Browse by UCL Departments and Centres
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Number of items: 158.
A
Alshwaikh, J;
Morgan, CR;
(2018)
A framework for the study of written and spoken discourse: school mathematics in Palestine.
ZDM
, 50
(6)
pp. 1041-1051.
10.1007/s11858-018-0970-0.
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Amos, R;
Reiss, M;
(2018)
Learning in nature: primary school children develop through biological experiences which connect the curriculum.
Presented at: XII Conference of European Researchers in Didactics of Biology (ERIDOB 2018), Zaragoza, Spain.
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Amos, R;
Christodoulou, A;
(2018)
Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL).
School Science Review
(371)
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Archer, L;
Francis, B;
Miller, S;
Taylor, B;
Tereschenko, A;
Mazenod, A;
Pepper, D;
(2018)
The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students' views about setting.
British Educational Research Journal
, 44
(1)
pp. 119-140.
10.1002/berj.3321.
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B
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Ballin, B;
McGuire, A;
Murphy, L;
(2018)
Towards an understanding of the contribution of global learning to the wellbeing and mental health of young people with special educational needs.
(Global Learning Programme Innovation Fund Research Series
4
).
Global Learning Programme (GLP) – England: London, UK.
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Barrow, E;
Golding, J;
Redmond, B;
Grima, G;
(2018)
“I get better and better all the time”: Impact of resources on pupil and teacher confidence.
In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J and Morgan, C, (eds.)
Proceedings of the 9th British Congress of Mathematics Education:BCME9.
(pp. pp. 8-15).
BSRLM: University of Warwick, UK.
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Bartoszeck, A;
Vandrovieski, W;
Tratch, V;
Czelusniak, F;
Tunnicliffe, SD;
(2018)
What do Brazilian school children know about birds in their country?
European Journal of Educational Research
, 7
(3)
pp. 485-499.
10.12973/eu-jer.7.3.485.
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Bencze, L;
Reiss, MJ;
Sharma, A;
Weinstein, M;
(2018)
STEM Education as “Trojan Horse”: Deconstructed and Reinvented for All.
In: Bryan, L and Tobin, K, (eds.)
13 Questions: Reframing Education's Conversation: Science.
(pp. 69-87).
Peter Lang: New York, NY, USA.
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Bennett, J;
Dunlop, L;
Knox, KJ;
Reiss, MJ;
Torrance Jenkins, R;
(2018)
Practical Independent Research Projects in Science: a Synthesis and Evaluation of the Evidence of Impact on High School Students.
International Journal of Science Education
, 40
(14)
pp. 1755-1773.
10.1080/09500693.2018.1511936.
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Bentall, C;
(2018)
Competing or complementary priorities? Global Citizenship Education in UK Higher Education.
Presented at: British Association of International and Comparative Education (BAICE) Conference 2018, York, UK.
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Benton, L;
Kalas, I;
Saunders, P;
Hoyles, C;
Noss, R;
(2018)
Beyond jam sandwiches and cups of tea: An exploration of primary pupils' algorithm‐evaluation strategies.
Journal of Computer Assisted Learning
, 34
(5)
pp. 590-601.
10.1111/jcal.12266.
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Benton, L;
Saunders, P;
Kalas, I;
Hoyles, C;
Noss, R;
(2018)
Designing for learning mathematics through programming: A case study of pupils engaging with place value.
International Journal of Child-Computer Interaction
, 16
pp. 68-76.
10.1016/j.ijcci.2017.12.004.
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Bourn, D;
(2018)
Fairtrade in Schools and Global Learning.
(Development Education Research Centre Research Papers
18
).
Development Education Research Centre, Institute of Education, UCL in partnership with the Fairtrade Foundation: London, UK.
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Bourn, D;
(2018)
Understanding Global Skills for 21st Century Professions.
[Book].
MacMillan Palgrave: London, UK.
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Brant, JW;
(2018)
Financial and economic education on the English curriculum and PSHE: new hope or another false dawn?
Teaching Business and Economics
, 22
(1)
p. 19.
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Brooks, C;
(2018)
Insights on the field of geography education from a review of master's level practitioner research.
International Research in Geographical and Environmental Education
, 27
(1)
pp. 5-23.
10.1080/10382046.2017.1285134.
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Buchanan, Denise;
(2018)
Exploring the potential of classroom learning for adults with mental health problems: perceptions of transformation and wellbeing.
Doctoral thesis (Ph.D), UCL (University College London).
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Burnard, P;
Osgood, J;
Huhtinen-Hilden, L;
Pitt, J;
Elwick, A;
(2018)
Musiceum: Museums as Spaces for Early Childhood Music-making – a Mapping Exercise.
CERS (Centre for Education Research and Scholarship): Middlesex University, London.
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C
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Channon, David;
(2018)
Exploring the dynamics of higher education curriculum change in Myanmar: a case study of internationalisation in an English department.
Doctoral thesis (Ed.D), UCL (University College London).
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Chapman, AJ;
Burn, K;
Kitson, A;
(2018)
What is School History For? British Student-teachers' Perspectives // ¿Para Qué Sirve La Enseñanza
De La Historia? Perspectivas De Docentes y Estudiantes Británicos.
Arbor: Revista de Ciencia, Pensamiento y Cultura
, 194
(788)
, Article a443. 10.3989/arbor.2018.788n2003.
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Clark, LB;
(2018)
Critical pedagogy in the university: Can a lecture be critical pedagogy?
Policy Futures in Education
, 16
(8)
pp. 985-999.
10.1177/1478210318787053.
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Cotton, C;
(2018)
A study exploring the sustainability of global learning in schools.
(Global Learning Programme Innovation Fund Research Series
7
).
Global Learning Programme (GLP) – England: London, UK.
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Crisan, C;
(2018)
Challenges and opportunities in choosing a research topic and carrying out a dissertation project.
Presented at: UCL Education Conference 2018, London, UK.
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Crisan, C;
(2018)
The pedagogy of an asynchronous online course: supporting students' engagement.
Presented at: 9th British Congress of Mathematics Education (BCME9), Warwick, UK.
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Crisan, C;
(2018)
The pedagogy of an asynchronous online course: supporting students' engagement.
In: Pope, S, (ed.)
BCME9 Conference: Informal Proceedings.
(pp. pp. 15-18).
British Congress of Mathematics Education (BCME): Warwick, UK.
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Crisan, C;
(2018)
Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Course.
In: Silverman, J and Hoyos, V, (eds.)
Distance Learning, E-Learning and Blended Learning in Mathematics Education.
(pp. pp. 165-181).
Springer: Cham, Switzerland.
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Crisan, C;
(2018)
Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Course.
In: Silverman, J and Hoyos, V, (eds.)
Distance Learning, E-Learning and Blended Learning of Mathematics: International Trends in Research and Development.
(pp. 165-181).
Springer: Cham, Switzerland.
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Crisan, C;
Geraniou, E;
Townsend, A;
Seriani, S;
De Oliveira Filho, P;
(2018)
Learning about what research is and how researchers do it: supporting the pursuit of and transition to postgraduate studies.
In:
Connecting Research and Teaching: Students as Partners in Shaping Higher Education.
UCL Press: London, UK.
(In press).
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Crisan, C;
Rodd, M;
(2018)
Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice.
MSOR Connections
, 16
(3)
pp. 31-42.
10.21100/msor.v16i3.783.
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Crisan, C.;
Rodd, M.;
(2018)
From 'Frowns and growns' to 'astonishment and delight': Seeking indicators of a mathematics teachers identity.
In: Bergqvist, E. and Österholm, M. and Granberg, C. and Sumpter, L., (eds.)
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 315-322.
PME: Umeå, Sweden.
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D
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Deng, Z;
(2018)
Bringing knowledge back in: perspectives from liberal education.
Cambridge Journal of Education
, 48
(3)
pp. 335-351.
10.1080/0305764X.2017.1330874.
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Deng, Z;
(2018)
Contemporary curriculum theorizing: crisis and resolution.
Journal of Curriculum Studies
, 50
(6)
pp. 691-710.
10.1080/00220272.2018.1537376.
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Deng, Z;
(2018)
Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge.
Teaching and Teacher Education
, 72
pp. 155-164.
10.1016/j.tate.2017.11.021.
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Deng, Z;
(2018)
Rethinking teaching and teachers: Bringing content back into conversation.
London Review of Education
, 16
(3)
pp. 371-383.
10.18546/lre.16.3.02.
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DERC;
(2018)
Global Education Digest 2015 - 2017.
Development Education Research Centre, UCL Institute of Education: London, UK.
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Durden, G;
(2018)
Improving teacher learning: variation in conceptions of learning study.
International Journal of Learning and Lesson Studies
, 7
(1)
pp. 50-61.
10.1108/IJLLS-09-2017-0041.
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E
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Elwick, A;
(2018)
The Values of English Universities: Questioning the Role of Value Statements and Mapping Their Current Focus.
Higher Education Policy
10.1057/s41307-018-0112-x.
(In press).
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Elwick, Alexander;
(2018)
New forms of government school provision–an international comparison.
Journal of Education Policy
, 33
(2)
pp. 206-225.
10.1080/02680939.2017.1329551.
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Evers, K;
Golding, J;
Grima, G;
(2018)
(Missed) opportunities for teaching and learning with digital resources: what and why.
In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J and Morgan, C, (eds.)
Proceedings of the 9th British Congress of Mathematics Education:BCME9.
(pp. pp. 48-55).
BSRLM: Univeristy of Warwick, UK.
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F
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Fargher, MG;
(2018)
WebGIS for Geography Education : Towards a GeoCapabilities Approach.
ISPRS International Journal of Geo-Information
, 7
(3)
, Article 111. 10.3390/ijgi7030111.
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Francis, R;
Taylor, R;
(2018)
The Problematic Interface Between Research, Policy and Practice: the Case of Attainment Grouping.
Impact: Journal of the Chartered College of Teaching
(2)
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Francis, R;
Taylor, R;
Hodgen, J;
Tereshchenko, A;
Archer, L;
(2018)
Dos and Don'ts of Attainment Grouping.
UCL Institute of Education: London, UK.
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G
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Galdames Castillo, Ximena;
(2018)
(Un)doing the Chilean Child and Aunty in a Chilean early years classroom.
Doctoral thesis (Ph.D), UCL (University College London).
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Gao, J;
McLellan, R;
(2018)
Using Ryff's scales of psychological well-being in adolescents in mainland China.
BMC Psychology
, 6
(1)
, Article 17. 10.1186/s40359-018-0231-6.
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Gkouskou, E;
Tunnicliffe, SD;
(2018)
Leisure visitor’s responses to natural history dioramas.
In: Scheersoi, A and Tunnicliffe, S, (eds.)
Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Socio-Cultural Aspects.
(pp. 9-24).
Springer: Cham, Switzerland.
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Gokpinar, Tuba;
(2018)
The Significance of Outside-school Factors in Science Education: The Role of Families on the Attitudes that Turkish Children in London have to Science.
Doctoral thesis (Ph.D), UCL (University College London).
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Golding, Jennie;
Bretscher, Nicola;
Crisan, Cosette;
Geraniou, Eirini;
Hodgen, Jeremy;
Morgan, Candia;
(2018)
Introduction to the Research Proceedings of the 9th British Congress in Mathematics Education (BCME9).
In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J, (eds.)
Research Proceedings of the 9th British Congress on Mathematics Education.
(pp. pp. 6-7).
British Society for Research into Learning Mathematics (BSRLM)
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Golding, J;
(2018)
Collaborative workshops for sustainable teacher development.
In:
The Africa Regional Congress of ICMI on Mathematical Education (AFRICME 5): Quality Mathematics Education for All.
(pp. pp. 173-177).
ICMI
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Golding, J;
(2018)
Mathematics education in the spotlight: its purpose and some implications.
London Review of Education
, 16
(3)
pp. 460-473.
10.18546/LRE.16.3.08.
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Golding, J;
Bretscher, N;
(2018)
Developing pedagogies for a synchronous online course on teaching pre-university mathematics.
Teaching Mathematics and its Applications
, 37
(2)
pp. 98-112.
10.1093/teamat/hry010.
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Golding, J;
Smith, C;
Blaylock, M;
(2018)
Learning to teach contextualized problem-solving in a non-calculus mathematics pathway.
Teaching Mathematics and its Applications
, 37
(2)
pp. 69-83.
10.1093/teamat/hry009.
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Green, C;
Golding, J;
Grima, G;
(2018)
GCSE (9-1) Mathematics Qualification and Free Surround Efficacy Study. From 'jumping off a cliff' to 'it was pretty good': tier entry decisions.
Presented at: Ofqual Education Research Conference 2018, Warwick, UK.
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Grima, G;
Golding, J;
(2018)
Assessment to support the development of problem-solving goals in mathematics curricula 5-16.
Presented at: 19th AEA Annual Conference, Arnhem–Nijmegen, Netherlands.
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Grima, G;
Golding, J;
(2018)
Teaching and assessing for handling large data sets within Pearson Edexcel A-level Mathematics.
Presented at: IAEA Annual Conference 2018, Oxford, UK.
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H
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Hale, R;
(2018)
Reflections on What Year 7 Students Know and Understand About the Holocaust: An Argument for Empirical Research in English Primary Schools.
In: Szejnmann, CCW and Cowan, P and Griffiths, J, (eds.)
Holocaust Education in Primary Schools in the Twenty-First Century: Current Practices, Potentials and Ways Forward.
(pp. 221-237).
Palgrave Macmillan: Cham, Switzerland.
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Hammond, L;
El Rashidi, S;
(2018)
'Layers of London' - A Rich Geographical Palimpsest.
Geography
, 103
(1)
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Hardman, M;
(2018)
How does learning emerge in science classrooms?
Presented at: CogSciSci - A Meeting of Minds, London, UK.
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Hargreaves, E;
Elhawary, D;
Mahgoub, M;
(2018)
Children critique learning the "pure" subject of English in the traditional classroom.
Educational Studies
, 44
(5)
pp. 535-550.
10.1080/03055698.2017.1382329.
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Hayward, J;
(2018)
Promoting Fundamental British Values at Key Stage 2. Resources overview and guidance.
[Digital scholarly resource].
https://since911.com/
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Hellawell, B;
(2018)
‘There is Still a Long Way to Go to be Solidly Marvellous’: Professional Identities, Performativity and Responsibilisation Arising From the Send Code of Practice 2015.
British Journal of Educational Studies
, 66
(2)
pp. 165-181.
10.1080/00071005.2017.1363374.
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Hetherington, L;
Hardman, M;
Wegerif, R;
(2018)
Making the case for a Material-Dialogic theory for Science Education.
Presented at: 2018 European Conference for Educational Research (ECER 2018), Bolzano, Italy.
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Hetherington, L;
Hardman, M;
Noakes, J;
Wegerif, R;
(2018)
Making the case for a material-dialogic approach to science education.
Studies in Science Education
, 54
(2)
pp. 141-176.
10.1080/03057267.2019.1598036.
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Hodgen, J;
Foster, C;
Marks, R;
Brown, M;
(2018)
Improving Mathematics in Key Stages Two and Three: Evidence Review.
Education Endowment Foundation: London, UK.
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Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Pilot Evaluation Protocol: SMART Spaces (Chemistry Teaching - Pilot Trial).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
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Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Trial Evaluation Protocol: SMART Spaces (Spaced Learning Revision Programme).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
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Hrast, Š;
Trampuž, L;
Tome, S;
Tunnicliffe, SD;
Torkar, G;
(2018)
Natural history dioramas for teaching biodiversity on an ecosystem level: pre-service biology teacher education programme.
Presented at: Twelfth conference of European Researchers in Didactics of Biology - ERIDOB 2018, Zaragoza, Spain.
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I
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Isaksen, Karl Robert;
(2018)
A study on the usefulness of narrative teaching: an attempt at accomplishing judgemental rationality in the face of ubiquitous epistemic relativity.
Doctoral thesis (Ph.D), UCL (University College London).
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Isaksen, KR;
(2018)
Without foundation or neutral standpoint: using immanent critique to guide a literature review.
Journal of Critical Realism
, 17
(2)
pp. 97-117.
10.1080/14767430.2018.1427180.
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J
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Jacques, L;
(2018)
What is teaching with variation and is it relevant to teaching and learning mathematics in England?
In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J and Morgan, C, (eds.)
Research Proceedings of the 9th British Congress on Mathematics Education.
(pp. pp. 104-110).
British Society for Research in Learning Mathematics: Warwick, UK.
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Jacques, L;
Drury, H;
(2018)
Making sense of deep mathematical learning: A review of some literature.
In:
BSRLM Proceedings.
BSRLM: London, UK.
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Jankvist, Uffe Thomas;
Geraniou, Eirini;
(2018)
A tentative framework for students’ mathematical digital competencies.
In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J, (eds.)
Research Proceedings of the 9th British Congress on Mathematics Education.
(pp. pp. 56-63).
British Society for Research into Learning Mathematics (BSRLM)
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Jones, E;
(2018)
Developing ‘Feminist Archival Sensibility’ in a PhD Literature Review.
Crossing Conceptual Boundaries
, 10
pp. 10-24.
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Jones, E;
Denman, K;
Molloy, E;
Fairbanks, A;
(2018)
Managing the Security of Aid Workers with Diverse Profiles.
European Interagency Security Forum (EISF): London, UK.
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K
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Kambouri-Danos, M;
Liu, J;
Pieridou, M;
Quinn, SF;
(2018)
Exploring our practitioner and parent partnerships.
Early Years Educator
, 19
(10)
pp. 26-29.
10.12968/eyed.2018.19.10.26.
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Karayianni, E;
Foster, S;
(2018)
History education, national identity, and the road to brexit.
In: Gross, MH and Terra, L, (eds.)
Teaching and Learning the Difficult Past: Comparative Perspectives.
(pp. 182-200).
Routledge: New York, NY, USA.
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Kazak, S;
Pratt, D;
Gökce, R;
(2018)
Sixth grade students' emerging practices of data modelling.
ZDM
, 50
(7)
pp. 1151-1163.
10.1007/s11858-018-0988-3.
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Khazem, D;
(2018)
Critical realist approaches to global learning: A focus on education for sustainability.
International Journal of Development Education and Global Learning
, 10
(2)
pp. 125-134.
10.18546/IJDEGL.10.2.02.
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Kraska, M;
Bourn, D;
Blum, N;
(2018)
From internationalization to global citizenship: Dialogues in international higher education.
In: Davies, J and Pachler, N, (eds.)
Teaching and Learning in Higher Education: Perspectives from UCL.
(pp. 85-98).
UCL IoE Press: London, UK.
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L
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Lambert, D;
(2018)
Teaching as a research-engaged profession: Uncovering a blind spot and revealing new possibilities.
London Review of Education
, 16
(3)
pp. 357-370.
10.18546/LRE.16.3.01.
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Lambert, D;
Walshe, N;
(2018)
How Geography Curricula Tackle Global Issues.
In: Demirci, A and De Miguel González, R and Bednarz, SW, (eds.)
Geography Education for Global Understanding.
(pp. 83-96).
Springer: Cham, Switzerland.
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Lambert, DM;
(2018)
Geography Education (K-12).
[Digital scholarly resource].
https://doi.org/10.1093/OBO/9780199874002-0028
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Lambert, DM;
(2018)
Geography, Capabilities and the Educated Person.
In: Shin, E and Witham Bednarz, S, (eds.)
Spatial Citizenship Education: Citizenship Through Geography.
(pp. 22-40).
Routledge: Abingdon, Oxon.
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Lamont, A;
Murray, M;
Hale, R;
Wright-Bevans, K;
(2018)
Singing in later life: The anatomy of a community choir.
Psychology of Music
, 46
(3)
pp. 424-439.
10.1177/0305735617715514.
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Lawson, HS;
(2018)
Primary pupils’ attitudes towards and understandings of poverty.
(Development Education Research Centre Research Paper
19
).
Development Education Research Centre: London, UK.
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Leaton Gray, S;
(2018)
Biometrics in Schools.
In: Deakin, J and Taylor, E and Kupchik, A, (eds.)
The Palgrave International Handbook of School Discipline, Surveillance, and Social Control.
(pp. 405-424).
Palgrave Macmillan: Basingstoke, UK.
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Leaton Gray, SH;
Scott, D;
Mehisto, P;
(2018)
Curriculum Reform in the European Schools: Towards a 21st Century Vision.
Palgrave Macmillan
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Levinson, R;
(2018)
Realising the school science curriculum.
Curriculum Journal
10.1080/09585176.2018.1504314.
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Levinson, R;
(2018)
I know what I want to teach but how can I know what they are going to learn?
In: Bryan, L and Tobin, K, (eds.)
Critical issues and bold visions for science education: the road ahead.
Brill | Sense: Rotterdam, Netherlands.
(In press).
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Levinson, R;
Teixeira, PP;
(2018)
Crenças religiosas e evolução: um modelo para o diálogo em aula = Religious Beliefs and Evolution: A Model for the Dialogue in Classroom.
Alexandría : Revista de Ciencias de la Información
, 11
(1)
pp. 195-216.
10.5007/1982-5153.2018v11n1p195.
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Lodge, Wilton George;
(2018)
The accessibility of science instructions to Jamaican students.
Doctoral thesis (Ph.D), UCL (University College London).
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Loo, S;
(2018)
Understanding and strategizing vocational teaching.
inTuition
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Loo, S;
(2018)
Further Education, Professional and Occupational Pedagogy Knowledge and Experiences.
[Book].
(1st ed.).
Routledge: London, UK.
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Loo, S;
(2018)
Multiple Dimensions of Teaching and Learning for Occupational Practice.
[Book].
(1st ed.).
Routledge: London, UK.
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Loo, S;
(2018)
Working and Learning from a Bernsteinian Perspective.
In: McGrath, S and Mulder, M and Papier, J and Suart, R, (eds.)
Handbook of Vocational Education and Training: Developments in the Changing World of Work.
Springer: Cham, Switzerland.
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Loo, SY;
(2018)
Vocational Teachers' Knowledge, Experiences and Pedagogy.
In: McGrath, S and Mulder, M and Papier, J and Suart, R, (eds.)
Handbook of Vocational Education and Training: Developments in the Changing World of Work.
Springer: Cham, Switzerland.
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Marks, Rachel;
Barclay, Nancy;
Barnes, Alison;
Treacy, Paraic;
(2018)
Reviewing 15 years of research in UK mathematics education: Continuity, change and lessons for the future.
In:
Proceedings of the British Society for Research into Learning Mathematics.
BSRLM
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Marks, Rachel;
Yarker, Patrick;
(2018)
Better Beginnings: an early years special issue.
FORUM
, 60
(3)
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