Browse by UCL Departments and Centres
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Number of items: 149.
A
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.
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B
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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.
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Billingsley, B;
Chappell, K;
Reiss, MJ;
(2019)
Closing Remarks.
In:
Science and Religion in Education.
(pp. 349-353).
Springer: Cham, Switzerland.
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Blum, A;
Bourn, D;
(2019)
Study Abroad and Student Mobility: Stories of Global Citizenship.
Development Education Research Centre, UCL Institute of Education: London, UK.
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Blum, N;
Berlin, A;
Isaacs, A;
Burch, WJ;
Willott, C;
(2019)
Medical students as global citizens: a qualitative study of medical students' views on global health teaching within the undergraduate medical curriculum.
BMC Medical Education
, 19
(1)
, Article 175. 10.1186/s12909-019-1631-x.
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Breadmore, Helen L;
Vardy, Emma;
Cunningham, Anna J;
Kwok, Rosa KW;
Carroll, Julia M;
(2019)
Literacy Development: Evidence Review.
Education Endowment Foundation: London, UK.
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Bretscher, N;
Hodgen, J;
Anders, J;
(2019)
Statistical Analysis Plan: SMART Spaces: Spaced Learning Revision Programme.
Education Endowment Foundation: London, UK.
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C
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Carvalho, T;
Fejzo, A;
Wright, P;
(2019)
Visible Maths Pedagogy: Do students understand teachers’ intentions?
Mathematics Teaching
, 269
(2019)
pp. 32-36.
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Cheong, SM-C;
(2019)
Book review: Successful Dissertations: The complete guide for education, childhood and early childhood studies students, edited by Caron Carter.
London Review of Education
, 17
(3)
pp. 442-444.
10.18546/lre.17.3.17.
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Clark, L;
Ribéreau-Gayon, A;
Sotiriou, M;
Standen, A;
Thorogood, J;
Tong, VCH;
(2019)
Developing a collaborative book project on higher education pedagogy: The institutional, organizational, and community identity dimensions of student-staff partnerships.
International Journal for Students as Partners
, 3
(2)
pp. 99-108.
10.15173/ijsap.v3i2.3714.
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Connolly, P;
Taylor, R;
Francis, R;
Archer, L;
Hodgen, J;
Mazenod, A;
Tereshchenko, A;
(2019)
The misallocation of students to academic sets in maths: A study of secondary schools in England.
British Educational Research Journal
, 45
(4)
pp. 873-897.
10.1002/berj.3530.
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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.
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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.
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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.
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D
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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).
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Dann, R;
(2019)
Feedback as a relational concept in the classroom.
The Curriculum Journal
, 30
(4)
pp. 352-374.
10.1080/09585176.2019.1636839.
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Dann, R;
(2019)
The Interrelation of Curriculum, Pedagogy and Assessment: understanding the struggle.
Research Intelligence
(138)
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Dann, R;
Basford, J;
Booth, C;
O'Sullivan, R;
Scanlon, J;
Woodfine, C;
Wright, P;
(2019)
The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context.
Studies in Higher Education
, 44
(7)
pp. 1166-1182.
10.1080/03075079.2017.1421155.
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Deng, Z;
(2019)
Reciprocal Learning, Pedagogy and High-Performing Education Systems: Learnings from and for Singapore.
Teachers and Teaching. Theory and practice
, 25
(6)
pp. 647-663.
10.1080/13540602.2019.1671326.
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DERC;
(2019)
Global Education Digest 2018.
Development Education Research Centre, UCL Institute of Education: London, UK.
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Dunk, RDP;
Barnes, ME;
Reiss, MJ;
Alters, B;
Asghar, A;
Carter, BE;
Cotner, S;
... Wiles, JR; + view all
(2019)
Evolution education is a complex landscape.
[Editorial comment].
Nature Ecology and Evolution
, 3
pp. 327-329.
10.1038/s41559-019-0802-9.
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Durden, GP;
(2019)
Beginner Teachers' conceptions of a successful lesson in English Secondary schools: structure and implications.
Teaching and Teacher Education
, 77
pp. 10-18.
10.1016/j.tate.2018.09.013.
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E
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Edsall, Dominic G;
(2019)
As If... A Game Theory Perspective on Self-Access Learning.
Studies in Self-Access Learning Journal
, 10
(3)
pp. 223-238.
10.37237/100302.
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El-Abd, M;
Callahan, C;
Azano, A;
(2019)
Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools.
Journal of Advanced Academics
, 30
(3)
pp. 298-325.
10.1177/1932202X19843238.
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El-Abd, Maria;
(2019)
A teacher’s guide to developing expertise through Ascending Intellectual Demand.
Gifted Education International
, 35
(3)
pp. 259-274.
10.1177/0261429418824106.
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Elwick, A;
(2019)
Problematising social mobility in relation to Higher Education policy.
Higher Education Quarterly
, 73
(4)
pp. 507-520.
10.1111/hequ.12220.
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Elwick, A;
Burnard, P;
Huhtinen-Hildén, L;
Osgood, J;
Pitt, J;
(2019)
Young children’s experiences of music and soundings in museum spaces: Lessons, trends and turns from the literature.
Journal of Early Childhood Research
10.1177/1476718x19888717.
(In press).
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Elwick, A;
Jerome, L;
(2019)
Balancing securitization and education in schools: Teachers’ agency in implementing the Prevent duty.
Journal of Beliefs and Values
, 40
(3)
pp. 338-353.
10.1080/13617672.2019.1600322.
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F
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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.
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Fine, P;
Leung, A;
Bentall, C;
Louca, C;
(2019)
The impact of confidence on clinical dental practice.
European Journal of Dental Education
, 23
(2)
pp. 159-167.
10.1111/eje.12415.
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Flynn, S;
Hardman, M;
(2019)
The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure.
Science and Education
, 28
(1-2)
pp. 127-152.
10.1007/s11191-019-00032-6.
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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.
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Francis, RJ;
Archer, L;
Mazenod, A;
Craig, N;
Taylor, B;
Tereshchenko, A;
Hodgen, J;
(2019)
Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality.
Teaching and Teacher Education
, 77
pp. 183-192.
10.1016/j.tate.2018.10.001.
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G
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Gao, J;
Arden, M;
Hoo, ZH;
Wildman, M;
(2019)
Understanding patient activation and adherence to nebuliser treatment in adults with cystic fibrosis: responses to the UK version of PAM-13 and a think aloud study.
BMC Health Services Research
, 19
(1)
, Article 420. 10.1186/s12913-019-4260-5.
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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).
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Geraniou, E;
Jankvist, UT;
(2019)
Towards a definition of "mathematical digital competency".
Educational Studies in Mathematics
10.1007/s10649-019-09893-8.
(In press).
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Geraniou, E;
Mavrikis, M;
Gutierrez Santos, S;
Poulovassilis, A;
(2019)
Intelligent Analysis and Data Visualisation for Teacher Assistance tools: the case of exploratory learning.
British Journal of Educational Technology
, 50
(6)
pp. 2920-2942.
10.1111/bjet.12876.
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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.
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Golding, J;
(2019)
Teacher capacity for developing problem solving.
Presented at: CERME 11, Utrecht, Netherlands.
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Golding, J;
(2019)
East African teacher educators learning at a distance.
UCL Institute of Education: London, UK.
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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.
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Golding, J;
(2019)
Review of 'Learning as Development: Rethinking International Education in a Changing World'.
London Review of Education
, 17
(2)
pp. 239-241.
10.18546/LRE.17.2.11.
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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.
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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
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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.
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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
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H
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Hammond, L;
(2019)
Utilising the 'Production of Space' to Enhance Young People's Understanding of the Concept of Space.
Geography
, 104
(1)
pp. 28-38.
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Hardman, M;
(2019)
Ghosts in the Curriculum—Reframing Concepts as Multiplicities.
Journal of Philosophy of Education
, 53
(2)
pp. 273-292.
10.1111/1467-9752.12339.
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Hargreaves, E;
(2019)
Compassionate collaboration, choice and creativity: Learning Communities against the grain in hierarchical institutions.
Impact
, 5
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Hargreaves, E;
(2019)
Feeling Less Than Other People: attainment scores as symbols of children's worth.
FORUM
, 61
(1)
pp. 53-66.
10.15730/forum.2019.61.1.53.
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Hargreaves, E;
ElHawary, D;
(2019)
Professional development through mutually respectful relationship: senior teachers' learning against the backdrop of hierarchical relationships.
Professional Development in Education
, 45
(1)
pp. 46-58.
10.1080/19415257.2018.1500390.
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Hayes, M;
(2019)
Robert Kennedy and the Cuban Missile Crisis: A Reassertion of Robert Kennedy's Role as the President's ‘Indispensable Partner’ in the Successful Resolution of the Crisis.
History
, 104
(361)
pp. 473-503.
10.1111/1468-229X.12815.
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Hellawell, B;
(2019)
An ethical audit of the SEND CoP 2015: professional partnership working and the division of ethical labour.
Journal of Research in Special Educational Needs
, 19
(1)
pp. 15-26.
10.1111/1471-3802.12422.
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Hodgen, J;
Adkins, M;
Ainsworth, S;
Evans, S;
(2019)
Catch Up Numeracy: Evaluation report and executive summary.
Education Endowment Foundation (EEF): London, UK.
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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.
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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.
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J
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Jerome, L;
Elwick, A;
Kazim, R;
(2019)
The impact of the Prevent Duty on schools: a review of the evidence.
British Educational Research Journal
, 45
(4)
pp. 821-837.
10.1002/berj.3527.
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Jones, N;
Presler-Marshall, E;
Małachowska, A;
Jones, E;
Sajdi, J;
Banioweda, K;
Yadete, W;
+ view all
(2019)
Qualitative research toolkit to explore child marriage dynamics and how to fast-track prevention.
Gender and Adolescence: Global Evidence: London, UK.
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Jones, N;
Presler-Marshall, E;
Małachowska, A;
Jones, E;
Sajdi, J;
Banioweda, K;
Yadete, W;
+ view all
(2019)
Qualitative research toolkit: GAGE’s approach to researching
with adolescents.
Gender and Adolescence: Global Evidence: London, UK.
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K
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Kang, J;
Keinonen, T;
Simon, S;
Rannikmäe, M;
Soobard, R;
Direito, I;
(2019)
Scenario Evaluation with Relevance and Interest (SERI): Development and Validation of a Scenario Measurement Tool for Context-Based Learning.
International Journal of Science and Mathematics Education
, 17
(7)
pp. 1317-1338.
10.1007/s10763-018-9930-y.
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Kazmi, Asyia;
(2019)
Teaching and learning mathematics in Karachi's low-cost private schools.
Doctoral thesis (Ed.D), UCL (University College London).
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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.
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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).
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L
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Lake, E;
(2019)
'Playing it safe' or 'throwing caution to the wind': Risk-taking and emotions in a mathematics classroom.
LUMAT
, 7
(2)
pp. 50-64.
10.31129/LUMAT.7.2.335.
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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.
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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.
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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.
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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.
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Lodge, WG;
(2019)
‘What’s in a name? The power of the English language in secondary school science education’.
Cultural Studies of Science Education
10.1007/s11422-019-09941-y.
(In press).
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Loo, S;
(2019)
Case Studies.
In:
Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism.
Routledge: London, UK.
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Loo, S;
(2019)
Conclusion.
In:
Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism.
Routledge: London, UK.
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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.
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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.
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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.
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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.
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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.
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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.
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Loo, S;
(2019)
Teacher educators’ profiles.
In:
Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism.
Routledge: London, UK.
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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.
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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,.
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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.
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M
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Majid, Nasreen;
Bobik-Dawes, Renata;
(2019)
Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics.
Primary Mathematics
, 23
(3)
pp. 23-25.
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Marks, Rachel;
Barclay, Nancy;
Barnes, Alison;
Treacy, Páraic;
(2019)
Research Review of BSRLM 2003-2017.
BSRLM: London, UK.
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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.
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Markwick, A;
(2019)
Working scientifically and assessing mathematics mastery.
Primary Science
, 158
pp. 25-27.
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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).
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Mazenod, A;
Hodgen, J;
Francis, B;
Taylor, B;
Tereshchenko, A;
(2019)
Students' university aspirations and attainment grouping in secondary schools.
Higher Education
, 78
pp. 511-527.
10.1007/s10734-018-0355-x.
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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.
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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.
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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.
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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).
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Milana, Milana;
Tarozzi, Massimiliano;
(2019)
Addressing global citizenship education (GCED) in adult learning and education (ALE).
UNESCO Institute for Lifelong Learning: Hamburg, Germany.
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Mills, M;
Hextall, I;
(2019)
The co-operative schools movement in England: who, where and why.
International Journal of Inclusive Education
, 23
(11)
pp. 1116-1133.
10.1080/13603116.2019.1629162.
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Mills, M;
Howell, A;
Lynch, D;
Dungan, J;
(2019)
Approaches to Improving School Attendance: Insights From Australian Principals.
Leadership and Policy in Schools
10.1080/15700763.2019.1695847.
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Mitchell, E;
Ramsey, C;
(2019)
Upper Sixths and Higher Education: 2019 Survey.
UCL Institute of Education: London, UK.
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N
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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).
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P
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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.
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Pearce, A;
(2019)
An Emerging "Holocaust Memorial Problem?" The Condition of Holocaust Culture in Britain.
The Journal of Holocaust Research
, 33
(2)
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10.1080/25785648.2019.1587583.
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Pearce, A;
(2019)
In the thick of it: ‘high politics’ and the holocaust in millennial Britain.
Patterns of Prejudice
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pp. 98-110.
10.1080/0031322X.2018.1536352.
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Pearson, .com;
(2019)
GCSE Mathematics Qualification – UK. Regulated qualification efficacy report.
Pearson
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R
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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.
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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.
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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.
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Reiss, M;
(2019)
Evolution education: treating evolution as a sensitive rather than a controversial issue.
Ethics and Education
, 14
(3)
pp. 351-366.
10.1080/17449642.2019.1617391.
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Reiss, M;
(2019)
Science, religion and education.
Reviews (Science and Religion Forum)
, 72
pp. 21-50.
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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.
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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.
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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
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Reiss, M;
Dunlop, L;
Bennett, J;
Torrance-Jenkins, R;
(2019)
Students becoming researchers.
School Science Review
, 100
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pp. 69-75.
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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.
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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.
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Reiss, M;
Rushton, E;
(2019)
From science teacher to 'teacher scientist': Exploring the experiences of research-active science teachers in the UK.
International Journal of Science Education
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10.1080/09500693.2019.1615656.
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Reiss, MJ;
(2019)
And Finally….
[Letter].
The Expository Times
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10.1177/0014524619837847.
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Reiss, MJ;
(2019)
Beyond Bare Statistics.
In:
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(pp. 119-121).
Springer: Singapore.
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Reiss, MJ;
(2019)
Science, Religion, and Ethics: The Boyle Lecture 2019.
Zygon: Journal of Religion & Science
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pp. 793-807.
10.1111/zygo.12549.
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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.
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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.
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Richardson, M;
(2019)
Social class still stops too many pupils from fulfilling their A-level potential.
[Digital scholarly resource].
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Richardson, M;
Healy, M;
(2019)
Examining the Ethical Environment in Higher Education.
British Educational Research Journal
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pp. 1089-1104.
10.1002/berj.3552.
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Rumbelow, M;
Rodd, M;
(2019)
Modelling motion from nature.
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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
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Sedawi, W;
Assaraf, OBZ;
Reiss, MJ;
(2019)
Regenerating Our Place: Fostering a Sense of Place Through Rehabilitation and Place-Based Education.
Research in Science Education
10.1007/s11165-019-09903-y.
(In press).
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Sen, A;
Starkey, H;
(2019)
Citizenship Education in Turkey
From Militant-Secular to Islamic Nationalism.
[Book].
Lexington Books: London, UK.
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Sheldrake, R;
Amos, R;
Reiss, M;
(2019)
Children and Nature: A research evaluation for The Wildlife Trusts.
The Wildlife Trusts: Newark, UK.
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Sheldrake, R;
Mujtaba, T;
(2019)
Children’s Aspirations Towards Science-related Careers.
Canadian Journal of Science, Mathematics and Technology Education
10.1007/s42330-019-00070-w.
(In press).
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Sheldrake, R;
Mujtaba, T;
Reiss, MJ;
(2019)
Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School.
Research in Science Education
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pp. 1809-1834.
10.1007/s11165-017-9676-5.
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Shirazi, A;
Amos, R;
(2019)
Gendered science questioning: To boys or not to boys, that is the question.
Presented at: ESERA 2019, Bologna, Italy.
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Standish, A;
(2019)
Decolonizing Geography and Access to Powerful Disciplinary Knowledge.
Journal of Geographical Research
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10.30564/jgr.v2i3.898.
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Standish, A;
(2019)
What does leaving the European Union mean? Re-visiting the meaning of the nation state.
Geographic
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10.1080/00167487.2019.12094060.
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Starkey, HW;
(2019)
Learning to Live Together: Children's Rights, Identities and Citizenship.
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Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education.
(pp. 179-196).
Bloomsbury: London, UK.
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Mallon, B;
(2019)
Educating teachers towards global citizenship: A comparative study in four European countries.
London Review of Education
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10.18546/lre.17.2.02.
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Taylor, B;
Francis, RJ;
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Archer, L;
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(2019)
Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'?
British Journal of Educational Studies
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10.1080/00071005.2018.1424317.
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Tereshchenko, A;
Bradbury, A;
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(2019)
Eastern European migrants' experiences of racism in English schools: positions of marginal whiteness and linguistic otherness.
Whiteness & Education
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Thouless, H;
Gifford, S;
(2019)
Dotty triangles.
For the Learning of Mathematics
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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.
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Thouless, H;
Lewis, S;
Gifford, S;
(2019)
Staircase Patterns.
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Torkar, G;
Gnidovec, T;
Tunnicliffe, SD;
Tomažič, I;
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Assessing students' knowledge of owls from their drawings and written responses.
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Tunnicliffe, S;
Tunnicliffe, SD;
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Experiencing science in free choice play pre school.
Presented at: 67th Annual NSTA National Conference on Science Education, St Louis ,MO, USA.
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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.
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Tunnicliffe, SD;
(2019)
Play and narratives - developing scientifically literate children - a contribution to sustainability of our planet?
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New Teacher Survival and Development in a Neo-liberal World.
International Journal of Innovative Business Strategies
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Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference.
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Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development.
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Whitburn, R;
Mohamud, A;
(2019)
Anatomy of Enquiry: deconstructing an approach to history curriculum planning.
Teaching History
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pp. 28-39.
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Wren, B;
Launer, J;
Reiss, MJ;
Swanepoel, A;
Music, G;
(2019)
Can evolutionary thinking shed light on gender diversity?
BJPsych Advances
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10.1192/bja.2019.35.
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Wright, P;
(2019)
Visible Maths Pedagogy Project: Report from Year 2.
Visible Maths Pedagogy research project: London, UK.
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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.
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X
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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.
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Springer: Singapore.
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Y
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Young, Sara;
(2019)
'My Mum didn't really wanna stay in Poland and my Dad didn't wanna come to England': the changing pattern of family migration from Poland to the UK.
Presented at: IMISCOE Spring Conference: Transforming Mobility and Immobility: Brexit and Beyond, Sheffield, UK.
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