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Article

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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Dann, R; (2019) The Interrelation of Curriculum, Pedagogy and Assessment: understanding the struggle. Research Intelligence (138) Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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). Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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). Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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Hargreaves, E; (2019) Compassionate collaboration, choice and creativity: Learning Communities against the grain in hierarchical institutions. Impact , 5 Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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). Green open access
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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. Green open access
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Markwick, A; (2019) Working scientifically and assessing mathematics mastery. Primary Science , 158 pp. 25-27. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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) pp. 117-137. 10.1080/25785648.2019.1587583. Green open access
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Pearce, A; (2019) In the thick of it: ‘high politics’ and the holocaust in millennial Britain. Patterns of Prejudice , 53 (1) pp. 98-110. 10.1080/0031322X.2018.1536352. Green open access
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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. Green open access
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Reiss, M; (2019) Science, religion and education. Reviews (Science and Religion Forum) , 72 pp. 21-50. Green open access
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Reiss, M; Dunlop, L; Bennett, J; Torrance-Jenkins, R; (2019) Students becoming researchers. School Science Review , 100 (372) pp. 69-75. Green open access
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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 , 41 (11) pp. 1541-1461. 10.1080/09500693.2019.1615656. Green open access
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Reiss, MJ; (2019) And Finally…. [Letter]. The Expository Times , 130 (10) p. 476. 10.1177/0014524619837847. Green open access
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Reiss, MJ; (2019) Science, Religion, and Ethics: The Boyle Lecture 2019. Zygon: Journal of Religion & Science , 54 (3) pp. 793-807. 10.1111/zygo.12549. Green open access
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Richardson, M; Healy, M; (2019) Examining the Ethical Environment in Higher Education. British Educational Research Journal , 45 (6) pp. 1089-1104. 10.1002/berj.3552. Green open access
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Rumbelow, M; Rodd, M; (2019) Modelling motion from nature. Mathematics Teaching , 269 pp. 16-19. Green open access
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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). Green open access
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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). Green open access
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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 , 49 (6) pp. 1809-1834. 10.1007/s11165-017-9676-5. Green open access
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Standish, A; (2019) Decolonizing Geography and Access to Powerful Disciplinary Knowledge. Journal of Geographical Research , 2 (3) 10.30564/jgr.v2i3.898. Green open access
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Standish, A; (2019) What does leaving the European Union mean? Re-visiting the meaning of the nation state. Geographic , 104 pp. 38-41. 10.1080/00167487.2019.12094060. Green open access
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Tarozzi, M; Mallon, B; (2019) Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education , 17 (2) pp. 112-125. 10.18546/lre.17.2.02. Green open access
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Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; (2019) Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'? British Journal of Educational Studies , 67 (1) pp. 5-24. 10.1080/00071005.2018.1424317. Green open access
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Tereshchenko, A; Bradbury, A; Archer, L; (2019) Eastern European migrants' experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness & Education , 4 (1) pp. 53-71. 10.1080/23793406.2019.1584048. Green open access
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Thouless, H; Gifford, S; (2019) Dotty triangles. For the Learning of Mathematics , 39 (2) pp. 13-18. Green open access
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Thouless, H; Lewis, S; Gifford, S; (2019) Staircase Patterns. Mathematics Teaching (269) pp. 37-40. Green open access
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Torkar, G; Gnidovec, T; Tunnicliffe, SD; Tomažič, I; (2019) Assessing students' knowledge of owls from their drawings and written responses. Journal of Biological Education , 53 (1) pp. 54-62. 10.1080/00219266.2017.1420682. Green open access
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Unwin, A; (2019) New Teacher Survival and Development in a Neo-liberal World. International Journal of Innovative Business Strategies , 5 (2) pp. 296-302. 10.20533/ijibs.2046.3626.2019.0040. Green open access
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Viehrig, K; Siegenthaler, D; Burri, S; Reinfried, S; Bednarz, S; Blankman, M; Bourke, T; ... Sprenger, S; + view all (2019) Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education , 43 (3) pp. 299-322. 10.1080/03098265.2019.1608920. Green open access
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Walkington, Helen; Rushton, Elizabeth AC; (2019) Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development. Higher Education Studies , 9 (4) , Article 133. 10.5539/hes.v9n4p133. Green open access
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Whitburn, R; Mohamud, A; (2019) Anatomy of Enquiry: deconstructing an approach to history curriculum planning. Teaching History , 177 pp. 28-39. Green open access
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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 , 25 (6) pp. 351-362. 10.1192/bja.2019.35. Green open access
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Book

Tarozzi, M and Inguaggiato, C (Eds). (2019) Teachers’ education in GCE: emerging issues in a comparative perspective. Università di Bologna: Bologna, Italy. Green open access
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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.

Sen, A; Starkey, H; (2019) Citizenship Education in Turkey From Militant-Secular to Islamic Nationalism. [Book]. Lexington Books: London, UK.

Book chapter

Billingsley, B; Chappell, K; Reiss, MJ; (2019) Closing Remarks. In: Science and Religion in Education. (pp. 349-353). Springer: Cham, Switzerland.

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. Green open access
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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).

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. Green open access
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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. Green open access
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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. Green open access
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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.

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.

Loo, S; (2019) Case Studies. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Conclusion. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

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.

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.

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.

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.

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.

Loo, S; (2019) Teacher educators’ profiles. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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.

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

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. Green open access
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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.

Reiss, MJ; (2019) Beyond Bare Statistics. In: Science and Religion in Education. (pp. 119-121). Springer: Singapore.

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. Green open access
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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. Green open access
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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 Green open access
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Starkey, HW; (2019) Learning to Live Together: Children's Rights, Identities and Citizenship. In: Drinkwater, M and Rizvi, F and Edge, K, (eds.) Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education. (pp. 179-196). Bloomsbury: London, UK. Green open access
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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. (pp. 95-109). Springer: Singapore. Green open access
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Proceedings paper

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. Green open access
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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. Green open access
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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). Green open access
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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. Green open access
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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 Green open access
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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 Green open access
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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. Green open access
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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. Green open access
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Tunnicliffe, SD; (2019) Play and narratives - developing scientifically literate children - a contribution to sustainability of our planet? [Lecture]. In: Proceedings of a Workshop held at the Rajiv Ghandi Science Centre in Mauritius for the Minister of Education in Early Years and Core School Science. Rajiv Ghandi Science Centre: Port Louis, Mauritius. Green open access
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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. Green open access
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Report

Blum, A; Bourn, D; (2019) Study Abroad and Student Mobility: Stories of Global Citizenship. Development Education Research Centre, UCL Institute of Education: London, UK. Green open access
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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. Green open access
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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. Green open access
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DERC; (2019) Global Education Digest 2018. Development Education Research Centre, UCL Institute of Education: London, UK. Green open access
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Golding, J; (2019) East African teacher educators learning at a distance. UCL Institute of Education: London, UK. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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.

Marks, Rachel; Barclay, Nancy; Barnes, Alison; Treacy, Páraic; (2019) Research Review of BSRLM 2003-2017. BSRLM: London, UK.

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. Green open access
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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. Green open access
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Mitchell, E; Ramsey, C; (2019) Upper Sixths and Higher Education: 2019 Survey. UCL Institute of Education: London, UK. Green open access
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Pearson, .com; (2019) GCSE Mathematics Qualification – UK. Regulated qualification efficacy report. Pearson

Sheldrake, R; Amos, R; Reiss, M; (2019) Children and Nature: A research evaluation for The Wildlife Trusts. The Wildlife Trusts: Newark, UK.

Wright, P; (2019) Visible Maths Pedagogy Project: Report from Year 2. Visible Maths Pedagogy research project: London, UK. Green open access
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Conference item

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. Green open access
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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. Green open access
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Golding, J; (2019) Teacher capacity for developing problem solving. Presented at: CERME 11, Utrecht, Netherlands. Green open access
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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. Green open access
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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. Green open access
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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,. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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Poster

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. Green open access
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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. Green open access
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Tunnicliffe, S; Tunnicliffe, SD; (2019) Experiencing science in free choice play pre school. Presented at: 67th Annual NSTA National Conference on Science Education, St Louis ,MO, USA. Green open access
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Thesis

Kazmi, Asyia; (2019) Teaching and learning mathematics in Karachi's low-cost private schools. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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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). Green open access
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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).

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). Green open access
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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). Green open access
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Digital scholarly resource

Richardson, M; (2019) Social class still stops too many pupils from fulfilling their A-level potential. [Digital scholarly resource]. https://www.theguardian.com/commentisfree/2019/aug... Green open access
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This list was generated on Wed May 8 16:57:29 2024 BST.