Browse by UCL Departments and Centres
![[up]](/style/images/multi_up.png)
Up a levelGroup by: Author | Type
Number of items: 149.
A
Ainley, J;
Pratt, D;
(2017)
Computational Modelling and Children's Expressions of Signal and Noise.
Statistics Education Research Journal
, 16
(2)
pp. 15-36.
|
|
Alam, KMN;
Morgan, C;
(2017)
Why do few children at rural secondary madrasas in Bangladesh choose to study an optional course in Higher Mathematics?
In:
BSRLM Proceedings: Vol 37 No 1 at Birkbeck College, University of London, London.
BSRLM
|
|
Amos, R;
Christodoulou, A;
(2017)
Teaching science using socio-scientific inquiry-based learning: UK pre-service teachers' perspectives.
Presented at: ESERA conference 2017, Dublin, Ireland.
|
 |
B
|
Bartoszeck, AB;
Tunnicliffe, SD;
(2017)
Development of biological literacy through drawing organisms.
In: Katz, P, (ed.)
Drawing for Science Education: An International Perspective.
(pp. 55-65).
SensePublishers: Rotterdam, Netherlands.
|
 |
|
Billingsley, B;
Hardman, MA;
(2017)
Epistemic insight and the power and limitations of science in multidisciplinary arenas.
School Science Review
, 99
(367)
pp. 16-17.
|
|
|
Billingsley, B;
Hardman, MA;
(2017)
Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas.
School Science Review
, 98
(365)
pp. 57-58.
|
|
Bourn, D;
Hunt, F;
Ahmed, H;
(2017)
Childhood development stages and learning on global issues.
(K4D Helpdesk Report
).
Institute of Development Studies (IDS): Brighton, UK.
|
|
|
Bourn, D;
Hunt, F;
Bamber, P;
(2017)
A review of education for sustainable development and global citizenship education in teacher education.
(UNESCO GEM Background Paper
).
UNESCO: Paris, France.
|
|
|
Brant, JW;
Vincent, K;
(2017)
Teacher education in England: professional preparation in times of change.
In: Trippestad, TA and Swennen, A and Werler, T, (eds.)
The Struggle for Teacher: Education International Perspectives on Governance and Reforms.
Bloomsbury: London, UK.
|
|
|
Bretscher, N;
(2017)
Beyond a positive stance: integrating technology is demanding on teachers' mathematical knowledge for teaching.
In:
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education.
European Society for Research in Mathematics Education: Dublin, Ireland.
|
|
Brooks, C;
(2017)
Becoming a geography teacher in a primary school: Reflections on the value of HEIs in ITE.
In: Catling, S, (ed.)
Reflections on Primary Geography.
(pp. 171-173).
The Geographical Association: Sheffield, UK.
|
|
Brooks, C;
(2017)
International differences in thinking geographically, and why ‘the local’ matters.
In: Fargher, M and Brooks, C and Butt, G, (eds.)
The Power of Geographical Thinking.
(pp. 169-179).
Springer: Cham, Switzerland.
(In press).
|
|
|
Brooks, C;
(2017)
Pedagogy and identity in initial teacher education: developing a 'professional compass'.
Geography
, 102
pp. 44-50.
|
|
Brooks, C;
(2017)
Teaching Geography in England "in this day and age".
In: Ida, Y, (ed.)
教科教育におけるESDの実践と課題 地理・歴史・公民・社会科.
(pp. 231-243).
古今書院: Tokyo, Japan.
|
|
Brooks, C;
Gong, Q;
Salinas-Silva, V;
(2017)
What next for Geography Education? A perspective from the International Geographical Union - Commission for Geography Education.
J-Reading: Journal of Research and Didactics in Geography
, 2017
(1)
pp. 5-15.
10.4458/8579-01.
|
C
|
Chapman, AJ;
(2017)
Research and practice in history education in England: a perspective from London.
The Journal of Social Studies Education
, 6
pp. 13-41.
|
|
Chapman, AJ;
Gómez Carrasco, CJ;
Miralles Martínez, P;
(2017)
Los procedimientos de evaluación en la clase de Historia. Un análisis comparativo a través de las opiniones de los docentes en formación en España e Inglaterra = The assessment procedures when teaching history. A comparative analysis through the opinions of teachers in training in Spain and England.
Revista Electrónica Interuniversitaria de Formación del Profesorado
, 20
(2)
pp. 45-61.
10.6018/reifop/20.2.284631.
|
|
Chapman, AJ;
Hale, R;
(2017)
Understanding what young people know: methodological and theoretical challenges in researching young people’s knowledge and understanding of the Holocaust.
Holocaust Studies
, 23
(3)
pp. 289-313.
10.1080/17504902.2017.1296067.
|
|
Charles-Cole, Syreeta;
(2017)
A Study of Children’s Views of Mathematical Manipulatives in the Transition from Primary to Secondary.
Doctoral thesis , UCL (University College London).
|
|
|
Crisan, C;
(2017)
Mathematics.
In: Standish, A and Sehgal-Cuthbert, A, (eds.)
What should schools teach? Disciplines, subjects and the pursuit of truth.
(pp. 20-37).
UCL IoE Press: London, UK.
|
|
|
Crisan, C;
(2017)
Supporting the pursuit of and transition to postgraduate studies in mathematics.
In:
Proceedings of Mathematics Education beyond 16: Pathways and Transitions.
Institute of Mathematics and its Applications: Birmingham, UK.
|
|
Crisan, C;
Geraniou, E;
(2017)
Using video cases to encourage participants’ engagement with research and theory: Emergent pedagogies from an online course on digital technologies for mathematical learning.
In: Curtis, F, (ed.)
Proceedings of the British Society for Research into Learning Mathematics, 37 (1), March 2017.
(pp. No. 4).
British Society for Research into Learning Mathematics: Cambridge, UK.
|
|
Crisan, C;
Rodd, M;
(2017)
Learning mathematics for teaching mathematics: non-specialist teachers' mathematics teacher identity.
Mathematics Teacher Education and Development (MTED)
, 19
(2)
pp. 104-122.
|
D
|
Darlington, Helen Margaret;
(2017)
Understanding and developing student interest in science: an investigation of 14-16 year-old students in England.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
|
Deng, Z;
(2017)
Rethinking curriculum and teaching.
In: Noblit, GW, (ed.)
Oxford Research Encyclopedia of Education.
Oxford University Press: Oxford, UK.
|
|
Direito, I;
Connolly, J;
Simon, S;
Trevethan, J;
(2017)
Gender Differences in Science Interest, Self-concept and Career Aspirations.
In:
Proceedings of the ESERA 2017 Conference.
European Science Education Research Association (ESERA): Dublin, Ireland.
|
|
Drijvers, P;
Faggiano, E;
Geraniou, E;
Weigand, H-G;
(2017)
Introduction to the papers of TWG16: Learning Mathematics with Technology and Other Resources.
In: Dooley, Therese and Gueudet, Ghislaine, (eds.)
Proceedings of the 10th Congress of European S.
(pp. pp. 2499-2506).
Institute of Education, Dublin City University, Ireland and ERME (European Society for Research in Mathematics Education): Dublin, Ireland.
|
|
|
Durden, GP;
(2017)
Accounting for the context in phenomenography-variation theory: Evidence of English graduates' conceptions of price.
International Journal of Educational Research
, 87
pp. 12-21.
10.1016/j.ijer.2017.11.005.
|
E
|
Edwards, C;
(2017)
Recovering History Education's Forgotten Past: Diversity and Change in Professional Discourse in England, 1944-1962.
Doctoral thesis , UCL (University College London).
|
|
Ehren, M;
Perryman, J;
(2017)
Accountability of school networks: who is accountable to whom and for what?
Educational Management Administration and Leadership
10.1177/1741143217717272.
(In press).
|
|
Elwick, A;
(2017)
Education reform in New York City (2002–2013).
Oxford Review of Education
, 43
(6)
pp. 677-694.
10.1080/03054985.2017.1296421.
|
|
|
Elwick, Alex;
Cannizzaro, Sara;
(2017)
Happiness in Higher Education.
Higher Education Quarterly
, 71
(2)
pp. 204-219.
10.1111/hequ.12121.
|
F
|
Fargher, Mary;
(2017)
GIS and other geospatial technologies.
In: Jones, Mark, (ed.)
The Handbook of Secondary Geography.
(pp. 244-259).
Geographical Association: Sheffield, UK.
|
|
Foster, S;
Karayianni, E;
(2017)
Portrayals of the Holocaust in English history textbooks, 1991–2016: continuities, challenges and concerns.
Holocaust Studies
, 23
(3)
pp. 314-344.
10.1080/17504902.2017.1296087.
|
|
Francis, B;
Archer, L;
Hodgen, J;
Pepper, D;
Taylor, B;
Travers, M-C;
(2017)
Exploring the relative lack of impact of research on 'ability grouping' in England: a discourse analytic account.
Cambridge Journal of Education
, 47
(1)
pp. 1-17.
10.1080/0305764X.2015.1093095.
|
|
Francis, R;
Connolly, P;
Archer, L;
Hodgen, J;
Mazenod, A;
Pepper, D;
sloan, S;
... Travers, M; + view all
(2017)
Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students.
International Journal of Educational Research
, 86
pp. 96-108.
10.1016/j.ijer.2017.09.001.
|
|
Francis, RJ;
Mills, M;
Lupton, R;
(2017)
Towards social justice in education: contradictions and dilemmas.
Journal of Education Policy
, 32
(4)
pp. 414-431.
10.1080/02680939.2016.1276218.
|
G
|
Garcia Souto, MDP;
Striolo, CN;
Vogel, M;
Grammenos, R;
Whyndham, M;
Hughes, G;
Kador, T;
... Gibson, A; + view all
(2017)
Peer assessing individual contributions in a group project.
[Lecture].
Presented at: 50th SRHE Conference, Celtic Manor, Newport, Wales, UK.
|
|
|
Geraniou, E;
Mavrikis, M;
(2017)
Investigating the integration of a digital resource in the mathematics classroom: the case of a creative electronic book on Reflection.
In:
Proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10).
European Society for Research in Mathematics Education: Dublin, Ireland.
|
|
|
Gkouskou, E;
Tunnicliffe, SD;
(2017)
Natural History Dioramas: An opportunity for children to observe physical Science in action in a moment of time.
Science Education International
, 28
(2)
pp. 97-103.
|
|
|
Golding, J;
(2017)
Is it mathematics or is it school mathematics?: Presidential address to The Mathematical Association, April 2017.
The Mathematical Gazette
, 101
(552)
pp. 385-400.
10.1017/mag.2017.120.
|
|
Golding, J;
(2017)
Mathematics teacher capacity for change.
Oxford Review of Education
, 43
(4)
pp. 502-517.
10.1080/03054985.2017.1331846.
|
 |
|
Golding, J;
(2017)
Policy critics and policy survivors: who are they and how do they contribute to a department policy role typology?
Discourse: Studies in the Cultural Politics of Education
, 38
(6)
pp. 923-936.
10.1080/01596306.2016.1183589.
|
|
Golding, J;
(2017)
Subject professional association activity: what can it offer teachers of mathematics and their students?
In:
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). DCU Institute of Education and ERME.
(pp. pp. 3304-3311).
European Society for Research in Mathematics Education: Dublin, Ireland.
|
|
Gómez Carrasco, CJ;
Chapman, AJ;
(2017)
Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudiocomparativo, España - Francia - Inglaterra = Historiographical approaches and social representations in textbooks. A comparative study, Spain - France - England.
Historia y Memoria de la Educación
, 2017
(6)
pp. 319-361.
10.5944/hme.6.2017.17132.
|
|
|
Gonzalez Torres, AF;
(2017)
Rhetoric and Reality of School Improvement in Chile. A Multiple Case Study of
School Improvement Policy and External Technical Support Programmes for
Municipal Primary Schools.
Doctoral thesis , UCL (University College London).
|
|
H
|
Hale, R;
Fox, CL;
Murray, M;
(2017)
“As a Parent You Become a Tiger”: Parents Talking about Bullying at School.
Journal of Child and Family Studies
, 26
(7)
pp. 2000-2015.
10.1007/s10826-017-0710-z.
|
|
|
Hardman, MA;
(2017)
The Matter of Learning: Reconsidering the theoretical basis of conceptual change research.
In:
Proceedings of the ESERA 2017 Conference.
European Science Education Research Association (ESERA): Dublin, Ireland.
|
|
Hardman, MA;
(2017)
Models, matter and truth in doing and learning science.
School Science Review
, 98
(365)
pp. 91-98.
|
|
Hardman, MA;
Wilson, A;
(2017)
Complexity and the Characterisation of Learning.
In:
(Proceedings) BERA Philosophy of Education SIG: Complexity and Education, 26 July 2017, London, UK.
British Educational Research Association: London, UK.
|
|
Hargreaves, E;
(2017)
Using action research to explore the role of the international academic consultant: Drawing on participants’ perceptions in a teacher development project in Pakistan.
Teacher Development
, 22
(1)
pp. 1-15.
10.1080/13664530.2017.1298534.
|
|
Hargreaves, E;
El Hawary, D;
Mahgoub, M;
(2017)
‘The teacher who helps children learn best’: affect and authority in the traditional primary classroom.
Pedagogy Culture and Society
, 26
(1)
pp. 1-17.
10.1080/14681366.2017.1314318.
|
|
Healy, M;
Richardson, M;
(2017)
Images and identity: Children constructing a sense of belonging to Europe.
European Educational Research Journal
, 16
(4)
pp. 440-454.
10.1177/1474904116674015.
|
|
Hellawell, B;
(2017)
A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015.
British Journal of Special Education
, 44
(4)
pp. 411-430.
10.1111/1467-8578.12185.
|
|
Hunt, F;
(2017)
Schools for Future Youth Evaluation Report: Developing young people as active global citizens.
(DERC Research Report
17
).
UCL Institute of Education: London, UK.
|
|
J
|
Jerome, L;
Elwick, A;
(2017)
Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism, Extremism and Radicalisation.
British Journal of Educational Studies
10.1080/00071005.2017.1415295.
|
|
|
Jones, E;
(2017)
Why We Need to Talk About Sexual Orientation, Gender Identity and Expression (SOGIE) in Humanitarian and Development Work.
[Digital scholarly resource].
https://www.chsalliance.org/get-support/article/wh...
|
K
|
Kazak, S;
Pratt, D;
(2017)
Pre-service mathematics teachers' use of probability models in making informal inferences about a chance game.
Statistics Education Research Journal
, 16
(2)
|
|
Kitson, AM;
(2017)
Teacher education in history.
In: Davies, I, (ed.)
Debates in History Teaching.
Routledge: Abingdon, United Kingdom.
|
|
krause, U;
Beneker, T;
Tani, S;
Brooks, C;
Lucchesi, F;
(2017)
L'educazione geografica in Europa: un dialogo sulla formazione universitaria dei docenti.
In: Zanolin, G and Gilardi, T and De Lucia, R, (eds.)
Geo-didattiche per il future: La geografia all prova delle competenze.
(pp. 66-82).
FrancoAngeli Open Access: Milano, Italy.
|
|
L
|
Lake, E;
(2017)
Serious Frivolity: Exploring Play in UK Secondary Mathematics Classrooms.
In: Andra, C and Brunetto, D and Levenson, E and Liljedahl, P, (eds.)
Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction.
(pp. 59-69).
Springer: Cham, Switzerland.
|
|
Lake, E;
(2017)
To err is human. The management and emotional implications of teacher error.
In: Dooley, T and Gueudet, G, (eds.)
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education.
(pp. pp. 1122-1129).
Dublin City University: Dublin, Ireland.
|
|
Lambert, DM;
(2017)
Who thinks what in geography classrooms? Powerful disciplinary knowledge and curriculum futures.
The New Geography
, 65
(3)
|
|
Lambert, DM;
(2017)
Powerful Disciplinary Knowledge and Curriculum Futures.
In: Pyyry, N and Tainio, L and Juuti, K and Vasquez, R and Paananen, M, (eds.)
Changing Subjects, Changing Pedagogies: Diversities in School and Education.
(pp. 14-31).
Suomen ainedidaktinen tutkimusseura: Helsinki, Finland.
|
|
|
Lambert, DM;
Guile, D;
Reiss, M;
(2017)
Consistency, contradiction and ceaseless enquiry in the work of Michael Young.
In:
Sociology, Curriculum Studies and Professional Knowledge: New perspectives on the work of Michael Young.
(pp. 1-14).
Routledge: Abingdon, UK.
|
|
Lambert, DM;
Solem, M;
(2017)
Rediscovering the Teaching of Geography with the Focus on Quality.
Geographical Education
, 30
pp. 8-15.
|
|
Leaton Gray, SH;
(2017)
The social construction of time in contemporary education: implications for technology, equality and Bernstein's 'conditions for democracy'.
British Journal of Sociology of Education
, 38
(1)
pp. 60-71.
10.1080/01425692.2016.1234366.
|
|
Levinson, R;
(2017)
Science and society in education.
[Digital scholarly resource].
http://www.parrise.eu/
|
|
|
Levinson, Ralph;
Knippels, MC;
va Dam, F;
Kyza, E;
Christodoulou, A;
Chang-Rundgren, SN;
Grace, M;
+ view all
(2017)
Science and society in education.
Utrecht University, Freudenthal Institute (Project Coordinator): Utrecht, The Netherlands.
|
|
|
Levinson, R;
(2017)
A response to Annette Gough and Jesse Bazzul. Subverting subjectivity: an anti-neoliberal reformulation of science education for life.
Cultural Studies of Science Education
, 12
(4)
pp. 907-913.
10.1007/s11422-017-9841-1.
|
|
|
Levinson, R;
(2017)
SAQs as a socio-political programme: some challenges and opportunities.
Sisyphus
, 5
(2)
|
|
Levinson, R;
The PARRISE Consortium, .;
(2017)
Socio-scientific Inquiry-Based Learning: Taking off from STEPWISE.
In: Bencze, JL, (ed.)
Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments.
Springer: Dordrecht.
|
|
Liu, J;
Edwards, V;
(2017)
Trilingual education in China: perspectives from a university programme for minority students.
International Journal of Multilingualism
, 14
(1)
pp. 38-52.
10.1080/14790718.2017.1258983.
|
|
|
Lodge, W;
(2017)
Science learning and teaching in a Creole-speaking environment.
Cultural Studies of Science Education
, 12
(3)
pp. 661-675.
10.1007/s11422-016-9760-6.
|
|
Loo, S;
(2017)
A conceptual framework of the occupational pedagogy of teachers.
In:
Teachers and Teaching in Vocational and professional Education.
Routledge: Abingdon, UK.
|
|
|
Loo, S;
(2017)
Teachers and Teaching in Vocational and Professional Education.
Presented at: LSRN London and South East/Continuum Meeting, London, UK.
|
|
|
Loo, S;
(2017)
Using recontextualization as a framework of teaching in vocational and professional education.
Presented at: The Universities Association for Lifelong Learning Work and Learning Network Annual Conference,, Middlesex University, London.
|
|
|
Loo, S;
Bostock, J;
Booth-Martin, H;
(2017)
Further education teacher educators’ narratives of their journeys and professional identities.
In:
Proceedings of the BERA Annual Conference 2017.
BERA: University of Sussex.
|
M
|
Mackrell, K;
Pratt, D;
(2017)
Constructionism and the space of reasons.
Mathematics Education Research Journal
, 29
(4)
pp. 419-435.
10.1007/s13394-017-0194-6.
|
|
Markwick, A;
Watts, K;
(2017)
Engaging activities on properties and changing materials.
[Digital scholarly resource].
https://www.ase.org.uk/resources/primary-science/i...
|
|
McCrory, A;
Struthers, D;
(2017)
Can the SOLO Taxonomy support provision for the 'More Able' in Primary maths and science lessons?
Presented at: BERA Conference 2017, Brighton, UK.
|
|
McCrory, C;
(2017)
Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge.
Revista Electronica Interuniversitaria de Formación del Profesorado
, 20
(2)
pp. 29-44.
10.6018/reifop/20.2.284921.
|
|
McCulloch, SP;
Reiss, MJ;
(2017)
Bovine Tuberculosis and Badger Control in Britain: Science, Policy and Politics.
Journal of Agricultural and Environmental Ethics
10.1007/s10806-017-9686-3.
(In press).
|
|
|
McCulloch, SP;
Reiss, MJ;
(2017)
Bovine Tuberculosis and Badger Culling in England: A Utilitarian Analysis of Policy Options.
Journal of Agricultural and Environmental Ethics
10.1007/s10806-017-9680-9.
(In press).
|
|
|
McCulloch, SP;
Reiss, MJ;
(2017)
Bovine Tuberculosis and Badger Culling in England: An Animal Rights-Based Analysis of Policy Options.
Journal of Agricultural and Environmental Ethics
10.1007/s10806-017-9685-4.
(In press).
|
|
|
McCulloch, SP;
Reiss, MJ;
(2017)
Bovine Tuberculosis Policy in England: Would a Virtuous Government Cull Mr Badger?
Journal of Agricultural and Environmental Ethics
10.1007/s10806-017-9687-2.
(In press).
|
|
|
McCulloch, SP;
Reiss, MJ;
(2017)
The Development of an Animal Welfare Impact Assessment (AWIA) Tool and Its Application to Bovine Tuberculosis and Badger Control in England.
Journal of Agricultural and Environmental Ethics
10.1007/s10806-017-9684-5.
(In press).
|
|
|
Mendick, H;
Sheldrake, R;
(2017)
Transforming Science Engagement: The impact of the British Science Association’s work.
British Science Association: London, UK.
|
|
Mitchell, David;
(2017)
Geography Curriculum Making in Changing Times.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Morgan, CR;
(2017)
Mathematics education as a matter of discourse.
In:
Encyclopedia of educational philosophy and theory.
(pp. 1-6).
Springer: Singapore, Singapore.
|
|
Morgan, CR;
(2017)
From policy to practice: Discourses of mastery and "ability" in England.
In: Chronaki, A, (ed.)
Mathematics Education and Life at Times of Crisis: Proceedings of the Ninth International Mathematics Education and Society Conference: Volume 2.
(pp. pp. 717-727).
9th International Conference of Mathematics Education and Society (MES9): Volos, Greece.
|
|
Mujtaba, T;
Tunnicliffe, S;
Sheldrake, R;
(2017)
Teachers’ perceptions of Inquiry-Based Science Education (IBSE) and the implications for gender equality in science education.
Journal of Emergent Science
(13)
pp. 10-19.
|
|
Murphy, D;
Oliver, M;
Pourhabib, S;
Adkins, M;
Hodgen, J;
(2017)
Boarding Chances for Children: A report on Lessons Learned.
Education Endowment Foundation (EEF): London, UK.
|
N
|
Newall, E;
(2017)
Evolution, Insight and Truth?
School Science Review
, 99
(367)
pp. 61-66.
|
P
|
Panjwani, F;
Whittle, S;
Savill, J;
(2017)
Faith Schools and Religious diversity: the case of Muslim students in Catholic and Anglican schools. Summary of research findings and recommendations.
UCL Institute of Education: London, UK.
|
|
Panjwani, F;
(2017)
No Muslim is just a Muslim: implications for education.
Oxford Review of Education
, 43
(5)
pp. 596-611.
10.1080/03054985.2017.1352354.
|
|
Panjwani, F;
(2017)
Faith schools, the common good and the Muslim tradition.
In: Hand, M and Davies, R, (eds.)
Education, Ethics and Experience: Essays in honour of Richard Pring.
(pp. 123-134).
Routledge: London, United Kindom.
|
|
Pearce, A;
(2017)
British POWs and the Holocaust: witnessing the Nazi atrocities.
Holocaust Studies
, 23
(4)
pp. 525-530.
10.1080/17504902.2017.1327675.
|
|
Pearce, AR;
(2017)
The Holocaust in the National Curriculum After 25 Years.
Holocaust Studies
, 23
(3)
pp. 231-262.
10.1080/17504902.2017.1296068.
|
|
Pearce, AR;
Chapman, A;
(2017)
Holocaust Education 25 Years On: Challenges, Issues, Opportunities.
Holocaust Studies: A Journal of Culture and History
, 23
(3)
pp. 223-230.
10.1080/17504902.2017.1296082.
|
|
Pearce, JL;
(2017)
From Anthroposophy to non-confessional preparation for spirituality? Could common schools learn from spiritual education in Steiner schools?
British Journal of Religious Education
10.1080/01416200.2017.1361382.
(In press).
|
|
Perales Palacios, Francisco Javier;
Guerrero, Gonzalo;
(2017)
Inter y transdisciplinariedad en textos escolares de física: un estudio de dos casos.
Ápice. Revista de Educación Científica
, 1
(1)
pp. 74-89.
10.17979/arec.2017.1.1.1992.
|
|
|
Pericleous, M;
Pratt, D;
(2017)
Play and pre-proving in the primary classroom.
In: Dooley, T and Gueudet, G, (eds.)
Proceedings of the 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME10).
(pp. pp. 227-234).
: Dublin, Ireland.
|
|
Perryman, J;
Ball, SJ;
Braun, A;
Maguire, M;
(2017)
Translating Policy: Governmentality and the Reflective Teacher.
Journal of Education Policy
, 32
(6)
pp. 745-756.
10.1080/02680939.2017.1309072.
|
|
Pettigrew, A;
(2017)
Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools.
Holocaust Studies
, 23
(3)
pp. 263-288.
10.1080/17504902.2017.1296069.
|
R
|
Reiss, Michael J;
McCulloch, Steven P;
(2017)
Killing zoo animals surplus to requirements: response.
In: Mullan, S and Fawcett, A, (eds.)
Veterinary ethics: navigating tough classes.
(pp. 461-465).
5M: Sheffield, United Kingdom.
|
|
Reiss, MJ;
(2017)
The problem with evolution.
IPN Journal
, 2
pp. 45-47.
|
|
Reiss, MJ;
(2017)
The curriculum arguments of Michael Young and John White.
In: Guile, D and Lambert, D and Reiss, MJ, (eds.)
Sociology, Curriculum Studies and Professional Knowledge: New perspectives on the work of Michael Young.
(pp. 121-131).
Routledge: Abingdon, UK.
|
|
Reiss, MJ;
(2017)
Science education and ethics education in faith-based schools.
In: Khalili, S and Watts, F and Wiseman, H, (eds.)
A 21st Century Debate on Science and Religion.
(pp. 192-207).
Cambridge Scholars Publishing: Newcastle upon Tyne, UK.
|
|
Reiss, MJ;
(2017)
A Framework Within Which to Determine How We Should Use Animals in Science Education.
In: Mueller, MP and Tippins, DJ and Stewart, AJ, (eds.)
Animals and Science Education: Ethics, Curriculum and Pedagogy.
(pp. 243-259).
Springer: Cham, Switzerland.
|
|
Reiss, MJ;
(2017)
Teaching the theory of evolution in informal settings to those who are uncomfortable with it.
In: Patrick, PG, (ed.)
Preparing Informal Science Educators Perspectives from Science Communication and Education.
(pp. 495-507).
Springer: Cham.
|
|
Reiss, MJ;
Mujtaba, T;
(2017)
Should we embed careers education in STEM lessons?
Curriculum Journal
, 28
(1)
pp. 137-150.
10.1080/09585176.2016.1261718.
|
|
|
Reiss, MJ;
Mujtaba, T;
Stones, A;
(2017)
Epistemic insight: Teaching about science and RE in secondary schools.
School Science Review
, 99
(367)
pp. 67-75.
|
|
|
Rybska, E;
Tunnicliffe, SD;
Sajkowska, ZA;
(2017)
Children’s ideas about the internal structure of trees: cross-age studies.
Journal of Biological Education
, 51
(4)
pp. 375-390.
10.1080/00219266.2016.1257500.
|
S
|
Saville, KG;
(2017)
Bilingual education planning through free school reform in England: a case study of new institutional development.
Doctoral thesis , UCL (University College London).
|
|
|
Scaramanga, J;
Reiss, MJ;
(2017)
The suitability of the International Certificate of Christian Education as an examination for university entrance.
Oxford Review of Education
, 43
(6)
pp. 788-804.
10.1080/03054985.2017.1352500.
|
|
Scaramanga, Jenna;
(2017)
Systems of Indoctrination: Accelerated Christian Education in England.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Schowengerdt, B;
Jones, E;
McCowan, T;
(2017)
Employability initiatives in higher education: A map of the research literature.
British Council
|
|
Sen, A;
Starkey, HW;
(2017)
The Rise and Fall of Citizenship and Human Rights Education in Turkey.
Journal of Social Science Education
, 16
(4)
pp. 84-96.
10.2390/jsse-v16-i4-1698.
|
|
Sheldrake, R;
(2017)
Students’ attitudes and intentions towards studying science: the effects of under-confidence and over-confidence.
Doctoral thesis , UCL (University College London).
|
|
Sheldrake, R;
Mujtaba, T;
Reiss, MJ;
(2017)
Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science.
International Journal of Educational Research
, 85
pp. 167-183.
10.1016/j.ijer.2017.08.002.
|
|
|
Smith, CA;
Golding, J;
(2017)
Gender and Participation in Mathematics and Further Mathematics: Final Report for the Further Mathematics Support Programme.
Institute of Education, University College London: London, UK.
|
|
|
Smith, CA;
Golding, J;
(2017)
Teaching A-level Mathematics in Early Career: Report for the Further Mathematics Support Programme.
UCL Institute of Education: London, UK.
|
|
Smith, C;
(2017)
Disaffection with school mathematics.
[Review].
Research in Mathematics Education
, 19
(1)
pp. 97-101.
10.1080/14794802.2017.1290544.
|
|
Standish, A;
(2017)
Geography.
In: Sehgal Cuthbert, A and Standish, A, (eds.)
What should schools teach? : disciplines, subjects, and the pursuit of truth.
UCL IOE Press: London, UK.
|
|
|
Standish, A;
Sehgal-Cuthbert, A;
(2017)
Disciplinary Knowledge and School Subjects.
In: Standish, A and Sehgal-Cuthbert, A, (eds.)
What should schools teach? : disciplines, subjects, and the pursuit of truth.
UCL IOE Press: London, UK.
|
|
|
Standish, A;
Sehgal-Cuthbert, A;
(2017)
Introduction.
In: Standish, A and Sehgal-Cuthbert, A, (eds.)
What Should Schools Teach? Disciplines, subjects and the pursuit of truth.
UCL IOE Press: London, UK.
|
|
Starkey, HW;
(2017)
The Prince's Teaching Institute Schools Programme: an evaluation of its impact on students.
UCL IOE Press: London, UK.
|
|
|
Starkey, HW;
(2017)
Globalization and Education for Cosmopolitan Citizenship.
In: Banks, JA, (ed.)
Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching.
American Educational Research Association: Washington, DC, Unites States.
|
T
|
Tarozzi, M;
(2017)
Editoriale - Editorial.
Encyclopaideia
, 21
(49)
10.6092/issn.1825-8670/7681.
|
|
|
Taylor, R;
Francis, R;
(2017)
Supporting schools with mixed attainment teaching practice.
Research Intelligence
, 2021
(132)
pp. 10-11.
|
|
Taylor, R;
Francome, T;
Hodgen, J;
(2017)
Best practice in mixed attainment grouping.
Mathematics Teaching
, 258
pp. 35-39.
|
|
te Riele, K;
Mills, M;
McGregor, G;
Baroutsis, A;
(2017)
Exploring the affective dimension of teachers' work in alternative school settings.
Teaching Education
, 28
(1)
pp. 56-71.
10.1080/10476210.2016.1238064.
|
|
|
Thouless, HR;
(2017)
The role of gestures in supporting mathematical communication for students with language delays.
In:
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education.
Dublin City University: Dublin, Ireland.
|
|
Thouless, HR;
Sivadasan, S;
Mayorga, P;
Gifford, S;
(2017)
Understanding and overcoming number difficulties.
In:
Proceedings of the British Society for Research into Learning Mathematics 2016.
British Society for Research into Learning Mathematics (BSRLM): London, UK.
|
|
Tunnicliffe, SD;
(2017)
Overcoming 'Earth Science Blindness': Earth Science in Action in Natural History Dioramas.
In: Costa, MFPCM and Dorrío, BVJ, (eds.)
Hands-on Science: Growing with Science.
(pp. pp. 1-4).
The Hands-on Science Network (HSCI)
|
|
|
Tunnicliffe, SD;
(2017)
Gender Differences Reflected in Conversations at Exhibits.
In: Patrick, PG, (ed.)
Preparing Informal Science Educators: Perspectives from Science Communication and Education.
(pp. 225-241).
Springer: Cham, Switzerland.
|
|
|
Tunnicliffe, SD;
Bruguiere, C;
(2017)
Reading a fictional storybook in a primary science lesson: narrative reasons and scientific reasons.
In:
Proceedings 10th International Conference on Research in Science Education.
(pp. pp. 4503-4508).
Universitat Autònoma de Barcelona/Universitat de València: Seville, Spain.
|
|
|
Tunnicliffe, SD;
Bruguière, C;
(2017)
Growing Scientific Thinking with Fictional Picture Books: Questioning and Imagination in Early Years.
In: Costa, MFPCM and Dorrío, BVJ, (eds.)
Hands-on Science: Growing with Science.
(pp. pp. 16-19).
The Hands-on Science Network (HSCI)
|
|
|
Tunnicliffe, SD;
Sarker, A;
(2017)
The Understanding of Human Anatomy Elicited from Drawings of Some Bangladeshi Village Women and Children.
In: Katz, P, (ed.)
Drawing for Science Education: An International Perspective.
(pp. 87-93).
SensePublishers: Rotterdam, The Netherlands.
|
U
|
Unwin, AR;
(2017)
Community of Practice or Practice Communities: Online Teacher Development.
International Journal of Education and Literacy Studies
, 7
(1)
pp. 533-539.
10.20533/ijels.2046.4568.2017.0067.
|
W
|
Watts, F;
Reiss, MJ;
(2017)
Holistic Biology: What It Is And Why It Matters.
Zygon
, 52
(2)
pp. 419-441.
10.1111/zygo.12339.
|
|
Wheeldon, R;
(2017)
Improving preservice chemistry teachers' content knowledge through intervention activities.
International Journal of Science Education
, 39
(9)
pp. 1238-1261.
10.1080/09500693.2017.1333655.
|
|
|
Wilde, R;
Bentall, C;
Blum, N;
Bourn, D;
(2017)
Student Volunteering and Global Citizenship at UCL.
(Development Education Research Centre Discussion Paper
).
Development Education Research Centre, UCL Institute of Education: London, UK.
|
|
|
Wood, A;
Dyer, E;
(2017)
Reframing Education and the Architecture of Added Value.
Harvard Design Magazine
, 2017
(44)
pp. 108-115.
|
|
Wright, P;
(2017)
Critical relationships between teachers and learners of school mathematics.
Pedagogy Culture and Society
, 25
(4)
pp. 515-530.
10.1080/14681366.2017.1285345.
|
|
Wright, P;
(2017)
Report from the Critical Mathematics Education Working Group meeting: Making pedagogical rationale explicit to mathematics learners.
In:
Proceedings of the British Society for Research into Learning Mathematics.
(pp. pp. 1-6).
BSRLM
|
|
|
Wright, P;
(2017)
Report from the Critical Mathematics Education Working Group meeting: What next for critical mathematics education?
In:
Proceedings of the British Society for Research into Learning Mathematics.
(pp. pp. 1-5).
BSRLM
|
|
|
Wright, P;
(2017)
Teaching mathematics for social justice: Transforming classroom practice.
In: Chronaki, A, (ed.)
Mathematics Education and Life at Times of Crisis: Proceedings of the Ninth International Mathematics Education and Society Conference.
(pp. pp. 999-1010).
MES9: Volos, Greece.
|
