Browse by UCL Departments and Centres
Group by: Author  Type
Number of items: 90.
A
Alcock, L;
Ansari, D;
Batchelor, S;
Bisson, MJ;
De Smedt, B;
Gilmore, C;
Göbel, SM;
... Weber, K; + view all
(2016)
Challenges in mathematical cognition: A collaborativelyderived research agenda.
Journal of Numerical Cognition
, 2
(1)
pp. 2041.
10.5964/jnc.v2i1.10.

B
Baldwin, C;
De Pomerai, S;
Smith, CA;
(2016)
The Participation of Girls in Further Mathematics.
Mathematics Today
, 52
(1)
pp. 4144.

Bourn, D;
(2016)
Global Citizenship and Youth Participation.
Schools for Future Youth

Bourn, D;
(2016)
Global learning and Brexit.
Policy and Practice: A Development Education Review
, 23
pp. 188199.

Bourn, D;
(2016)
Global learning and the school curriculum.
Management in Education
, 30
(3)
pp. 121125.
10.1177/0892020616653178.

Bourn, D;
(2016)
Teachers as agents of social change.
International Journal of Development Education and Global Learning
, 7
(3)
pp. 6377.

Bourn, D;
Hunt, F;
Blum, N;
Lawson, H;
(2016)
Primary education for global learning and sustainability.
(Cambridge Primary Review Trust Research Survey 5 (new series)
).
Cambridge Primary Review Trust: York, UK.

Brant, J;
Chapman, AJ;
Isaacs, T;
(2016)
International instructional systems: social studies.
Curriculum Journal
10.1080/09585176.2015.1134340.

Bravo González, P;
(2016)
The cost of having a lingua franca: is English beneficial?
UCL Institute of Education: London, UK.

Brooks, C;
(2016)
Teacher Subject Identity in Professional Practice: Teaching with a professional compass.
(1st ed.).
Routledge: London, UK.

C
Crisan, C;
(2016)
The use of video cases in an online course: supporting teachers in developing their RiTPACK.
Presented at: 13th International Congress on Mathematical Education, Hamburg, Germany.

Crisan, C;
(2016)
The use of video cases in an online course: supporting teachers in developing their RiTPACK.
In: Kaiser, G, (ed.)
13th International Congress on Mathematical Education (ICME13).
ICME (International Congress on Mathematical Education)

D
Dann, R;
(2016)
Developing understanding of pupil feedback using Habermas’ notion of communicative action.
Assessment in Education: Principles, Policy & Practice
, 23
(3)
pp. 396414.
10.1080/0969594X.2015.1056083.

Dann, R;
(2016)
Understanding and enhancing pupils' learning progress in schools in deprived communities.
Education 313
, 44
(1)
pp. 1931.
10.1080/03004279.2015.1122319.

Deng, Z;
(2016)
Bringing curriculum theory and didactics together: a Deweyan perspective.
Pedagogy, Culture & Society
, 24
(1)
pp. 7599.
10.1080/14681366.2015.1083465.

Deng, Z;
Gopinathan, S;
(2016)
PISA and highperforming education systems: explaining Singapore's education success.
Comparative Education
, 52
(4)
pp. 449472.
10.1080/03050068.2016.1219535.

F
Foster, SJ;
Pettigrew, A;
Pearce, AR;
Hale, R;
Burgess, A;
Salmons, P;
Lenga, R;
(2016)
What do students know and understand about the Holocaust? Evidence from English secondary schools.
Centre for Holocaust Education, Institute of Education, University College London: London, UK.

G
Glegg, P;
(2016)
Business resource ideas: Revising core knowledge and decision making skills.
Teaching Business and Economics
, 20
(1)
pp. 2021.

Glegg, P;
(2016)
Business resource ideas: Using context effectively.
Teaching Business and Economics
, 20
(1)
pp. 2324.

Gokpinar, T;
Reiss, M;
(2016)
The role of outsideschool factors in science education: a twostage theoretical model linking Bourdieu and Sen, with a case study.
International Journal of Science Education
, 38
(8)
pp. 12781303.
10.1080/09500693.2016.1188332.

Golding, J;
(2016)
Professional association activity: what contribution can it make to mathematics teachers' professional development and student learning, and are any of those distinctive? Final report.
Meeting of the Mathematics Subject Associations: MMSA: UK.

Golding, J;
(2016)
Professional association activity: what contribution can it make to the professional development of teachers of mathematics and to their students' learning? Interim report.
Meeting of the Mathematics Subject Associations: MMSA: UK.

Golding, J;
Smith, CA;
(2016)
Beginner mathematics teachers learning to teach and assess advanced problem solving.
(Supporting Advanced Mathematics Project
).
The Advanced Mathematics Support Programme (AMSP): London, UK.

Golding, J;
Smith, C;
(2016)
Wider school effects of engaging with the Further Mathematics Support Programme to introduce Further Mathematics: Final Report.
UCL Institute of Education: London, UK.

Golding, J;
Smith, Cathy;
(2016)
Beginner mathematics teachers assessing advanced problem solving: what do they bring, what do they need, and how can the gap be bridged?
In:
Proceedings of the Day Conference held at Loughborough University, Saturday 11th June 2016.
BSRLM

Gono, EN;
(2016)
The contributions of Interactive Dynamic Mathematics software in probing understanding of mathematical concepts: Case study on the use GeoGebra in learning the concept of modulus functions.
Doctoral thesis , UCL (University College London).

H
Hansen, A;
Mavrikis, ME;
Geraniou, E;
(2016)
Supporting teachers’ technological pedagogical content knowledge of fractions through codesigning a virtual manipulative.
Journal of Mathematics Teacher Education
, 19
(2)
pp. 205226.
10.1007/s1085701693440.

Hardman, MA;
(2016)
Complexity and Classroom Learning.
Doctoral thesis , Canterbury Christ Church University.

Hargreaves, E;
Mahgoub, M;
Elhawary, D;
(2016)
An investigation into improved primary school English language learning in the traditional classroom: pupils explain what children and teachers can do to make progress (An Egyptian case study).
(ELT Research Papers
17.01
).
British Council: London.

Hollins, M;
Reiss, MJ;
(2016)
A review of the school science curricula in eleven high achieving jurisdictions.
The Curriculum Journal
, 27
(1)
pp. 8094.
10.1080/09585176.2016.1147968.

Hubber, PJ;
Outhwaite, LA;
Chigeda, A;
McGrath, S;
Hodgen, J;
Pitchford, NJ;
(2016)
Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries?
Frontiers in Psychology
, 7
, Article 839. 10.3389/fpsyg.2016.00839.

L
Lambert, DM;
(2016)
A different view: geoonderwijs in Engeland.
Agora: Magazine voor sociaalruimteliike vraagstukken
, 32
(2)

Lambert, DM;
Graves, N;
Slater, F;
(2016)
Geography as Powerful Knowledge.
International Research in Geographical and Environmental Education
, 25
(3)
pp. 189194.
10.1080/10382046.2016.1155321.

Lambert, DM;
Reiss, M;
(2016)
The place of fieldwork in geography qualifications.
Geography
, 101
(1)
pp. 2834.

Leaton Gray, SH;
Scott, D;
(2016)
Evaluation of the BBC's Bitesize Programme with special reference to the different educational frameworks of the UK’s component nations.
UCL: London, UK.

Lewis, M;
(2016)
A study of a focused, critical approach to pupils' images and perceptions of Africa.
(Global Learning Programme Innovation Fund Research Series
3
).
Global Learning Programme (GLP) – England: London, UK.

Loo, S;
(2016)
A theoretical framework of creative knowledge work.
In:
Creative Working in the Knowledge Economy.
Routledge: Abingdon, UK.

Loo, S;
(2016)
Training of FE teachers with occupational/vocational experiences: an approach using collaboration and evidencebased research.
In:
Vocationalism in Further and Higher Education: Policy, programmes and pedagogy.
Routledge: Abingdon, UK.

Loo, SY;
(2016)
Training of Teachers of OccupationRelated Programmes.
In:
Teacher Education Assessment, Impact and Social Perspectives.
(pp. 2340).
Nova Science Publishers: New York, NY, USA.

M
Marks, R;
Hodgen, J;
Coben, D;
Bretscher, N;
(2016)
Nursing Students’ Experiences of Learning Numeracy for Professional Practice.
Adults Learning Mathematics: An International Journal
, 11
(1)
pp. 4358.

Markwick, A;
Clarke, K;
(2016)
Science + Maths = a better understanding of science!
[Digital scholarly resource].
https://www.ase.org.uk/resources/primaryscience/i...

Mazorodze, R;
(2016)
The impact on students' selfefficacy and attainment of the explicit teaching of cognitive and metacognitive problem solving strategies in post16 physics. The case for a GCE Alevel physics course in an inner London Academy.
Doctoral thesis , UCL (University College London).

Mitchell, D;
(2016)
Geography teachers and curriculum making in “changing times”.
International Research in Geographical and Environmental Education
, 25
(2)
pp. 121133.
10.1080/10382046.2016.1149338.

Morgan, CR;
(2016)
Studying the role of human agency in school mathematics.
Research in Mathematics Education
, 18
(2)
pp. 92119.
10.1080/14794802.2016.1176595.

Morgan, CR;
(2016)
Communicating research in mathematics education: theoretical and ethical problems.
In: StraehlerPohl, H and Bohlmann, N and Pais, A, (eds.)
The disorder of mathematics education  challenging the sociopolitical dimensions of research.
(pp. 121134).
Springer: Switzerland.

Morgan, CR;
Sfard, A;
(2016)
Guest editorial: Studying the evolution of school mathematics as a change in discourse.
Research in Mathematics Education
, 18
(2)
pp. 8991.
10.1080/14794802.2016.1182063.

Morgan, CR;
Sfard, A;
(2016)
Investigating changes in highstakes examinations: A discursive approach.
Research in Mathematics Education
, 18
(2)
pp. 92119.
10.1080/14794802.2016.1176596.

Morgan, CR;
Tang, S;
(2016)
To what extent are students expected to participate in specialised mathematical discourse? Change over time in school mathematics in England.
Research in Mathematics Education
, 18
(2)
pp. 142164.
10.1080/14794802.2016.1174145.

Mujtaba, T;
(2016)
Education in London: Challenges and opportunities for young people.
London Review of Education
, 14
(2)
pp. 13.
10.18546/LRE.14.2.01.

Mujtaba, T;
Reiss, MJ;
(2016)
Girls in the UK have similar reasons to boys for intending to study mathematics post16 thanks to the support and encouragement they receive.
London Review of Education
, 14
(2)
pp. 6682.
10.18546/LRE.14.2.05.

Mujtaba, T;
Reiss, MJ;
(2016)
“I Fall Asleep in Class … But Physics Is Fascinating”: The Use of LargeScale Longitudinal Data to Explore the Educational Experiences of Aspiring Girls in Mathematics and Physics.
Canadian Journal of Science, Mathematics and Technology Education
, 16
(4)
pp. 313330.
10.1080/14926156.2016.1235743.

P
Panjwani, F;
(2016)
The Psychology of Democracy, by Fathali M. Moghaddam.
[Review].
London Review of Education
, 14
(3)
pp. 98100.
10.18546/LRE.14.3.09.

Panorkou, N;
Pratt, D;
(2016)
Using Google SketchUp to Develop Students' Experiences of Dimension in Geometry.
Digital Experiences in Mathematics Education
, 2
(3)
pp. 199227.
10.1007/s4075101600219.

Patel, J;
(2016)
Exploring an undergraduate economics curriculum: An investigation of lecturers in the UK and Singapore.
Doctoral thesis , UCL University College London.

Pournara, C;
Hodgen, J;
Sanders, Y;
Adler, J;
(2016)
Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test.
Pythagoras
, 37
(1)
10.4102/pythagoras.v37i1.334.

Pratt, D;
(2016)
Using a computer microworld to make sense of the total of two dice.
In: Silver, EA and Kenney, PA, (eds.)
More Lessons Learned from Research.
(pp. 259268).
NCTM: Reston, VA, USA.

R
Reiss, MJ;
(2016)
The future of biology education research.
In: Tal, T and Yarden, A, (eds.)
Eleventh Conference of European Researchers in Didactics of Biology.
Karlstadt Universitet: Karlstadt, Sweden.

Reiss, MJ;
Abrahams, I;
Sharpe, R;
(2016)
To DAPS or to IAPS: that is the question.
In: Eilks, I and Markic, S and Ralle, B, (eds.)
Science Education Research and Practical Work A Collection of Invited Papers Inspired by the 23rd Symposium on Chemistry and Science Education Held at the TU Dortmund University, May 2628, 2016.
(pp. 119130).
Shaker Verlag: Düren, Germany.

Reiss, Michael J;
(2016)
Alternatives to school sex education.
In: Lees, HE and Noddings, N, (eds.)
The Palgrave International Handbook of Alternative Education.
(pp. 401414).
Palgrave Macmillan: London, United Kindom.

Reiss, MJ;
(2016)
Could a pig’s heart save your life?
BBC Focus
, 297
pp. 6673.

Reiss, MJ;
(2016)
Journal of Biological Education: A Personal Reﬂection on its First 50 Years.
Journal of Biological Education
, 50
(1)
pp. 36.
10.1080/00219266.2016.1140984.

Reiss, MJ;
(2016)
Education and sexualities: The next generation.
In: Aggleton, P, (ed.)
Education and sexualities: major themes in education.
(pp. 195210).
Routledge: London, United Kindom.

Reiss, MJ;
(2016)
Learning for a better world: futures in science education.
In: Corrigan, D and Buntting, C and Dillon, J and Jones, A and Gunstone, R, (eds.)
The Future in Learning Science: What’s in it for the Learner?
(pp. 1934).
Springer: Dordrecht.

Reiss, MJ;
(2016)
Religious diversity and inclusive practice.
In: Richards, G and Armstrong, F, (eds.)
Key Issues for Teaching Assistants: Teaching in Diverse and Inclusive Classrooms.
(pp. 5262).
Routledge: Abingdon, United Kingdom.

Reiss, MJ;
(2016)
Teaching and Learning in Diverse and Inclusive Classrooms.
In: Richards, G and Armstrong, F, (eds.)
Teaching and Learning in Diverse and Inclusive Classrooms: Key Issues for New Teachers.
(pp. 111121).
Routledge: Abingdon, United Kingdom.

Reiss, MJ;
Billingsley, B;
Evans, EM;
Kissel, RA;
Lawrence, M;
Mujtaba, T;
Oliver, M;
... Veall, D; + view all
(2016)
The Contribution of Natural History Museums to Science Education.
UCL Institute of Education: London, UK.

Reiss, MJ;
Collins, S;
(2016)
Science during primarysecondary transitions.
[Editorial comment].
School Science Review
(362)
pp. 1718.

Retallack, H;
Ringrose, JL;
Lawrence, E;
(2016)
“Fuck Your Body Image”: Teen Girls’ Twitter and Instagram Feminism in and Around School.
In: coffey, J and Budgeon, S and Cahill, H, (eds.)
Learning Bodies The Body in Youth and Childhood Studies.
(pp. 85103).
Springer

Richardson, MI;
(2016)
"The cuts they trimmed the people" School children, precarity and citizenship.
European Educational Research Journal
, 15
(6)
pp. 714735.
10.1177/1474904116665852.

Rodd, M;
(2016)
Transitioning from "It Looks Like" to "It Has To Be" in Geometrical Workspaces: affect and neartome attention.
Bolema: Boletim de Educação Matemática
, 30
(54)
pp. 142164.
10.1590/19804415v30n54a07.

S
Sheldrake, R;
(2016)
Confidence as motivational expressions of interest, utility, and other influences: Exploring underconfidence and overconfidence in science students at secondary school.
International Journal of Educational Research
, 76
(C)
pp. 5065.
10.1016/j.ijer.2015.12.001.

Sheldrake, R;
(2016)
Differential predictors of underconfidence and overconfidence for mathematics and science students in England.
Learning and Individual Differences
, 49
(C)
pp. 305313.
10.1016/j.lindif.2016.05.009.

Sheldrake, R;
(2016)
Students’ intentions towards studying science at uppersecondary school: the differential effects of underconfidence and overconfidence.
International Journal of Science Education
, 38
(8)
pp. 12561277.
10.1080/09500693.2016.1186854.

Simpson, J;
(2016)
A study to investigate, explore and identify successful 'interventions' to support teachers in a transformative move from a charity mentality to a social justice mentality.
(Global Learning Programme Innovation Fund Research Series
2
).
Global Learning Programme (GLP) – England: London, UK.

Skene, RJ;
(2016)
Student Voice and the International Curriculum: connections, contexts and spaces.
Doctoral thesis , UCL (University College London).

Smith, CA;
Morgan, C;
(2016)
Curricular orientations to realworld contexts in mathematics.
The Curriculum Journal
, 27
(1)
pp. 2445.
10.1080/09585176.2016.1139498.

Smith, R;
Burke, J;
(2016)
Restoring the Liminal: A Critique of Rotman’s Schema of Mathematical Subjectivity.
Philosophy of Mathematics Education Journal
(30)
pp. 128.

Standish, A;
Hawley, D;
Willy, T;
(2016)
The London Geography Alliance: Reconnecting the school subject with the university discipline.
London Review of Education
, 14
(2)
pp. 83103.
10.18546/LRE.14.2.06.

Stylianou, A;
(2016)
The phenomenon of teachers’ dis/empowerment within the context of inclusive intercultural education: Using tools from the philosophy of critical realism.
Doctoral thesis , UCL (University College London).

Swanepoel, A;
Sieff, DF;
Music, G;
Launer, J;
Reiss, M;
Wren, B;
(2016)
How evolution can help us understand child development and behaviour.
BJPscyh Advances
, 22
(1)
pp. 3643.
10.1192/apt.bp.114.014043.

T
Taylor, B;
Francis, B;
Archer, L;
Hodgen, J;
Pepper, D;
Tereshchenko, A;
Travers, MC;
(2016)
Factors deterring schools from mixed attainment teaching practice.
Pedagogy, Culture and Society
10.1080/14681366.2016.1256908.
(In press).

Thorley, C;
(2016)
Physicists and Outreach: Implications of schools physics outreach programmes from the perspective of the participating physicists.
Doctoral thesis , UCL (University College London).

Thouless, HR;
Gifford, S;
(2016)
Using pattern to inspire rich mathematical
discourse in mixed attainment groups.
Mathematics Teaching
(254)
pp. 1921.

Tunnicliffe, SD;
(2016)
Life saving science: English fouryear olds' understanding of injuries and the appropriate first aid treatment.
Problemy Wczesnej Edukacji / Issues in Early Education
, 32
(1)
pp. 8390.

Tunnicliffe, SD;
(2016)
Observing mealworms in the primary classroom.
Journal of Emergent Science
, 11
pp. 2333.

Tunnicliffe, SD;
Gkouskou, E;
(2016)
Physical Science learning opportunities at Natural History Dioramas.
In: Costa, MF and Dorrio, BV and Trna, J and Trnova, E, (eds.)
Handson : the heart of science education.
(pp. pp. 18).
Handson Science Network (HSCI): Braga, Portugal.

U
Uhlenwinkel, A;
Béneker, T;
Bladh, G;
Tani, S;
Lambert, D;
(2016)
GeoCapabilities and curriculum leadership: balancing the priorities of aimbased and knowledgeled curriculum thinking in schools.
International Research in Geographical and Environmental Education
, 26
(4)
pp. 327341.
10.1080/10382046.2016.1262603.

Unwin, AR;
(2016)
How can an Online Community of Practice support New Teacher Development?
Literacy Information and Computer Education Journal
, 7
(3)
pp. 23612367.
10.20533/licej.2040.2589.2016.0313.

W
Wright, P;
(2016)
Diversity in mathematics education: towards inclusive practices.
[Review].
Research in Mathematics Education
, 18
(1)
pp. 8084.
10.1080/14794802.2016.1141114.

Wright, P;
(2016)
Social justice in the mathematics classroom.
London Review of Education
, 14
(2)
pp. 104118.
10.18546/LRE.14.2.07.
