multimodal data in classification of social and emotional aspects of tutoring. In: Proceedings of the International Conference on Artificial Intelligence in Education AIED 2019. (pp. pp. 46-51). Springer, Cham: Chicago, IL, USA.

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.

Fraca, E; Kambouri, M; Yuen, N; Bakirtzoglou, R; Mair, G; Highmore, A; Hubbard, C; Fraca, E; Kambouri, M; Yuen, N; Bakirtzoglou, R; Mair, G; Highmore, A; Hubbard, C; Mavrikis, M; - view fewer (2019) A Hybrid Learning Space for Physically-Active Mathematics: the case of Numberfit. In: Mor, Y and Dimitriadis, Y and Köppe, C, (eds.) Proceedings of the Workshop on Hybrid Learning Spaces - Data, Design, Didactics co-located with 14th European Conference on Technology Enhanced Learning (EC-TEL 2019). (pp. pp. 15-24). CEUR Workshop Proceedings: Delft, Netherlands.

Fraca Santamaria, ME; Mavrikis, M; Kambouri, M; Yuen, N; Bakirtzoglou, R; Mair, G; Highmore, A; Fraca Santamaria, ME; Mavrikis, M; Kambouri, M; Yuen, N; Bakirtzoglou, R; Mair, G; Highmore, A; Hubbard, C; - view fewer (2019) Towards a Hybrid Learning Space for Engaging Primary Pupils in Physically-Active Mathematics: the case of Numberfit. In: Proceedings of the Hybrid learning spaces - design, data, didactics. ECTEL workshop - HLS D3 2019. (pp. P7). : Delft, Netherlands.

Gamage, DK; Sevilla, A; (2019) Gender Equality and Positive Action: Evidence from UK Universities. In: AEA Papers and Proceedings. (pp. pp. 105-109). American Economic Association

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).

Golding, J; (2019) What price coherence? Challenges of embedding a coherent curriculum in a market-driven and high-stakes assessment regime. In: Proceedings of ICMI Study 24 Conference. IMU: Tsukuba, Japan.

Golding, J; Batiibwe, MSK; (2019) Mixed mode approaches to sustainable mathematics teacher educator development in areas with limited access to digital technologies. In: Proceedings of the 5th Strathmore International Mathematics Conference (Promoting Challenge-Driven Research in Mathematical Sciences and Building Collaborative Research Networks). Strathmore University

Gomery, D; (2019) University Technical Colleges: Pedagogy Meets Market Demands. In: Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference Vocational Education and Training Network - VETNET. (pp. pp. 34-44). VETNET

Griffiths, L; Pratt, D; Jennings, D; Schmoller, S; (2019) A MOOC for Adult Learners of Mathematics and Statistics: Tensions and Compromises in Design. In: Topics and Trends in Current Statistics Education Research. (pp. pp. 351-371). Springer Nature

Huang, X; Twycross, J; Wild, F; (2019) A Process for the Semi-Automated Generation of Life-Sized, Interactive 3D Character Models for Holographic Projection. In: Proceedings of the 2019 International Conference on 3D Immersion (IC3D). IEEE

Hughes, G; Price, L; Hughes, G; (2019) Systematic peer reviewing versus a discussion forum for promoting online learner success: an evaluation of innovative learning design for postgraduate students. In: Proceedings of the 28th ICDE World Conference on Online Learning 2019. (pp. FP 037). National Institute for Digital Learning (NIDL): Dublin, Ireland.

Huibers, T; Fails, JA; Kucirkova, N; Landoni, M; Murgia, E; Pera, MS; (2019) 3rd KidRec workshop: What does good look like? In: Proceedings of the 18th ACM International Conference on Interaction Design and Children, IDC 2019. (pp. pp. 681-688). ACM: Boise, ID, USA.

Kang, J; Aletta, F; Oberman, T; Erfanian, M; Kachlicka, M; Lionello, M; Mitchell, A; (2019) Towards soundscape indices. In: Proceedings of the 23rd International Congress on Acoustics: integrating 4th EAA Euroregio 2019: 9-13 September 2019 in Aachen, Germany. (pp. pp. 2488-2495). International Congress on Acoustics: Berlin, Germany.

Lahiff, A; Tilley, E; Broad, J; Roach, K; Detmer, A; (2019) Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge. In: Kloot, B, (ed.) Proceedings of the 2019 Research in Engineering Education Symposium (REES 2019). (pp. pp. 578-587). REEN (Research in Engineering Education Network): Cape Town, South Africa.

Male, T; (2019) Governance in multi-academy trusts (MATs) - Evidence from the field. In: Proceedings of ECER 2019. (pp. pp. 1-22). European Educational Research Association (EERA): Hamburg, Germany.

Mavrikis, M; Karkalas, S; Cukurova, M; Papapesiou, E; (2019) Participatory design to lower the threshold for intelligent support authoring. In: Proceedings of the International Conference on Artificial Intelligence in Education AIED 2019. (pp. pp. 185-189). Springer, Cham

Mitchell, Val; Wilson, Garrath; Leder Mackley, Kerstin; Jewitt, Carey; Golmohammadi, Lili; Atkinson, Douglas; Price, Sara; (2019) Digital Touch Experiences: Educating the Designers. In: (Proceedings) EduCHI 2019: Global Perspectives on HCI Education.

Nag Chowdhuri, M; (2019) Two primary school teachers’ pedagogical design capacity of using mathematics textbooks in Delhi, India. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 4284-4291). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and European Society for Research in Mathematics Education

Patel, D; Leck, A; McCormick, I; Kennedy, E; Parsley, S; (2019) Value Creation Framework to Assess MOOC-based Learning. In: Proceedings of the Pan-Commonwealth Forum 9 (PCF9), 2019. (pp. p. 110). Commonwealth of Learning: Edinburgh, UK.

Peng, YF; Tanaka, A; (2019) Body and Embodiment in Dance Performance. In: Coleman, G, (ed.) MOCO '19: Proceedings of the 6th International Conference on Movement and Computing. Association for Computing Machinery (ACM): New York, NY, USA.

Potapov, K; Lee, VR; Vasalou, A; Marshall, P; (2019) Youth Concerns and Responses to Self-Tracking Tools and Personal Informatics Systems. In: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems. The Association for Computing Machinery

Shanbaum, P; (2019) You are the controller: the ubiquitous interface and interactive digital media art installations. In: Marzo, JL, (ed.) Proceedings of After Post-Truth Interface Politics, 2nd International Conference. Contact GREDITS (Grup de Recerca en Disseny i Transformació Social / Group of Research in Design and Social Transformation): Barcelona, Spain.

Spinuzzi, C; Guile, D; (2019) Fourth-Generation Activity Theory: An Integrative Literature Review and Implications for Professional Communication. In: 2019 IEEE International Professional Communication Conference (ProComm). (pp. pp. 37-45). IEEE: Aachen, Germany.

Spours, K; (2019) Social Ecosystems: a place-based and inclusive approach to Working, Living and Learning. In: Proceedings of the Skills Symposium 2018. Edge Foundation: Glasgow, UK.

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). (pp. pp. 375-381). University of Pretoria, South Africa: Pretoria, South Africa.

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.

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.

Williams, H; (2019) What's the same and what's different: The use of the Mathematics Mastery programme in a special school for pupils with moderate learning difficulties. In: Proceedings of the British Society for Research into Learning Mathematics. (pp. pp. 1-6). British Society for Research in Learning Mathematics

Wood, G; Dylan, T; Durrant, A; Torres, PE; Ulrich, P; Carr, A; Cukurova, M; ... Lawson, S; + view all Wood, G; Dylan, T; Durrant, A; Torres, PE; Ulrich, P; Carr, A; Cukurova, M; Downey, D; McGrath, P; Balaam, M; Ferguson, A; Vines, J; Lawson, S; - view fewer (2019) Designing for Digital Playing Out. In: Proceedings of Conference on Human Factors in Computing Systems (CHI '19). ACM, New York, USA: New York.

Wright, P; (2019) Visible pedagogy and challenging inequity in school mathematics. In: Heuvel-Panhuizen, Marja van den and Veldhuis, Michiel, (eds.) 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.

Yiannoutsou, N; Otero, N; Müller, W; Neofytou, C; Miltiadous, M; Hadzilacos, T; (2019) Hanging Pictures or Searching the Web: Informing the Design of a Decision-Making System that Empowers Teachers to Appropriate Educational Resources to Their School’s Infrastructure. In: Passey, D and Bottino, R and Lewin, C and Sanchez, E, (eds.) IFIP Advances in Information and Communication Technology. (pp. pp. 112-121). Springer: Linz, Austria.

Yilmaz, B; (2019) The linguistic repertoire, language ideologies and space: The case of a young asylum seeker on the island of Lesvos. In: Proceedings of the Migration, Language and Practices: Challenges in the 21st Century. (pp. pp. 1-24).

Zics, B; (2019) Pachinko machine. In: Proceedings of the ACM SIGGRAPH 2019 Art Gallery. (pp. Art.18-Art.18). ACM: New York, NY, USA.

Report

Anders, J; Shure, N; (2019) Statistical Analysis Plan: Young Journalist Academy. The Education Endowment Foundation (EEF): London, UK.

Anders, J; Stoll, L; (2019) Schools Partnership Programme. The Education Endowment Foundation (EEF): London, UK.

Anders, J; Wyse, D; Aarts, S; Dockrell, J; Torgerson, C; Manyukhina, Y; Cushing, I; + view all Anders, J; Wyse, D; Aarts, S; Dockrell, J; Torgerson, C; Manyukhina, Y; Cushing, I; Sing, S; - view fewer (2019) Evaluation Protocol: Grammar and Writing Research Project. UCL Institute of Education: London, UK.

Ang, L; Harmey, S; (2019) Manor Park Talks: Effective Strategies Review. UCL Institute of Education: London, UK.

Baines, E; Blatchford, P; (2019) Executive summary - School break and lunch times and young people's social lives: a follow-up national study. UCL Institute of Education: London, UK.

Baines, E; Blatchford, P; (2019) Full report - School break and lunch times and young people's social lives: a follow-up national study. UCL Institute of Education: London, UK.

Baines, E; Blatchford, P; (2019) Research briefing - School break and lunch times and young people's social lives: a follow-up national study. UCL Institute of Education: London, UK.

Bakopoulou, I; Vivash, J; Wall, K; Brackenbury, G; Dockrell, J; (2019) Supporting Spoken Language in the Classroom: Case Studies. UCL Institute of Education: London, UK.

Bettencourt, M; Carroll, C; Wall, K; Munroe, J; Walsh-Saunders, K; Rothwell, S; (2019) Promoting the achievement of looked after children and young people in Barnet. (Promoting the Achievement of Looked After Children (PALAC) ). UCL Institute of Education: London, UK.

Blum, A; Bourn, D; (2019) Study Abroad and Student Mobility: Stories of Global Citizenship. Development Education Research Centre, UCL Institute of Education: London, UK.

Bradbury, Alice; (2019) Inappropriate, Unhelpful, Unnecessary: the Headteachers’ Verdict on Baseline. More Than a Score: London, UK.

Bradbury, Alice; (2019) Pressure, Anxiety and Collateral Damage: the Headteachers’ Verdict on SATs. More Than A Score

Breadmore, Helen L; Vardy, Emma; Cunningham, Anna J; Kwok, Rosa KW; Carroll, Julia M; (2019) Literacy Development: Evidence Review. Education Endowment Foundation: London, UK.

Brehm, William; (2019) Community Based Education in Afghanistan: Why do students outperform their peers in public schools? World Bank Cambodia: Phnom Penh, Cambodia.

Brehm, William; (2019) Formative Evaluation of the Secondary Education Improvement Project’s School Based Managed Activities. World Bank Group

Bretscher, N; Hodgen, J; Anders, J; (2019) Statistical Analysis Plan: SMART Spaces: Spaced Learning Revision Programme. Education Endowment Foundation: London, UK.

Brewis, Georgina; Ellis Paine, Angela; Hardill, Irene; Lindsey, Rose; Macmillan, Rob; (2019) It’s time to talk: Voluntary action, the state and welfare provision. UKRI: Economic and Social Research Council: London, UK.

Broady, Rachel; Button, Amanda; Campbell, Sarah; Chase, Elaine; Corlyon, Judy; Currie, Andrea; Mayes, Thomas; + view all Broady, Rachel; Button, Amanda; Campbell, Sarah; Chase, Elaine; Corlyon, Judy; Currie, Andrea; Mayes, Thomas; McMahon, Susan; Mengiste, Zewdu; Roberts, Moraene; Bain, Corrinna; CastroMustienes, Susana; Croft, Thomas; Dornan, Paul; Horlait, Gwennaelle; Kenningham, Dann; Williams, Lucy; - view fewer (2019) Understanding Poverty in all its Forms: A participatory research study into poverty in the UK. ATD Fourth World: London, UK.

Brunton, V; Kneale, D; Sowden, A; Sutcliffe, K; Thomas, J; (2019) Caffeinated energy drinks and effects in UK young people. (EPPI-Centre reports 3751 ). EPPI-Centre, Social Science Research Unit, UCL Institute of Education: London, UK.

Bubb, S; (2019) Pupil Registration Regulations 2016 Amendments: views from LAs and schools. (UK Statutory Instruments 2016/792 , pp. pp. 18-65 ). legislation.gov.uk: London, UK.

Bubb, S; Crossley-Holland, J; Cordiner, J; Cousin, S; Earley, P; (2019) Understanding the Middle Tier: Comparative Costs of Academy and LA-maintained School Systems. Sara Bubb Associates: London, UK.

Carroll, C; Black, E; Bettencourt, M; (2019) The education of children in care in North East England. (Promoting the Achievement of Looked After Children (PALAC) ). UCL Institute of Education: London, UK.

Carroll, C; Russell, A; Wall, K; Shaw, A; (2019) Effective practice for special educational needs and/or disabilities content in initial teacher training. UCL Institute of Education: London, UK.

Chase, E; Kennedy, E; Laurillard, D; Abu Moghli, M; Pherali, T; Shuayb, M; (2019) A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement. Inter-agency Network for Education in Emergencies (INEE): New York, NY, USA.

Cordero, K; Chiuminatto, P; Duncan, S; Vera, E; (2019) Qué leo y qué quiero leer: Estudio de preferencias e intereses de lectura en usuarios de Bibliotecas DIBAM y Bibliotecas Viva de la Región Metropolitana de entre 18 y 29 años. Ministerio de las Culturas, las Artes y el Patrimonio Gobierno de Chile: Santiago, Chile.

Crawford, Claire; Dearden, Lorraine; Greaves, Ellen; Farquharson, Christine; Edwards, Amy; Trevelyan, Grace; Wallace, Emma; + view all Crawford, Claire; Dearden, Lorraine; Greaves, Ellen; Farquharson, Christine; Edwards, Amy; Trevelyan, Grace; Wallace, Emma; White, Clarissa; - view fewer (2019) Magic Breakfast: evaluation report and executive summary. (Magic Breakfast ). Education Endowment Foundation: London, UK.

Daly, C; Greer, J; (2019) A companion to DfE Advice to ITE providers (November 2018) Addressing teacher workload in Initial Teacher Education. (Promoting Quality in Teacher Education ). Universities' Council for the Education of Teachers: London, UK.

Daly, C; Greer, J; (2019) A second companion paper to DfE advice on addressing teacher workload. Professionally acceptable workload: learning to act differently towards effective change. (Promoting Quality in Teacher Education ). UCET (Universites' Council for the Education Teachers): London, UK.

DERC; (2019) Global Education Digest 2018. Development Education Research Centre, UCL Institute of Education: London, UK.

Ehren, M; Wollaston, N; Goodwin, J; Star, J; (2019) The Nature, Prevalence and Effectiveness of Strategies Used to Prepare Pupils for Key Stage 2 Maths Tests. UCL Institute of Education: London, UK.

Flewitt, R; Cowan, K; (2019) Valuing Young Children’s Signs of Learning: Observation and Digital Documentation of Play in Early Years Classrooms. The Froebel Trust: London, UK.

Foliano, F; Rolfe, H; Buzzeo, J; Runge, J; Wilkinson, D; (2019) Changing Mindsets: Effectiveness trial. Education Endowment Foundation: London, UK.

Godec, S; King, H; Archer, L; (2019) Naturfaglig Kapita: motiverer flere – og flere ulike – elever i naturfag. Realfagsløyper: Oslo, Norway.

Golding, J; (2019) East African teacher educators learning at a distance. UCL Institute of Education: London, UK.

Golding, J; (2019) Progression through a mathematics specialist school: a study of trajectories of the first two cohorts through King's College London Mathematics School. UCL Institute of Education: London, UK.

Green, Francis; Henseke, Golo; (2019) Training Trends in Britain. (Unionlearn Research Paper 22 ). Unionlearn: London, UK.

Harkness, S; Borkowska, M; Pelikh, A; (2019) Employment pathways and occupational change after childbirth. Government Equalities Office: London, UK.

Heslop, J; Parkes, J; Johnson Ross, F; Alito, F; Turner, E; (2019) The Code of Conduct on Prevention of School-Related Gender-Based Violence: A study of policy enactment in Ethiopia. UCL Institute of Education: London, UK.

Hick, P; Solomons, Y; Mintz, J; (2019) Research Report 27: Initial Teacher Education for Inclusion Final Report. National Council for Special Education Ireland (NCSE): Dublin, Ireland.

Hodgen, J; Adkins, M; Ainsworth, S; Evans, S; (2019) Catch Up Numeracy: Evaluation report and executive summary. Education Endowment Foundation (EEF): London, UK.

Hodgen, J; Taylor, R; Anders, J; Tereshchenko, A; Francis, R; (2019) The Student Grouping Study: investigating the effects of setting and mixed attainment grouping. Education Endowment Foundation: London, UK.

Hollingworth, K; Hauari, H; Cameron, C; (2019) Getting it right: for Care Experienced students in Higher education. Thomas Coram Research Unit, UCL Institute of Education: London, UK.

Holmes, W; Chakroun, B; Miao, F; Mendes, V; Domiter, A; Fan, H; Kharkova, I; + view all Holmes, W; Chakroun, B; Miao, F; Mendes, V; Domiter, A; Fan, H; Kharkova, I; Orr, D; Jermol, M; Issroff, K; Park, J; Holmes, K; Crompton, H; Portales, P; Orlic, D; Rodriguez, S; Kaur, A; Assouline, N; - view fewer (2019) Artificial Intelligence for Sustainable Development Synthesis Report. Mobile Learning Week 2019. UNESCO. Education Sector: Paris, France.

Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; + view all Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; Emirie, G; Gezahegne, K; - view fewer (2019) Qualitative research toolkit to explore child marriage dynamics and how to fast-track prevention. Gender and Adolescence: Global Evidence: London, UK.

Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; + view all Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; Gezahegne, K; Tilahun, K; - view fewer (2019) Qualitative research toolkit: GAGE’s approach to researching with adolescents. Gender and Adolescence: Global Evidence: London, UK.

Langdon, F; Daly, C; Milton, E; Jones, K; Palmer, M; (2019) Principled induction and mentoring of new teachers. (International Teacher CPD Report , pp. pp. 107-111 ). Chartered College of Teaching: London, UK.

Lester, S; Lorenc, T; Sutcliffe, K; Khatwa, M; Stansfield, C; Sowden, A; Thomas, J; (2019) What helps to support people affected by Adverse Childhood Experiences? A review of evidence. (EPPI-Centre reports 3755 , pp. pp. 1-221 ). EPPI-Centre, Social Science Research Unit, UCL Institute of Education: London, UK.

Li, R; Kitchen, H; George, B; Richardson, M; Fordham, E; (2019) OECD Reviews of Evaluation and Assessment in Education: Georgia. (OECD Reviews of Evaluation and Assessment in Education ). OECD Publishing: Paris, France.

London Leadership Strategy; (2019) Teaching Assistants Deployment: Review Guide. UCL Institute of Education: London, UK.

Marks, Rachel; Barclay, Nancy; Harvey-Swanston, Richard; (2019) Examining Newly Qualified Teachers’ use of Textbooks to Support a Mastery Approach to Mathematics Teaching in Primary Schools: A case-study. University of Brighton, Maths No Problem!: Brighton, UK.

Milana, Milana; Tarozzi, Massimiliano; (2019) Addressing global citizenship education (GCED) in adult learning and education (ALE). UNESCO Institute for Lifelong Learning: Hamburg, Germany.

Mitchell, E; Ramsey, C; (2019) Upper Sixths and Higher Education: 2019 Survey. UCL Institute of Education: London, UK.

Moss, Gemma; Brooks, Greg; Brown, John; Burton, Maxine; Collins, Claire; Convery, Andy; Duncan, Sam; + view all Moss, Gemma; Brooks, Greg; Brown, John; Burton, Maxine; Collins, Claire; Convery, Andy; Duncan, Sam; Millar, Tricia; Read, Bob; Schwab, Irene; - view fewer (2019) Post-16 Phonics Approaches: A toolkit. The Education and Training Foundation: London, UK.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to life. Africa Sustainable Development Report. Caritas Africa In partnership with CAFOD and University College London: Nairobi, Kenya.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Kenya Sustainable Development Report. Caritas Kenya In partnership with CAFOD and University College London: Nairobi, Kenya.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Liberia Sustainable Development Report. National Commission for Justice, Peace and Caritas Liberia (NCJPC): Monrovia, Liberia.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to life. Sierra Leone Sustainable Development Report. Caritas Sierra Leone In partnership with CAFOD and University College London: Freetown, Sierra Leone.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Zambia Sustainable Development Report. Caritas Zambia In partnership with CAFOD and University College London: Lusaka, Zambia.

Page, T; Bull, A; Bullough, J; (2019) What would a survivor-centred higher education sector look like?, in: A New Vision for Further and Higher Education: Essay Collection. Centre for Labour and Social Studies (CLASS): London, UK.

Pavlopoulou, G; (2019) A strengths-based approach to autism research with siblings. National Autistic Society and Network Autism

Pearson, .com; (2019) GCSE Mathematics Qualification – UK. Regulated qualification efficacy report. Pearson

Pelikh, A; (2019) Birth cohorts in Understanding Society: a description. (Understanding Society Working Paper Series 2019-13 ). Understanding Society: Essex, UK.

Quinn, M; McGill, R; (2019) UCL Verbal Feedback Project Report. UCL (University College London): London, UK.

Quinn, M; (2019) Teacher Action Research Project (TARP): Inform, Inspire and Impact. UCL Widening Access and Participation: London, UK.

Rivas, C; Tkacz, D; Antao, L; Mentzakis, E; Gordon, M; Anstee, S; Giordano, R; (2019) Automated analysis of free-text comments and dashboard representations in patient experience surveys: a multimethod co-design study. National Institute for Health Research: Southampton, UK.

Schendel, R; McCowan, T; Rolleston, C; Tabulawa, R; Adu-Yeboah, C; Omingo, M; (2019) Pedagogies for Critical Thinking: Implications of project findings for higher education policies and practices in Ghana, Kenya and Botswana. UCL Institute of Education: London, UK.

Sheldrake, R; Amos, R; Reiss, M; (2019) Children and Nature: A research evaluation for The Wildlife Trusts. The Wildlife Trusts: Newark, UK.

Shure, N; Anders, J; Wyse, D; Bohling, K; Barnard, M; (2019) Evaluation Protocol: Speech Bubbles. The Education Endowment Foundation (EEF): London, UK.

Shure, N; Anders, J; Wyse, D; Bohling, K; Farghly, F; Heal, J; Solomon, P; + view all Shure, N; Anders, J; Wyse, D; Bohling, K; Farghly, F; Heal, J; Solomon, P; Sanders, M; Carr, D; Barnard, M; - view fewer (2019) The Craft of Writing. The Education Endowment Foundation (EEF): London, UK.

Shure, N; Anders, J; Wyse, D; Bohling, K; Farghly, F; Heal, J; Solomon, P; + view all Shure, N; Anders, J; Wyse, D; Bohling, K; Farghly, F; Heal, J; Solomon, P; Sanders, M; Carr, D; Barnard, M; - view fewer (2019) Power of Pictures. The Education Endowment Foundation (EEF): London, UK.

Shure, N; Anders, J; Wyse, D; Bohling, K; Farghly, F; Heal, J; Solomon, P; + view all Shure, N; Anders, J; Wyse, D; Bohling, K; Farghly, F; Heal, J; Solomon, P; Sanders, M; Carr, D; Barnard, M; - view fewer (2019) Young Journalist Academy. The Education Endowment Foundation (EEF): London, UK.

Shure, N; Anders, J; Wyse, D; Bohling, K; Solomon, P; Barnard, M; (2019) Evaluation Protocol: First Thing Music. The Education Endowment Foundation (EEF): London, UK.

UCL Centre for Inclusive Education; (2019) Whole School SEND Index: an analysis of SEND data nationally and by RSC region. Whole School SEND

Unterhalter, E; Parkes, J; Howell, C; (2019) Achieving gender equality in and through education. Global Partnership for Education: Washington, DC, USA.

Wall, K; Van Herwegen, J; Shaw, A; Russell, A; Roberts, A; (2019) A Study of the Drivers, Demand and Supply for Special Educational Needs and/or Disabilities (SEND)-Related Continuing Professional Development (CPD) for School Staff. UCL Institute of Education: London, UK.

Wiggins, M; Jerrim, J; Tripney, J; Khatwa, M; Gough, D; (2019) The RISE project: evidence-informed school improvement. Evaluation report. Education Endowment Foundation: London, UK.

Wright, H; Dorsett, R; Anders, J; Buzzeo, J; Runge, J; Sanders, M; (2019) Improving Working Memory: Evaluation report and executive summary. The Education Endowment Foundation (EEF): London, UK.

Wright, P; (2019) Visible Maths Pedagogy Project: Report from Year 2. Visible Maths Pedagogy research project: London, UK.

Wyse, D; Flewitt, R; Manyukhina, Y; (2019) Helen Hamlyn Centre for Pedagogy Progress Report 2018-19. Helen Hamlyn Centre for Pedagogy, UCL Institute of Education: London, UK.

Working / discussion paper

Adamecz-Völgyi, A; Henderson, M; Shure, N; (2019) Is 'First in Family' a Good Indicator for Widening University Participation? (IZA Discussion Paper 12826). IZA Institute of Labor Economics: Bonn, Germany.

Datta, S; Kingdon, GG; (2019) Gender Bias in Intra-Household Allocation of Education in India: Has It Fallen over Time? (IZA Discussion Paper 12671). IZA - Institute of Labor Economics: Bonn, Germany.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Adult Learners and Adult Education Teachers. UCL Institute of Education: London, UK.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Prison Reading Groups and Prison Libraries. UCL Institute of Education: London, UK.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Teachers and Trainee Teachers. UCL Institute of Education: London, UK.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Women, Library Users, Everyone and Anyone... UCL Institute of Education: London, UK.

Duncan, S; Capildeo, V; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps with a focus on poetry. UCL Institute of Education: London, UK.

Duncan, S; Spalding, C; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for the Reading Agency's Reading Ahead. UCL Institute of Education: London, UK.

Edge, K; (2019) Gender, generation and leadership: Lessons for recruiting and retaining the next generations of women leaders. (Occasional Paper 159). Centre for Strategic Education: Melbourne, Australia.

He, Q; Borgonovi, F; Paccagnella, M; (2019) Using process data to understand adults' problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC): Identifying generalised patterns across multiple tasks with sequence mining. (OECD Education Working Paper 205). Organisation for Economic Development (OECD): Paris, France.

Jerrim, J; Parker, P; Shure, N; (2019) Bullshitters. Who Are They and What Do We Know about Their Lives? (IZA Discussion Paper 12282). IZA Institute of Labor Economics: Bonn, Germany.

Joshi, H; Bryson, A; Wilkinson, D; Ward, K; (2019) The Gender Gap in Wages over the Life Course: Evidence from a British Cohort Born in 1958. (IZA Discussion Papers 12725). IZA Institute of Labor Economics: Bonn, Germany.

Macmillan, Lindsey; Tominey, Emma; (2019) Parental Inputs and Socio-Economic Gaps in Early Child Development. (IZA Discussion Paper 12792). IZA - Institute of Labor Economics: Bonn, Germany.

Male, T; (2019) While Chicago Burns? UCL Institute of Education: London, UK.

Marini, G; Locke, W; Whitchurch, C; (2019) The future higher education workforce in locally and globally engaged higher education institutions: a review of literature on the topic of 'the academic workforce'. Centre for Global Higher Education: London, UK.

Mitchell, A; Oberman, T; Aletta, F; Erfanianghasab, M; Kachlicka, M; Lionello, M; Kang, J; (2019) SSID Protocol for Data Collection of Urban Soundscapes: In situ audio-video recordings & questionnaires. : London.

Natsidis, P; Schiffer, PH; Salvador-Martínez, I; Telford, MJ; (2019) Computational discovery of hidden breaks in 28S ribosomal RNAs across eukaryotes and consequences for RNA Integrity Numbers. BioRxiv: Cold Spring Harbor, NY, USA.

Parsons, Samantha; Platt, Lucinda; (2019) Growing up lonely? Exploring the social outcomes of three generations identified with special education needs or disabilities in childhood. (Social Policy Working Paper 08-19). LSE Department of Social Policy: London, UK.

Ruttenberg, D; Porayska-Pomsta, K; White, SJ; Holmes, J; (2019) Sound Impairment Effect on Cognitive Skill Performance. OSF Preprints: Charlottesville, VA, USA.

Shure, N; Henderson, M; Adamecz-Völgyi, A; (2019) 'First in Family' University Graduates in England. (IZA Discussion Paper 12588). IZA Institute of Labor Economics: Bonn, Germany.

Spours, K; (2019) A Social Ecosystem Model: conceptual developments and implications for VET. UCL Institute of Education: London, UK.

Whitchurch, C; Locke, W; Marini, G; (2019) A delicate balance: optimising individual aspirations and institutional missions in higher education. (CGHE Working Paper 45). Centre for Global Higher Education: London, UK.

Conference item

Alderson, P; Sutcliffe, K; Mendizabal, R; (2019) Dialectic and informed and voluntary consent: the pulse of freedom. Presented at: International Association for Critical Realism (IACR) 22nd Annual Conference, Southampton, UK.

Anders, Jake; Bryson, Alex; Hórvath, Hedvig; Nasim, Bilal; (2019) The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention. Presented at: 4th IZA Workshop on the Economics of Education, Bonn, Germany.

Anders, J; Bryson, A; Horváth, H; Nasim, B; (2019) The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention. Presented at: School Teachers' Review Body (STRB) Meeting.

Brehm, W; (2019) Constructing Memory in Contemporary Cambodia: "Cautious resistance and calculated conformity". Presented at: 2019 Comparative and International Education Society Conference, San Francisco, CA, USA.

Brehm, W; (2019) A successful university-to-university international partnership? Critical lessons from history. Presented at: EU-Japan Dialogues in a Changing World, Tokyo, Japan.

Bubb, S; (2019) The Mentoring of New Headteachers/Principals. Presented at: ECER 2019, Hamburg, Germany.

Bubb, S; Crossley-Holland, J; Cousin, S; (2019) Counting the cost of a fragmented school system: issues for the reform and leadership of the middle tier. Presented at: BELMAS SIG, London, UK.

Chan, Hoi Ying Stephanie; (2019) The social construction of musical identities in Hong Kong's school music education. Presented at: Hong Kong Sociological Association Conference 2019, Hong Kong.

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.

Daly, C; (2019) The best of intentions? Reducing workload in initial teacher education. Presented at: National Primary Teacher Education Council Annual Conference 2019, Nottingham, UK.

Daly, C; (2019) Learning partners in educative mentoring: principles and practice. Presented at: Primary Partnership Development Conference, London, UK.

Daly, C; (2019) Research impact and academic life: the difference we want to make. Presented at: University of South Wales Teaching and Research Conference 2019, Newport, Australia.

Godfrey, D; (2019) Collaborative school Improvement through peer review. Presented at: 9th British Council Schools Conference: Building learning communities through collaborative expertise, Medellin, Colombia.

Golding, J; (2019) Epistemic quality in the intended curriculum: what is it, why does it matter, and what are the implications for policy? Presented at: European Conference for Education Research (ECER) 2019, Hamburg, Germany.

Golding, J; (2019) Teacher capacity for developing problem solving. Presented at: CERME 11, Utrecht, Netherlands.

Greer, J; Daly, C; (2019) Professionally Acceptable Workload: Changing our habitus. Presented at: 2019 UCET Annual Conference, Stratford-upon-Avon, UK.

Hooper, A; Golding, J; Grima, G; (2019) Preparing for high-stakes assessment of aspirational curricula: the role of educative resources. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

Jones, H; (2019) 'It is awesome and you get to swap fun, funny and fantasy!' How a comic lending library impacted on the reading habits of Y3 pupils. Presented at: UKLA 55th International Conference, Sheffield, UK. (In press).

Joshi, H; Bryson, A; Ward, K; Wilkinson, D; (2019) The Gender Pay Gap: Evidence from the National Child Development Study. Presented at: 31st European Association of Labour Ecconomists (EALE) Conference, Uppsala, Sweden.

Locke, W; Whitchurch, C; Marini, G; (2019) A Delicate Balance: Optimising individual aspirations and institutional missions in higher education. Presented at: The HE workforce: exploring global perspectives, London, UK.

Loo, S; (2019) Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiences. Presented at: The London Learning and Skills Research Network Event 2019, University of Greenwich, London.

Loo, S; Sutton, B; (2019) Practitioner Inquiry, Informal Learning and Occupational Education: Learning and transformation. Presented at: The Universities Association for Lifelong Learning Work and Learning Network Annual Conference 2019, University of the Arts, London,.

Male, T; (2019) Governance in multi-academy trusts (MATs) in England - evidence from the field. Presented at: ECER 2019, Hamburg, Germany.

Marini, G; (2019) Academic Freedom and Political Legitimation in a Contemporary Globalised World. Presented at: 2019 European Consortium for Political Research (ECPR) General Conference, Wrocław, Poland.

Marini, G; (2019) Determinants of employment destinations of PhD holders: industrial sectors and economic conditions. Presented at: (Post) Academic Careers: PhD graduates and Employability in- and outside Academia, Amsterdam, Netherlands.

McCrory, Amanda; Callender, Christine; Sappor, Gideon; Lewis, Jacqueline; (2019) Race, ethnicity and science: Exploring the community cultural wealth of BME pupils in Key Stage 4 and 5; student and teacher perspectives. Presented at: BERA Conference 2019, Manchester, UK.

McCrory, Amanda; Callender, Christine; Sappor, Gideon; Lewis, Jacqueline; (2019) Race, ethnicity and science: Exploring the community wealth of BME pupils - a parents' perspective. Presented at: ECER 2019, Hamburg, Germany.

McCrory, Amanda; Phillips, Sheldon; (2019) The mutual metamorphosis of the doctoral supervisor and student relationship. Presented at: 7th IOE-BNU International Conference: Innovation in Education and Pedagogy, Beijing, China.

Muñoz, B; Ehren, M; Huthinson, J; (2019) 'Intractable' schools: can an Ofsted judgement prevent sustainable improvement? Presented at: 18th Biennial EARLI Conference (EARLI 2019), Aachen, Germany.

O'Regan, J; (2019) Global English, so English for All? Presented at: 9th English Language Teaching Conference: Global English, so English for All, La Paz, Bolivia.

O'Regan, JP; (2019) Capital and the Hegemony of English in a Capitalist World-System. Presented at: 24th conference of the International Association for World Englishes, Limerick, Ireland.

Redmond, B; Golding, J; Grima, G; (2019) Reformed GCSE Mathematics qualifications: teacher's views of the impact on students starting A levels. Presented at: Ofqual Education Research seminar, Warwick, UK.

Redmond, B; Grima, G; Golding, J; (2019) Post 16 Qualification Reforms: Impacts on mathematics teaching, learning and assessment in England. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

Rogers, L; (2019) The importance of practice-focused research across the FE and Skills Sector. Presented at: Education and Training Foundation Annual Research Conference, London, UK.

Rogers, L; (2019) Inclusivity and disengagement from education. Presented at: DECP Annual Conference 2019, Bath, UK.

Shirazi, A; Amos, R; (2019) Gendered science questioning: To boys or not to boys, that is the question. Presented at: ESERA 2019, Bologna, Italy.

Whitchurch, C; Marini, G; Locke, W; (2019) The future higher education workforce in locally and globally engaged Higher Education Institutions. Presented at: CGHE 2019 annual conference, London, UK.

Xu, X; Marini, G; (2019) Establishing an Academic Career as 外国人 (Wàiguó Rén) in Mainland China: International Faculty's Relocation and Engagement in Chinese Research Universities. Presented at: China and Higher Education. Knowledge diplomacy and the role of higher education in Chinese international relations, Manchester, UK.

Zawacki-Richter, O; Marín, V; Bond, M; Bedenlier, S; (2019) Open educational resources in distributed learning infrastructures: An international comparative study. Presented at: Strategies Beyond Borders - Transforming Higher Education in a Digital Age, Berlin, Germany.

Poster

Barrow, E; Grima, G; Golding, J; (2019) How are Abacus resources supporting transformational mathematics learning and assessment? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

Gold, N; Purves, R; Himonides, E; (2019) Computers, Making, Music, and Design. Presented at: Computational Sciences for the 21st Century: 3rd UCL eResearch Domain Symposium, London, UK.

Halstead, E; Leavitt, V; Fiore, D; Mueser, K; (2019) A Pilot Study of a Manualized Resilience-Based Telehealth Program for Support Partners of Persons with Multiple Sclerosis. Presented at: Consortium of Multiple Sclerosis Centers (CMSC) Annual Meeting 2019, Seattle, WA, USA.

Krishnaswamy, V; Golding, J; (2019) The GCSE Mathematics saga… How is the reform implemented and does the assessment fit the purpose? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

Mengisidou, M; Marshall, C; Stavrakaki, S; (2019) Slower retrieval processes explain verbal fluency difficulties in dyslexia and DLD. Presented at: 1st Society for Research on Learning Disorders Conference, Padova, Italy.

Tunnicliffe, S; Tunnicliffe, SD; (2019) Experiencing science in free choice play pre school. Presented at: 67th Annual NSTA National Conference on Science Education, St Louis ,MO, USA.

Thesis

Abbott-Jones, Amanda; (2019) A Mixed Method Study Focusing on Adult Dyslexic Higher Education Students and their Experiences with Anxiety and Coping. Doctoral thesis (Ed.D), UCL (University College London).

ALShamare, Awatif Habeeb; (2019) Investigating the Role of Social Media in Supporting Parents and Teachers of Students with Down’s Syndrome: Focus on Early Intervention Services in the Kingdom of Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

Alshathri, Sulaiman; (2019) Implementing blended learning to satisfy growing demand for higher education in Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

An, Sukyoung; (2019) Learners’ language use during task-based peer interaction in second language class of primary school. Doctoral thesis (Ph.D), UCL (University College London).

Anand, Kusha; (2019) Teaching India and Pakistan relations: Teachers’ pedagogical responses and strategies. Doctoral thesis (Ph.D), UCL (University College London).

Andrade Baena, Gina; (2019) Essays on Family Choices in Developing Economies. Doctoral thesis (Ph.D), UCL (University College London).

Ashraf, Sadia; (2019) Parents’ Views Regarding Their Children’s Education and Future in Pakistan. Doctoral thesis (Ph.D), UCL (University College London).

Atkinson, Karen Ann; (2019) Experiences of Practice Educators Supporting Disabled Physiotherapy Students: a Critical Exploration. Doctoral thesis (Ed.D), University of London.

Bai, Jing Kun Bai; (2019) Democratization during the Post Mao era. An Analysis of Citizenship Education in Chinese Universities. Doctoral thesis (Ph.D), UCL (University College London).

Bailey, Nicola; (2019) What is the legacy for the women who accessed support from the full service extended school initiative? Doctoral thesis (Ph.D), UCL (University College London).

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

Best, Rebecca Katherine; (2019) Exploring the Educational Experiences of Children and Young People Adopted from Care: Using the Voices of Children and Parents to Inform Practice. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Bevilacqua, Leonardo; (2019) Outcomes, Developmental Processes and Protective Factors in Different Conduct Problems Trajectories. Doctoral thesis (Ph.D), UCL (University College London).

Brewis, Linda Elisa Jennifer; (2019) Accountability of quality and fair access in Indonesian higher education: policymaker and practitioner perspectives. Doctoral thesis (Ph.D), UCL (University College London).

Britto, Patricia Monisola; (2019) The Role of Metacognition in Supporting the Development of Looked After Children’s Reading Skills. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Brown, Paulet; (2019) Pupils' and teaching staff's lived experience of a Year 7 transition intervention in South East England: A phenomenographic study. Doctoral thesis (Ph.D), UCL (University College London).

Bukhatir, Safa Abdelrahman; (2019) Learning from Experiences and Investing in Opportunities: A Narrative Inquiry about the Career Progress of Public Kindergarten Principals in the United Arab Emirates (UAE). Doctoral thesis (Ed.D), UCL (University College London).

Bussey, Maria; (2019) Judgement, Capabilities and Practice: Exploing how clinical supervisors make trust judgements and whether they can be captured by a capability model. Doctoral thesis (Ph.D), UCL (University College London).

Chien, Li-Jung; (2019) 'Possibility Thinking' and pedagogy in Taiwan's Education System. Doctoral thesis (Ph.D), UCL (University College London).

Collins, Jason; (2019) How can practitioners support the special educational needs and disabilities of young people and young adults on community-based sentences? Doctoral thesis (D.Ed.Psy), UCL (University College London).

Colwell, Stephen John; (2019) Hall of Mirrors: policy, mythology and media practice curriculum development in higher education for England, Wales and Northern Ireland. Doctoral thesis (Ed.D), UCL (University College London).

Cooper, Robert; (2019) How Senior Executives Learn and Apply that Learning to their Practices. Doctoral thesis (Ph.D), UCL (University College London).

Coulthard, Karen; (2019) What's Not To Like? A Case Study Exploring the Extended School for Disadvantaged Primary School Children. Doctoral thesis (Ed.D), UCL (University College London).

Curran, Sean; (2019) Queer activism begins at home: situating LGBTQ voices in National Trust historic houses. Doctoral thesis (Ph.D), UCL (University College London).

de Paula, Bruno Henrique; (2019) Platform, culture, identities: exploring young people's game-making. Doctoral thesis (Ph.D), UCL (University College London).

Derrick, Jay; (2019) Learning, Innovation and ‘tacit pedagogy’ in workplace practice: a comparison of two high-performing organisations in different sectors. Doctoral thesis (Ed.D), UCL (University College London).

Dickson, Kelly; (2019) Systematic reviews to inform policy: institutional mechanisms and social interactions to support their production. Doctoral thesis (Ph.D), UCL (University College London).

Dilnot, Catherine Elizabeth; (2019) Navigating choices to a professional career: the role of subject choice in widening access to universities and the professions. Doctoral thesis (Ph.D), UCL (University College London).

Donovan, Jennifer Letricia; (2019) Exploring the efficacy of a dynamic assessment procedure of spelling in children with dyslexia. Doctoral thesis (Ph.D), UCL (University College London).

Fakhouri, Najwa Michel; (2019) Mentoring Practices and Power Relations in a Multicultural Work Environment: Case Study of a Qatari Organization. Doctoral thesis (Ed.D), UCL (University College London).

Fasoyiro, Olufunke Abosede; (2019) An Exploration of the Factors that shape the Early Professional Development of New Teachers: the experiences of non-teacher trained graduate teachers in Nigeria. Doctoral thesis (Ed.D), UCL (University College London).

Fatania, Jillen; (2019) An initial evaluation of a group school-based therapeutic intervention for low-level symptoms of anxiety in adolescents. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Faure Walker, Rob; (2019) The Emergence of ‘Extremism’ and ‘Radicalisation’: An investigation into the discursive conditions that have enabled UK counter-terrorism strategy to focus on ‘radicalisation’ and ‘extremism’, and a theorisation of the impact of this focus. Doctoral thesis (Ph.D), UCL (University of London).

Freedman, Abigail; (2019) The experiences of transgender young people and their parents: Informing the work of Educational Psychologists. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Freedman, Lisa; (2019) Building a school for the future: the rebuilding of St Paul's School, London, 1878-1884. Doctoral thesis (Ph.D), UCL (University College London).

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).

Gandolfi, Haira Emanuela; (2019) Exploring and implementing an intercultural model of history of science to teach about nature of science. Doctoral thesis (Ph.D), UCL (University College London).

Gilligan, Katie; (2019) Space for Mathematics: Spatial cognition as a contributor to the development of mathematics skills in children. Doctoral thesis (Ph.D), UCL (University College London).

Gomery, Dianne; (2019) Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure. Doctoral thesis (Ed.D), UCL (University College London).

Gordon, Erica Donna; (2019) Problems, pressures and policies affecting the progress of the Caribbean Examinations Council examinations: a postcolonial response to secondary education in Jamaica. Doctoral thesis (Ph.D), UCL (University College London).

Graves, Robert; (2019) Exploring the contribution of emotional intelligence and value systems to outcomes for vulnerable students in their final year of formal education in a Pupil Referral Unit setting. Doctoral thesis (Ph.D), UCL (University College London).

Grief, Susan Marion; (2019) The Uses of Writing in Microbusinesses. Doctoral thesis (Ph.D), UCL (University College London).

Griffin-O'Brien, Claire; (2019) Fostering independence through care? A study of the preparedness and deployment of Special Needs Assistants when supporting pupils’ behavioural care needs and independence development in mainstream primary schools in Ireland. Doctoral thesis (Ph.D), UCL (University College London).

Groves, Michelle Marie; (2019) Mapping Professional Identities of Dance Teachers across Time, Space and Practice: towards a model of professional identity formation. Doctoral thesis (Ed.D), UCL (University College London).

Gutierrez Cofre, Gabriel; (2019) School Composition and Educational Impacts: Four Papers on Socioeconomic Segregation and Peer Effects. Doctoral thesis (Ph.D), UCL (University College London).

Gutiérrez Menéndez, Luz María; (2019) From the Utopia of Quietness to the Fear of Stillness: A Taxonomic Research Study to Understanding 'Silence' through the medium of radio and its Implications for Media, Education and Psychology. Doctoral thesis (Ph.D), UCL (University College London).

Halligan, Cathleen Margaret Hannah; (2019) An investigation into the practices teachers use to engage students in the lowest attaining GCSE English sets. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Hayashi, Masumi; (2019) Abstract and Operational Definitions of Psychological/ Emotional Abuse and Neglect (PEA) of Children. Doctoral thesis (Ph.D), UCL (University College London).

Hodgkiss, Alex; (2019) The role of spatial cognition in children’s science learning. Doctoral thesis (Ph.D), UCL (University College London).

Holmes, John Peter; (2019) 'I love teaching but I hate being a teacher': how can effective teachers flourish? Doctoral thesis (Ed.D), UCL (University College London).

Huang, Pingping; (2019) Textbook Learning: The Representation of Knowledge and Power Relationships in English Learning Textbooks in China. Doctoral thesis (Ph.D), UCL (University College London).

Insley, Jane; (2019) Institutionalised Invisibility: Histories of Models and their Makers. Doctoral thesis (Ph.D), UCL (University College London).

Ishikawa, Masako; (2019) Written languaging, learners’ aptitude and second language learning. Doctoral thesis (Ph.D), UCL (University College London).

Jiang, Anna Yuanqun; (2019) The Pedagogue as Translator: Native and Non-native Teachers in EFL Classrooms. Doctoral thesis (Ph.D), UCL (University College London).

Joiko Mujica, Sara Genoveva; (2019) ‘Estoy aprendiendo yo con los niños, otra vez cómo es el sistema’: The schooling experience of Latin American migrant parents in Chilean schools. Doctoral thesis (Ph.D), UCL (University College London).

Joye, Nelly; (2019) Spelling with a developmental language disorder: predictors, strategies and error patterns in French- and English-speaking students at the end of primary school. Doctoral thesis (Ph.D), UCL (University College London).

Kamuli, Khabusi Emmanuel; (2019) An exploration of drop-in among students who are at risk of dropping out of lower secondary school in Eritrea. Doctoral thesis (Ed.D), UCL (University College London).

Kazmi, Asyia; (2019) Teaching and learning mathematics in Karachi's low-cost private schools. Doctoral thesis (Ed.D), UCL (University College London).

Kennedy, Natacha; (2019) Young Trans People: The Sociology of Identity and Language, Epiphany, Existential Learning, Authenticity, and the Recontextualisation and Mythologisation of Gender. Doctoral thesis (Ph.D), UCL (University College London).

Kenny, Lorcan; (2019) Understanding executive function in young autistic people: moving from the lab to the everyday. Doctoral thesis (Ph.D), UCL (University College London).

Klaus, Sarah Maria; (2019) Using Cultural Brokering Strategies to Improve the Early Childhood Education of Roma, Gypsy and Traveller Children: Case Studies from the UK and Serbia. Doctoral thesis (Ed.D), UCL (University College London).

Kukita, Stephanie Mitsuko; (2019) Connecting the 'Local' and 'Global': Japanese Secondary School Students' Perceptions and Attitudes Towards the World. Doctoral thesis (Ph.D), UCL (University College London).

Kusanagi, Kanako; (2019) Recontextualization of professional development: bureaucratization of lesson study in a junior secondary school in Java. Doctoral thesis (Ph.D), UCL (University College London).

Laungani, Diksha Narendra; (2019) Preparing for employment: An exploration of the transition experiences of young people with mild and moderate learning difficulties and their parents of a supported internship programme. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Lee, Siew Fung; (2019) Free nursery places for 'disadvantaged' 2-year-olds: from 'abilities-machines' to ‘tradeables'. Doctoral thesis (Ph.D), UCL (University College London).

Makris, Stavros; (2019) Approaches to creativity by Cypriot Primary music teachers. Doctoral thesis (Ph.D), UCL (University College London).

Martin, Kate; (2019) A critical realist study of shared decision-making in young people's mental health inpatient units. Doctoral thesis (Ph.D), UCL (University College London).

Martin, Sophie; (2019) ‘It makes me feel a sense of belonging.’ : Using person centred approaches to elicit and promote the voices of young women placed in a specialist SEMH provision. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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).

Matthews, Valentine Olusegun; (2019) Matched panel data estimates of the impact of academy status on the 2002-2009 Sponsored Academies. Masters thesis (M.Phil), UCL (University College London).

McClymont, David; (2019) The Current Workplace Experience of Further Education Lecturers and Managers: Still Restrictive After All These Years? Doctoral thesis (Ed.D), UCL (University College London).

Melgoza Navarro, Danielle Marie; (2019) How does collaborative media production on tablets enable and foster critical thinking in young children? Masters thesis (M.Phil), UCL (University College London).

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).

Mengisidou, Maria; (2019) Using verbal fluency tasks to investigate the lexicon in Greek-speaking children with literacy and language disorders. Doctoral thesis (Ph.D), UCL (University College London).

Minafra, Annamaria; (2019) Exploring Kinaesthetic and Body Self-Awareness in Professional Musicians. Doctoral thesis (Ph.D), UCL (University College London).

Misra, Debananda; (2019) Universities and regions — the role of regional engagement in the development of new universities in India. Doctoral thesis (Ed.D), UCL (University College London).

Mohamed, Maryam; (2019) Buying and selling education policies: Educational reform in the Gulf. Doctoral thesis (Ph.D), UCL (University College London).

Murphy, Debra; (2019) Making their way through the UCAS process: how 16–18 year olds navigate the pedagogic space that supports degree choice in school. Doctoral thesis (Ph.D), UCL (University College London).

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).

Nicholson-Roberts, Bryony-Rose; (2019) ‘A little pebble in a pond’: A multiple case study exploring how the Emotional Literacy Support Assistant (ELSA) project operates in secondary schools. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Nussey, Charlotte; (2019) Adult Education, Gender and Violence in rural KwaZulu-Natal, South Africa. Doctoral thesis (Ph.D), UCL (University College London).

Nygaard, Lynn Alison Parker; (2019) Ready or not: Negotiating gender and institutional environment on the path to professorship. Doctoral thesis (Ed.D), UCL (University College London).

Patterson, Valerie; (2019) Supplementary Schools: Sites of Social Capital? Doctoral thesis (Ed.D), UCL (University College London).

Pavlopoulou, Georgia; (2019) In their own words, in their own photos: Siblinghood experiences, perspectives and needs of typically developing and autistic children. Doctoral thesis (Ph.D), UCL (University College London).

Pelikh, Alina; (2019) Transition to adulthood in England and Wales: The analysis of life trajectories of young adults. Doctoral thesis (Ph.D), University of Liverpool.

Peruzzo, Francesca; (2019) The government of disability in times of austerity: disability dispositif in Italian higher education. Doctoral thesis (Ph.D), UCL (University College London).

Popov, Jelena; (2019) Graduate transition to work: from qualifications and skills towards horizontal expertise. Doctoral thesis (Ph.D), UCL (University College London).

Portugal, Andrea; (2019) A critical analysis of contemporary early childhood policies: The experience of the ‘Cuna Mas’ National Programme. Doctoral thesis (Ph.D), UCL (University College London).

Poulter, Sarah Veronica; (2019) Generalist student teachers' experiences of the role of music in supporting children's phonological development. Doctoral thesis (Ed.D), UCL (University College London).

Qu, Xiao; (2019) Inclusive Education in Chinese Primary Schools – A Critical Realist Analysis. Doctoral thesis (Ph.D), UCL (University College London).

Rensimer, Lee William; (2019) Going Global: Representation and Sense-Making in the British International Branch Campuses of the United Arab Emirates. Doctoral thesis (Ph.D), University of Wisconsin-Madison.

Richmond, Martyn John; (2019) The entrepreneurial self: food cultures and young people's transition to adulthood. Doctoral thesis (Ph.D), UCL (University College London).

Ricketts, Laura; (2019) Exploring the role a Black Supplementary School plays in supporting Black boys labelled with “challenging behaviour” at GCSE level. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Robb, Amy Jane; (2019) Dual-Registration: A Multi-Informant Exploration of the Experiences of Pupils, Parents, Teachers and Educational Psychologists. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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).

Sakata, Nozomi; (2019) Learner-Centred Pedagogy and its Implications for Pupils' Schooling Experiences and Learning Outcomes: A Mixed-Methods Case Study in Tanzania. Doctoral thesis (Ph.D), UCL (University College London).

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).

Sato, Tomoka; (2019) Vernacular Cosmopolitanism in the Context of Neoliberalism: The Case of Plurilingual Asian Students in Japanese Higher Education. Doctoral thesis (Ed.D), UCL (University College London).

Sawtell, Mary Barbara; (2019) An exploration of practitioner-researcher collaboration on randomized controlled trials of complex interventions. Doctoral thesis (Ph.D), UCL (University College London).

Sell, Joanna E.M.; (2019) Faith, Relationships and Sex Education: Giving voice to young people of different faiths and none in regard to faith-sensitive relationships and sex education. Doctoral thesis (Ph.D), UCL (University College London).

Shiroyama, Yoshiko; (2019) Effect of promoting second language learners’ awareness of their interactional patterns on their performance in decision-making tasks in pairs. 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).

Stokes, Gillian; (2019) "It’s a bit of an oxymoron": A multimethod investigation into professionals’ views of children’s involvement in medicines research and development. Doctoral thesis (Ph.D), UCL (University College London).

Taylor, Eleanor; (2019) Exploring perceptions of enablers and barriers to positive outcomes in a primary Pupil Referral Unit: The perspectives of pupils, primary caregivers and staff. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Thawer, Shelina; (2019) Opportunities Galore! Growth Unlimited! Business, Higher Education Policy and the Neoliberalisation of Indian Higher Education. Doctoral thesis (Ph.D), UCL (University College London).

The, SYB; (2019) Designing and Improving Instructional Strategies for Promoting Cognitive Engagement in a Collaborative Learning Environment. Doctoral thesis (Ed.D), UCL (University College London).

Twumasi-Ankrah, Yvette; (2019) Being Black, Being British, Being Ghanaian: Second Generation Ghanaians, Class, Identity, Ethnicity and Belonging. Doctoral thesis (Ph.D), UCL (University College London).

Webb, Sheila; (2019) Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind. Doctoral thesis (Ph.D), UCL (University College London).

Wenham, Lucy Jane; (2019) Misunderstood, misinterpreted and mismanaged: voices of students marginalised in a secondary school. Doctoral thesis (Ph.D), UCL (University College London).

Wilde, Eva Margaret; (2019) Music, Education and ADHD: An exploratory multiple case study. Doctoral thesis (Ph.D), UCL (University College London).

Williams, Maria Patricia; (2019) The Contribution of Saint Frances Xavier Cabrini (1850-1917) to Catholic Educational Practice in the Late Ninteenth and Early Twentieth Centuries. Doctoral thesis (Ph.D), UCL (University College London).

Wood, Jonathan Robert; (2019) The transmission of silver and silver extraction technology across the Mediterranean in Late Prehistory: An archaeological science approach to investigating the westward expansion of the Phoenicians. Doctoral thesis (Ph.D), UCL (University College London).

Zheng, Chengde Derek; (2019) An exploratory study of the perceptions, experiences and aspirations of mainstream secondary pupils with dyslexia, their parents and educational professionals in a London borough and Singapore. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Zwarteveen, Sa-Ra; (2019) Critical, Creative and Collaborative Learning in a School Film Club: Film Education and Critical Pedagogies in Practice. Masters thesis (M.A), UCL Institute of Education.

Digital scholarly resource

Alderson, Priscilla; (2019) Practical and useful research? First, sort out the theory. [Digital scholarly resource]. https://www.bera.ac.uk/blog/practical-and-useful-r...

Brehm, W; (2019) Researching National and Regional identity in Southeast Asian Schools. [Digital scholarly resource]. https://www.waseda.jp/inst/wias/news-en/2019/04/09...

Bubb, S; (2019) Counting the cost of a fragmented school system. [Digital scholarly resource]. https://ioelondonblog.wordpress.com/2019/07/16/cou...

Iqbal, H; (2019) Translating for Mum and Dad: BBC News Report. [Digital scholarly resource]. https://www.bbc.co.uk/news/stories-49939124

Komporozos-Athanasiou, A; (2019) Speculating on Chaos in Financialized Capitalism: Speculations, Spectacles, Spectres. [Digital scholarly resource]. https://publicseminar.org/2019/05/speculating-on-c...

Lee, Bradford; Plonsky, Luke; Saito, Kazuya; (2019) Is it better to learn how to ‘hear’ the sounds of a new language, or practice saying them? (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/hx11x...

O'Neill, D; (2019) CLOSER’s new teaching resource: helping students understand and use longitudinal data analysis. [Digital scholarly resource]. https://www.closer.ac.uk/news-opinion/blog/longitu...

Richardson, M; (2019) Social class still stops too many pupils from fulfilling their A-level potential. [Digital scholarly resource]. https://www.theguardian.com/commentisfree/2019/aug...

Rycroft-Smith, L; Clark-Wilson, A; (2019) What are the issues around using dynamic mathematical technology in mathematics learning, in: Cambridge Mathematics, Issue 17. [Digital scholarly resource]. https://www.cambridgemaths.org/espresso/view/dynam...

Saito, Kazuya; (2019) To what extent does long-term foreign language education improve spoken second language vocabulary proficiency? (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/g158b...

Saito, Kazuya; Dewaele, Jean-Marc; (2019) The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/wd375...

Saito, Kazuya; Plonsky, Luke; (2019) Instruction helps second language pronunciation but this depends on the measures used (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/5h73p...

Spours, K; (2019) Uncertain Terrain: Realignment of the political blocs and the Regressive Alliance. [Digital scholarly resource]. https://www.compassonline.org.uk/publications/unce...

Spours, K; Mahony, N; Foley, F; (2019) Common Platforms: A New Stage of Alliance-Based and Participatory Politics. [Digital scholarly resource]. https://www.compassonline.org.uk/publications/comm...

Artefact

Himonides, E; (2019) Silken Threads (Audio CD and booklet) Veronica Doubleday and John Baily Recorded, engineered, produced and mastered by Dr Evangelos Himonides, UCL. [Artefact]. Audio CD and printed booklet (20 pp.). London, UK.

Journal (full / special issue)

Diamantidaki, Fotini and Kefalaki, Margarita (Eds). (2019) Journal of Education Innovation and Communication, December 2019, The value of pedagogical knowledge: an international perspective. [Whole issue]. Journal of Education Innovation and Communication , 1 (2).

Diamantidaki, F and Kefalaki, M (Eds). (2019) Journal of Applied Learning & Teaching (JALT): Special issue: International Perspectives and interactions in Education. [Whole issue]. Journal of Applied Learning & Teaching (JALT): International Perspectives and Interactions in Education , 2 (S1).

Diamantidaki, F and Kefalaki, M (Eds). (2019) Journal of Education Innovation and Communication (JEICOM). [Whole issue]. Journal of Education Innovation and Communication (JEICOM) , 1 (1).

Kefalaki, Margarita and Diamantidaki, Fotini (Eds). (2019) Journal of Education Innovation and Communication: Redefining Communication: Social Media and the Age of Innovation. [Whole issue]. Journal of Education Innovation and Communication , 1 (1).

McCrory, Amanda and Gatt, Suzanne (Eds). (2019) The Journal of Emergent Science 16. [Whole issue]. The Journal of Emergent Science , 16

McCrory, Amanda and Gatt, Suzanne (Eds). (2019) The Journal of Emergent Science 17. [Whole issue]. The Journal of Emergent Science , 17

Pherali, T (Ed). (2019) Theories and conceptual frameworks in education, confict and peacebuilding. [Whole issue]. Education and Conflict Review , 2

Robins, C and Davey, A (Eds). (2019) Arts Special Issue 'Changing Pedagogies in the Art College'. [Whole issue]. Arts , 8 (2).