Browse by UCL Departments and Centres
![[up]](/style/images/multi_up.png)
Up a levelGroup by: Author | Type
Number of items: 55.
A
Affouneh, S;
Hargreaves, E;
(2015)
Fear in the Palestinian classroom: pedagogy, authoritarianism and transformation.
Pedagogies: An International Journal
, 10
(3)
pp. 222-237.
10.1080/1554480X.2015.1009837.
|
|
Amos, R;
(2015)
An exploration of science teachers' beliefs about socio-scientific inquiry in the classroom.
Presented at: ESERA conference 2015, Helsinki, Finland.
|
 |
|
Amos, R;
Moreira, MC;
(2015)
Outdoor Learning in Science for Sustainability.
Presented at: ESERA conference 2015, Helsinki, Finland.
(In press).
|
B
|
Bentall, C;
Wilkins, D;
(2015)
Curriculum Development. FAIMER-Keele Master’s in Health Professions Education: Accreditation and Assessment. Module 5, Unit 3.
FAIMER Centre for Distance Learning, CenMEDIC, London, UK.
|
|
Blum, N;
(2015)
Topic Guide: Education, Climate and Environment.
(Topic Guides
).
Evidence on Demand / UK Department for International Development: London, UK.
|
 |
|
Brant, J;
Panjwani, F;
(2015)
School economics and the aims of education: Critique and possibilities.
Journal of Critical Realism
, 14
(3)
pp. 306-324.
10.1179/1572513815Y.0000000004.
|
|
Brant, JW;
(2015)
What’s wrong with secondary school economics and how teachers can make it right - Methodological critique and pedagogical possibilities.
Journal of Social Science Education
, 14
(4)
pp. 7-16.
10.2390/jsse-v14-i4-1391.
|
|
|
Brugueire, C;
Tunnicliffe, SD;
Charles, F;
(2015)
Classifying in primary school: is it excluded? The case of the platypus.
In: Lavonen, J and Juuti, K and Lampiselkä, J and Uitto, A and Hahl, K and Kariotoglu, P and Russell, T, (eds.)
Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 16, Strand 16.
(pp. pp. 2709-2715).
University of Helsinki: Helsinki, Finland.
|
D
|
Dann, R;
(2015)
Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective.
London Review of Education
, 13
(3)
pp. 5-20.
10.18546/LRE.13.3.03.
|
|
|
Deng, Z;
(2015)
Organisation and sequencing of subject matters.
In: He, MF and Schultz, BD and Schubert, WH, (eds.)
The SAGE guide to curriculum in education.
Sage: Thousand Oaks, CA, USA.
|
|
Dudley-Smith, R;
(2015)
Negotiating Legitimacy: Rituals and Reflection in School by Robert Hamm.
[Review].
Other Education
, 4
(2)
pp. 242-246.
|
|
|
Dudley-Smith, R;
(2015)
Discriminatory networks in mathematics education research.
In: Krainer, K and Vondrova, N, (eds.)
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015).
(pp. pp. 2621-2627).
European Society for Research in Mathematics Education (ERME): Prague, Czech Republic.
|
E
|
Elwick, AR;
McAleavy, T;
(2015)
Interesting cities: five approaches to urban school reform.
Education Development Trust: Reading, UK.
|
G
|
Geraniou, E;
Mavrikis, M;
(2015)
Crossing the Bridge: From a Constructionist Learning Environment to Formal Algebra.
In:
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education.
(pp. pp. 2494-2500).
Charles University in Prague, Faculty of Education and ERME: Prague, Czech Republic.
|
|
|
Geraniou, E;
Mavrikis, M;
(2015)
Building Bridges to Algebra through a Constructionist Learning Environment.
Constructivist Foundations
, 10
(3)
pp. 321-330.
|
|
Glegg, P;
(2015)
Testing As A Tool For Learning: Ideas For Classroom Application.
Teaching Business & Economics
, 19
(2)
|
H
|
Hardman, MA;
(2015)
How do classroom dynamics affect learning?
In: Sangster, M, (ed.)
Challenging Perceptions in Primary Education Exploring Issues in Practice.
(pp. 30-33).
Bloomsbury Publishing: London, UK.
|
|
|
Hargreaves, E;
(2015)
‘I think it helps you better when you’re not scared’: fear and learning in the primary classroom.
Curriculum, Pedagogy and Society
, 23
(4)
pp. 617-638.
10.1080/14681366.2015.1082077.
(In press).
|
|
Hunt, F;
Cara, O;
(2015)
Global Learning in England: Baseline analysis of the Global Learning Programme Whole School Audit 2013–14.
(DERC Research Papers
15
).
Development Education Research Centre, UCL Institute of Education: London, UK.
|
|
|
Hunt, F;
King, RP;
(2015)
Supporting whole school approaches to global learning: focusing learning and mapping impact.
(DERC Research Papers
13
).
Institute of Education, University College London: London, UK.
|
|
L
|
Lambert, D;
Solem, M;
Tani, S;
(2015)
Achieving Human Potential Through Geography Education: A Capabilities Approach to Curriculum Making in Schools.
Annals of the Association of American Geographers
, 105
(4)
pp. 723-735.
10.1080/00045608.2015.1022128.
|
|
Leaton Gray, S;
Scott, D;
Reiss, M;
Pachler, N;
Mehisto, P;
Gutierrez-Peris, D;
(2015)
External Evaluation of a Proposal for the
Reorganisation of Secondary Studies in
the European School System. Final Report Document A: Summary.
Office of the Secretary-General of the European Schools: London, UK.
|
|
Leaton Gray, SH;
Scott, D;
Reiss, M;
Pachler, N;
Gutierrez-Peris, D;
Mehisto, P;
(2015)
External Evaluation of a Proposal for the
Reorganisation of Secondary Studies in
the European School System. Final Report Document B: Outline
Analysis and Recommendations.
Office of the Secretary-General of the European Schools: Brussels, Belgium.
|
|
Leaton Gray, SH;
Scott, D;
Reiss, M;
Pachler, N;
Gutierrez-Peris, D;
Mehisto, P;
(2015)
External Evaluation of a Proposal for the
Reorganisation of Secondary Studies in
the European School System. Final Report: Document C An Evaluation.
Office of the Secretary-General of the European Schools: Brussels, Belgium.
|
|
Levinson, Ralph;
(2015)
Teaching Evolution in Schools: A Matter of Controversy?
In: Boulter, C and Reiss, M and Sanders, D, (eds.)
Darwin-Inspired Learning.
(pp. 211-219).
SensePublishers: Rotterdam, the Netherlands.
|
M
|
McAleavy, T;
Elwick, AR;
(2015)
Lessons from London schools: A global perspective.
Education Development Trust: Reading, UK.
|
|
McCrory, C;
(2015)
The knowledge illusion: who is doing what thinking?
Teaching History
, 161
pp. 37-47.
|
|
|
Mujtaba, T;
Reiss, MJ;
Rodd, M;
Simon, S;
(2015)
Methodological issues in mathematics education research when exploring issues around participation and engagement.
In: Middleton, James A and Cai, Jinfa and Hwang, Stephen, (eds.)
Large-Scale Studies in Mathematics Education.
(pp. 335-362).
Springer: Cham, Switzerland.
|
|
Mujtaba, T;
Reiss, MJ;
(2015)
The Millennium Development Goals Agenda: Constraints of Culture, Economy, and Empowerment in Influencing the Social Mobility of Pakistani Girls on Mathematics and Science Related Higher Education Courses in Universities in Pakistan.
Canadian Journal of Science, Mathematics and Technology Education
, 15
(1)
pp. 51-68.
10.1080/14926156.2014.992556.
|
|
Murdan, S;
Blum, N;
Francis, SA;
Slater, E;
Alem, N;
Munday, M;
Taylor, J;
(2015)
Global health learning outcomes for pharmacy students in the UK.
Pharmacy Education
, 15
(1)
pp. 189-192.
|
|
Mylona, P;
(2015)
How do we make sense of the experience of learning? Understanding and researching meta-learning.
Presented at: UCL IOE Doctoral Poster Conference, London, UK.
|
|
O
|
Osler, AH;
Starkey, HW;
(2015)
Education for cosmopolitan citizenship: A framework for language learning.
Argentinian Journal of Applied Linguistics
, 3
(2)
pp. 30-39.
|
P
|
Paran, A;
Hyland, F;
Bentall, C;
(2015)
Managing and mediating the research element on Masters' courses: The roles of course leaders and supervisors.
In: Breeze, R and Sancho Guinda, C, (eds.)
Essential Competencies for English-medium University Teaching.
(pp. 267-280).
Springer US: New York, NY, USA.
|
|
|
Pearce, JL;
(2015)
An examination of spiritual education in Steiner Schools.
Doctoral thesis , UCL.
|
|
Pournara, C;
Hodgen, J;
Adler, J;
Pillay, V;
(2015)
Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics?
South African Journal of Education
, 35
(3)
pp. 1-10.
10.15700/saje.v35n3a1083.
|
|
R
|
Reiss, MJ;
Boulter, CJ;
Sanders, DL;
(2015)
Introduction: Darwin-inspired learning.
In: Boulter, CJ and Reiss, MJ and Sanders, DL, (eds.)
Darwin-Inspired Learning.
(pp. 1-11).
SensePublishers: Rotterdam, UK.
|
|
Reiss, MJ;
(2015)
Practical work I.
[Editorial comment].
School Science Review
, 357
pp. 13-14.
|
|
|
Reiss, MJ;
(2015)
Practical work II.
[Editorial comment].
School Science Review
, 358
pp. 33-34.
|
|
Reiss, MJ;
(2015)
Health science education in primary schools: evaluation of procedures and results.
In: Giuseppe, M, (ed.)
Proceedings of the International Workshop on Health Science Education in Primary Schools 2015.
Atti dei Convegni Lincei: Rome, Italy.
|
|
Reiss, MJ;
(2015)
Observed problems and proposed solutions for science education in global universities.
In: Guessoum, N and Osama, A, (eds.)
Science at the Universities of the Muslim World.
(pp. 104-108).
Muslim World Science Initiative: London, UK.
|
|
Reiss, MJ;
(2015)
The Cultural History and Learning Affordances of Natural History Dioramas.
In: Tunnicliffe, SD and Scheersoi, A, (eds.)
Natural History Dioramas: History, Construction and Educational Role.
(pp. 279-289).
Springer: Dordrecht, Netherlands.
|
|
|
Reiss, MJ;
Abrahams, I;
(2015)
The assessment of practical skills.
School Science Review
, 357
pp. 40-44.
|
|
|
Rodd, M;
Crisan, C;
(2015)
In-service training to become a mathematics specialist: Aspiration and resistance, Education and Transition.
In:
Proceedings of ECER 2015, Education and Transition.
(pp. pp. 16-17).
European Educational Research Association (EERA): Budapest, Hungary.
|
S
|
Sanders, D;
Boulter, C;
Reiss, M;
(2015)
Epilogue: transforming the ordinary.
In: Boulter, C and Reiss, M and Sanders, D, (eds.)
Darwin-Inspired Learning.
(pp. 411-424).
Sense
|
|
Savva, Maria;
(2015)
An Investigation into the Intercultural Development of Anglophone Educators Working in International Schools.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Sheldrake, R;
Mujtaba, T;
Reiss, MJ;
(2015)
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are.
British Educational Research Journal
, 41
(3)
pp. 462-488.
10.1002/berj.3150.
|
|
|
Smail, Amy;
(2015)
Bridging the Gap: Enabling Effective UK-Africa University Partnerships.
British Council: Manchester, UK.
|
|
Smith, C;
Golding, J;
(2015)
Gender and Participation in Mathematics and Further Mathematics: Interim Report for the Further Mathematics Support Programme.
UCL Institute of Education: London, UK.
|
|
Smith, C;
Golding, J;
(2015)
Raising girls’ participation in A-level mathematics: initial findings from ‘good practice’ case studies.
In:
Proceedings of the British Society for Research into Learning Mathematics - Feb 2015.
(pp. pp. 72-77).
British Society for Research in to Learning Mathematics: Dublin, Ireland.
|
|
Starkey, H;
(2015)
Learning to live together: struggles for citizenship and human rights education.
[Book].
Professorial Lecture Series.
IoE Press: London UK.
|
|
T
|
Taylor, R;
Travers, M-C;
Francis, R;
Hodgen, J;
Sumner, C;
(2015)
Best Practice in Mixed Attainment Grouping.
Education Endowment Foundation/King’s College London: London, UK.
|
|
|
Tunnicliffe, S;
(2015)
Child’s play or a child’s crucial work? The importance of play in learning science.
In: Costa, MF and Dorrio, BV, (eds.)
Hands-on Science: brightening our future.
(pp. 30-34).
Child’s play or a child’s crucial work? The importance of play in learning science: Portugal.
|
U
|
Unwin, A;
(2015)
Developing new teacher inquiry and criticality: The role of online discussions.
British Journal of Educational Technology
, 46
(6)
pp. 1214-1222.
10.1111/bjet.12194.
|
|
W
|
Warwick, I;
Costa, F;
Bourn, D;
(2015)
Makutano Junction – Research Evaluation Report.
UCL Institute of Education: London, UK.
|
|
|
Wright, P;
(2015)
Teaching mathematics for social justice: translating theories into practice.
Doctoral thesis (Ed.D), University of Sussex.
|
