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Number of items: 186.
A
Academic Network on Global Education & Learning;
(2020)
Global Education Digest 2020.
(Global Education Digest Report Series
3
, pp. pp. 1-150
).
Development Education Research Centre, UCL Institute of Education: London, UK.
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Altintas, Mustafa Cabir;
(2020)
Worldviews and identity discernment of Turkish youth and the role of religious education: An investigation of imam-Hatip High Schools' senior students' meaning-making of the world in the 21st Century.
Doctoral thesis (Ph.D), UCL (University College London).
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Amos, Ruth;
(2020)
Climate crisis continues: early career science teachers as key facilitators supporting compassionate engagement with, and action on, local and global issues through blended learning.
Presented at: TEESNet 2020: Education as a Pedagogy of Hope and Possibility: The Role of Teacher Education in Leading Narratives of Change, Online conference.
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B
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Barmania, S;
Reiss, MJ;
(2020)
Health promotion perspectives on the COVID-19 pandemic: The importance of religion.
Global Health Promotion
10.1177/1757975920972992.
(In press).
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Bennett, J;
Dunlop, L;
Knox, K;
Torrance Jenkins, R;
Reiss, M;
(2020)
Being a scientist: The role of practical research projects in school science.
In: Parchmann, I and Simon, S and Apotheker, J, (eds.)
Engaging Learners with Chemistry: Projects to Stimulate Interest and Participation.
(pp. 32-51).
Royal Society of Chemistry: London, UK.
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Bentall, C;
(2020)
Editorial: The policy environment for development education.
International Journal of Development Education and Global Learning
, 12
(2)
pp. 89-91.
10.14324/ijdegl.12.2.01.
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Bentall, C;
(2020)
Continuing professional development of teachers in global learning: What works?
In: Bourn, D, (ed.)
The Bloomsbury Handbook of Global Education and Learning.
(pp. 356-368).
Bloomsbury Academic: London, UK.
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Blum, N;
(2020)
Study Abroad as a Route to Global Citizenship: Student Perspectives in the UK.
In: Bourn, D, (ed.)
The Bloomsbury Handbook of Global Education and Learning.
Bloomsbury Academic: London, UK.
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Bosio, Emiliano Tiberio;
(2020)
Implementing Principles of Global Citizenship Education into University Curricula.
Doctoral thesis (Ph.D), UCL (University College London).
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Bourn, D;
(2020)
Global education and global development and skills.
Educar em Revista
, 56
(2)
pp. 279-295.
10.5565/rev/educar.1143.
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Bourn, D;
(2020)
What are the Challenges for Development Education Arising from the Merger of the UK Department for International Development with the Foreign and Commonwealth Office ?
Policy and Practice : development education review
, 31
pp. 95-109.
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Bourn, D;
Pasha, A;
(2020)
Developing effective learning in Nepal: Insights into school leadership, teaching methods and curriculum.
[Book].
British Council Nepal: Katmandu, Nepal.
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Bretscher, N;
(2020)
Using the Knowledge Quartet to analyse interviews with teachers manipulating dynamic geometry software.
In:
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.
(pp. pp. 3855-3862).
Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME: Utrecht, Netherlands.
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Buchanan, D;
(2020)
'Five years ago I was on suicide watch…now I’m in college gaining a qualification'.
Journal of Further and Higher Education
, 44
(6)
pp. 843-855.
10.1080/0309877X.2019.1612861.
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Buchanan, D;
Warwick, I;
(2020)
Supporting adults with mental health problems through further education.
Health Education Journal
10.1177/0017896920929739.
(In press).
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C
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Casinader, N;
Mitchell, D;
Hammond, L;
(2020)
Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools.
International Research in Geographical and Environmental Education
, 29
(4)
pp. 316-331.
10.1080/10382046.2019.1675991.
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Chapman, A;
(2020)
What Should School History Be? Reflections on the aims of school history and Manifesto per la Didattica della Storia.
Didactica della Storia: Journal of research and didactics of history
, 2
(1)
pp. 52-62.
10.6092/issn.2704-8217/11017.
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Charles Cole, Syreeta;
(2020)
PGCE Primary Trainee Teachers' Perceptions and Accounts of Using Manipulatives When Teaching Mathematics on Placement.
Doctoral thesis (Ed.D), UCL (University College London).
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Clark, Lauren Beth;
(2020)
Critical pedagogy in English universities: the relationship between theory and practice.
Doctoral thesis (Ph.D), UCL (University College London).
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Cockett, Andrea Michelle;
(2020)
‘Becoming a nurse’: Students’ perceptions of the role of assessment in enabling them to meet the requirements of their programme of study to ‘become a nurse’.
Doctoral thesis (Ed.D), UCL (University College London).
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Correia, CF;
Harrison, C;
(2020)
Teachers' beliefs about inquiry-based learning and its impact on formative assessment practice.
Research in Science and Technological Education
, 38
(3)
pp. 355-376.
10.1080/02635143.2019.1634040.
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Crisan, C;
(2020)
Making mathematics the focus of mentor-mentee conversations.
Presented at: British Society for Research into the Learning Mathematics (BSRLM) Conference 2020, Online conference.
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Crisan, C;
(2020)
Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics.
In:
BSRLM Proceedings.
(pp. pp. 1-6).
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D
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Dawes, AJ;
Wheeldon, R;
(2020)
Why I became a chemistry teacher: identifying turning points in chemistry teacher narratives of their trajectories into teaching.
Research in Science and Technological Education
, 40
(4)
454 -477.
10.1080/02635143.2020.1816951.
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Dudley-Smith, R;
Whiteman, N;
(2020)
Diagramming the Social: Relational Method in Research.
Routledge: London, UK.
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Durden, G;
(2020)
Qualitative differences in beginner teachers' knowledge of pupils' understandings: evidence from learning study and implications for teacher education.
Journal of Education for Teaching
, 46
(1)
pp. 99-116.
10.1080/02607476.2019.1708630.
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E
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El-Abd, Maria;
Chaaban, Youmen;
(2020)
The role of vicarious experiences in the development of pre-service teachers’ classroom management self-efficacy beliefs.
International Journal of Early Years Education
, 29
(3)
pp. 282-297.
10.1080/09669760.2020.1779669.
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Elhawary, D;
Hargreaves, E;
(2020)
Why won't they speak English? An investigation into how young learners perceive and negotiate anxiety and autonomy in the EFL classroom.
British Council ELTRA: UK.
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Elwick, A;
Svennevig, H;
Jerome, L;
(2020)
'I knew what was going on the news, but I didn’t know how to understand it’: is the Prevent policy helping students learn about terrorism?
[Digital scholarly resource].
https://blogs.ucl.ac.uk/ioe/2020/09/08/i-knew-what...
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Elwick, A;
(2020)
Valuing diversity in universities: institutional value statements and the reality of student intakes.
Journal of Higher Education Policy and Management
, 42
(3)
pp. 269-284.
10.1080/1360080X.2019.1701848.
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Elwick, A;
Jerome, L;
Svennevig, H;
(2020)
Student Perspectives on Teaching and the Prevent Policy.
In:
The Prevent Duty in Education Impact, Enactment and Implications.
(pp. 55-75).
Springer Nature: Cham, Switzerland.
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F
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Fargher, M;
(2020)
Grasping the global with digital earth.
In:
IOP Conference Series: Earth and Environmental Science.
IOP: Florence, Italy.
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Flynn, Eithne Josephine;
(2020)
Subject to change? The lived experience of a teaching life post 2010: a narrative study.
Doctoral thesis (Ed.D), UCL (University College London).
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Francis, B;
Craig, N;
Hodgen, J;
Taylor, B;
Tereshchenko, A;
Connolly, P;
Archer, L;
(2020)
The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy.
British Journal of Sociology of Education
, 41
(5)
pp. 626-642.
10.1080/01425692.2020.1763162.
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Friso, F;
Mendive, F;
Soffiato, M;
Bombardelli, V;
Hesketh, A;
Heinrich, M;
Menghini, L;
(2020)
Implementation of Nagoya Protocol on Access and benefit-sharing in Peru: Implications for researchers.
Journal of Ethnopharmacology
, 259
, Article 112885. 10.1016/j.jep.2020.112885.
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G
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Gao, J;
(2020)
Sources of Mathematics Self-Efficacy in Chinese Students: a Mixed-Method Study with Q-Sorting Procedure.
International Journal of Science and Mathematics Education
, 18
pp. 713-732.
10.1007/s10763-019-09984-1.
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Gao, J;
Brooks, C;
Xu, Y;
Kitto, E;
(2020)
怎样的婴幼儿父母教养项目最有效—— 对综述及元分析研究证据的系统整合.
UCL Institute of Education, Centre for Teacher and Early Years Education: London, UK.
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Gao, J;
Brooks, C;
Xu, Y;
Kitto, E;
(2020)
What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses.
UCL Institute of Education, Centre for Teacher and Early Years Education: London, UK.
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Gao, J;
Soranzo, A;
(2020)
Applying Q-Methodology to Investigate People’ Preferences for Multivariate Stimuli.
Frontiers in Psychology
, 11
, Article 556509. 10.3389/fpsyg.2020.556509.
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Gao, J;
Soranzo, A;
(2020)
Individual Differences in Aesthetic Preferences for Multi-Sensorial Stimulation.
Vision
, 4
(1)
, Article 6. 10.3390/vision4010006.
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Geraniou, E;
Crisan, C;
(2020)
The design principles of an online professional development short course for mentors of mathematics teachers.
In:
Proceedings of the 10th ERME Topic Conference MEDA 2020.
(pp. pp. 191-198).
Johannes Kepler University
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Ghosh, S;
(2020)
What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom?
Philosophy of Mathematics Education Journal
, 36
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Golding, J;
(2020)
Additional mathematics papers for entry to English universities: their role, purpose and impact. A report for the Joint Mathematical Council of the UK.
Joint Mathematical Council of the UK: London, UK.
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Golding, J;
(2020)
Approaches to developing mathematical thinking in VSO 'Numeracy for All' MESH guide.
[Digital scholarly resource].
http://www.meshguides.org/guides/node/1588
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Golding, J;
(2020)
Family and volunteers' guide in VSO 'Numeracy for All' MESH Guide.
[Digital scholarly resource].
http://www.meshguides.org/guides/node/1588
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Golding, J;
(2020)
'Is that OK?' Conundrums of developing as an ethical researcher.
Presented at: BSRLM New Researchers' Day, Online conference.
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Golding, J;
(2020)
Key Teaching/Pedagogical Issues in VSO 'Numeracy for All' MESH guide.
[Digital scholarly resource].
http://www.meshguides.org/guides/node/1588
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Golding, J;
Barrow, E;
Grima, G;
(2020)
Power Maths: Implementation, effectiveness and response to a pandemic summer.
Pearson: London, UK.
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Golding, J;
Redmond, B;
Grima, G;
(2020)
A Levels in Mathematics: Implementation and Effectiveness of A Levels first taught from September 2017. Third Interim Report.
Pearson: London, UK.
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Golding, J;
Redmond, B;
Grima, G;
(2020)
Mathematics A Levels: Reflections and experiences in a pandemic summer.
Pearson: London, UK.
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Golding, Jennie;
(2020)
Baggage, beliefs and belonging: mathematical identities low-attaining mathematics students bring to Further Education.
Presented at: Centre for Excellence in Mathematics, Online conference.
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Golding, J;
(2020)
Mathematics education and financial literacy: a valued but vulnerable symbiosis.
In:
BSRLM Proceedings: Vol 40 No 1 at The University of Cambridge, Cambridge, on Saturday 7 th March 2020.
BSRLM: Cambridge, UK.
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Golding, J;
Hargreaves, E;
Jindal-Snape, D;
Leaton Gray, S;
Perryman, J;
(2020)
Starting secondary school in 2020 - Student Guide.
UCL Institute of Education: London, UK.
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Golding, J;
Hargreaves, E;
Jindal-Snape, D;
Leaton Gray, S;
Perryman, J;
(2020)
Starting secondary school in 2020 - Teacher Guide.
UCL Institute of Education: London, UK.
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Guerrero, GR;
Reiss, MJ;
(2020)
Science outside the classroom: exploring opportunities from interdisciplinarity and research–practice partnerships.
International Journal of Science Education
, 42
(9)
pp. 1522-1543.
10.1080/09500693.2020.1767317.
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H
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Hale, R;
(2020)
'It made me think how I should treat others and how I should help people who need it': The complexities of exploring the impact of Holocaust education.
Oxford Review of Education
, 46
(6)
pp. 788-803.
10.1080/03054985.2020.1791062.
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Hammond, L;
(2020)
Children, childhood and children's geographies:
Evolving through technology.
In: Walshe, N and Healy, G, (eds.)
Geography Education in the Digital World.
(pp. 38-50).
Routledge: London, UK.
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Hammond, L;
(2020)
GTE 2020 – reflections on a valuable space for discussion about research, policy and practice in areas that matter to geography teacher education.
GA Magazine
, 45
(Summer)
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Hammond, L;
McKendrick, JH;
(2020)
Geography teacher educators' perspectives on the place of children's geographies in the classroom.
Geography
, 105
(2)
pp. 86-93.
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Hammond, Lauren Elise;
(2020)
An investigation into children's geographies and their value to geography education in schools.
Doctoral thesis (Ph.D), UCL (University College London).
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Hanley (née Kan), Natalya;
(2020)
Empathy-Based Pedagogical Approach to Global Citizenship Education: Kazakhstani Secondary Schools Context.
Doctoral thesis (Ph.D), UCL (University College London).
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Hardman, M;
Taylor, B;
Daly, C;
Glegg, P;
Stiasny, B;
Pillinger, C;
Gandolfi, H;
(2020)
Early Career Teacher Support - Pilot Report, EEF Evaluation.
UCL Institute of Education: London, UK.
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Hargreaves, E;
El Hawary, D;
Mahgoub, M;
(2020)
Promoting EFL learning towards peaceful global citizenship.
Global Brief
(In press).
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Hargreaves, E;
(2020)
Why Covid catch-up classes are a really bad idea.
Times Educational Supplement
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Hargreaves, E;
ElHawary, D;
(2020)
Exploring collaborative interaction and self-direction in Teacher Learning Teams: case-studies from a middle-income country analysed using Vygotskian theory.
Compare: A Journal of Comparative and International Education
, 50
(1)
pp. 71-89.
10.1080/03057925.2018.1502609.
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Hargreaves, E;
Elhawary, D;
Mahgoub, M;
(2020)
‘One girl had a different idea’: children’s perspectives on learning and teaching models in the traditional classroom.
Education 3-13
, 48
(1)
pp. 87-99.
10.1080/03004279.2019.1586975.
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Hargreaves, E;
Scott, T;
(2020)
Look no further: inquiring into learning-needs as professional development.
In: Hargreaves, E and Rolls, L, (eds.)
Inspiring Professional Development.
Routledge
(In press).
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Harrison, C;
Johnson, S;
Reiss, MJ;
(2020)
John Barker (1929-2020) – an appreciation.
Journal of Biological Education
, 54
(4)
p. 345.
10.1080/00219266.2020.1797312.
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Healy, G;
Walshe, N;
(2020)
Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge.
International Research in Geographical and Environmental Education
, 29
(2)
pp. 178-196.
10.1080/10382046.2019.1661125.
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Healy, G;
Walshe, N;
Dunphy, A;
(2020)
How is geography rendered visible as an object of concern in written lesson observation feedback?
The Curriculum Journal
, 31
(1)
pp. 7-26.
10.1002/curj.1.
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Hodgen, J;
(2020)
Low attainment in mathematics: An investigation focusing on Year 9 students in England.
UCL Institute of Education.: London, UK.
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Hodgen, J;
Murphy, D;
Adkins, M;
Oliver, M;
Pourhabib, S;
(2020)
Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need.
British Educational Research Journal
, 46
(6)
pp. 1300-1320.
10.1002/berj.3633.
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Hodgen, J;
Adkins, M;
Tomei, A;
(2020)
The mathematical backgrounds of undergraduates from England.
Teaching Mathematics and its Applications
, 39
(1)
pp. 38-60.
10.1093/teamat/hry017.
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Hodgen, J;
Barclay, N;
Foster, C;
Gilmore, C;
Marks, R;
Simms, V;
(2020)
Review of Evidence on Early Years and Key Stage 1 Mathematics Teaching.
Education Endowment Foundation: London.
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Hodgen, J;
Coe, R;
Foster, C;
Brown, M;
Higgins, S;
Küchemann, D;
(2020)
Low attainment in mathematics: an investigation focusing on Year 9 pupils in England.
UCL Institute of Education: London.
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Hodgen, J;
Foster, C;
Coe, R;
Brown, M;
Higgins, S;
Küchemann, D;
(2020)
Low attainment in mathematics: An investigation focusing on Year 9 students in England. Technical Report.
UCL Institute of Education: London, UK.
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Hodgen, J;
Taylor, B;
Jacques, L;
Tereshchenko, A;
Kwok, R;
Cockerill, M;
(2020)
Remote mathematics teaching during COVID-19: intentions, practices and equity.
UCL Institute of Education: London, UK.
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House, Jeremy G;
(2020)
Toward a Model of Human Flourishing.
Doctoral thesis (Ed.D), UCL (University College London).
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Huber, J;
Kitson, A;
(2020)
An exploration of the role of ethnic identity in students' construction of 'British stories'.
The Curriculum Journal
, 31
(3)
pp. 454-478.
10.1002/curj.23.
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Hunt, F;
(2020)
Characteristics of a Global Learning School.
In: Bourn, D, (ed.)
The Bloomsbury Handbook of Global Education and Learning.
Bloomsbury Academic: London, UK.
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I
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Isaacs, T;
Golding, J;
Richardson, M;
swensson, C;
(2020)
TIMSS 2019 Encyclopaedia Education Policy and Curriculum in Mathematics and Science: England.
In:
TIMSS 2019 Encyclopaedia Education Policy and Curriculum in Mathematics and Science.
IEA
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J
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Jackson, Adrian;
(2020)
Encouraging girls to study Physics at A-level and beyond: a classroom study in England.
Doctoral thesis (Ph.D), UCL (University College London).
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Jacques, L;
Clark-Wilson, A;
(2020)
Developing Questions and Prompts: English Primary Teachers’ Learning about Variation through Lesson Study.
In: Borko, H and Potari, D, (eds.)
Proceedings of ICMI Study 25: Teachers of mathematics working and learning in collaborative groups.
(pp. pp. 348-355).
IMCI: Lisbon, Portugal.
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Jerome, L;
Elwick, A;
(2020)
Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy.
Oxford Review of Education
, 46
(2)
pp. 222-237.
10.1080/03054985.2019.1667318.
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Jones, E;
Denman, K;
Molloy, E;
Fairbanks, A;
(2020)
Gérer la sécurité du personnel humanitaire aux profils diversifiés.
European Interagency Security Forum: GISF: London, UK.
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Jones, E;
Denman, K;
Molloy, E;
Fairbanks, A;
(2020)
Gestión de la Seguridad del Personal Humanitario con Perfiles Diversos.
European Interagency Security Forum:GISF: London, United Kingdom.
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K
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Kitson, Alison;
(2020)
Teachers as recontextualization agents: a study of expert teachers' knowledge and their role in the recontextualization process across different subjects.
Doctoral thesis (Ph.D), UCL (University College London).
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L
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Leaton Gray, S;
(2020)
Artificial intelligence in schools: Towards a democratic future.
London Review of Education
, 18
(2)
pp. 163-177.
10.14324/lre.18.2.02.
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Leaton Gray, S;
Kucirkova, N;
(2020)
AI and the human in education: Editorial.
London Review of Education
, 19
(1)
, Article 10. 10.14324/LRE.19.1.10.
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Levinson, R;
Paraskeva-Hadjichambi, D;
Bedsted, B;
Manov, B;
Hadjichambis, A;
(2020)
Political Dimensions of Environmental Citizenship.
In: Hadjichambis, A and Reis, P and Paraskeva-Hadjichambi, D and Cincera, J and Boeve-de Pauw, J and Gericke, N and Knippels, M-C, (eds.)
Conceptualizing Environmental Citizenship for 21st Century Education.
(pp. 17-28).
Springer: Cham, Switzerland.
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Lindfors, M;
Bodin, M;
Simon, S;
(2020)
Unpacking students' epistemic cognition in a physics problem‐solving environment.
Journal of Research in Science Teaching
, 57
(5)
pp. 695-732.
10.1002/tea.21606.
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Loo, S;
Sutton, B;
(2020)
Informal Learning, Practitioner Inquiry and Occupational Education An Epistemological Perspective.
(1st ed.).
Routledge: London, UK.
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Loo, S;
(2020)
Audit Trail of an FE Teacher Educator's Professional Journey.
FE News
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Loo, S;
(2020)
The complexities of occupational teaching on TVET programmes.
FE News
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Loo, S;
(2020)
Discovering the Professional Identities of Teacher Educators.
FE News
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Loo, S;
(2020)
FE teachers’ professional identities.
FE News
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Loo, S;
(2020)
Fully online deliveries: ‘More of the same’ or a new pedagogy?
FE News
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Loo, S;
(2020)
Highways and byways: Pathways to becoming teacher educators.
FE News
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Loo, S;
(2020)
The importance of abilities, attitudes and skill sets in vocational pedagogy.
FE News
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Loo, S;
(2020)
The occupational pedagogy of FE teachers.
FE News
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Loo, S;
(2020)
Reconceptualising teacher education to improve widening participation in FE.
FE News
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Loo, S;
(2020)
Teachers’ emotional ecology: pedagogic, life and occupational experiences.
FE News
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M
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Markwick, A;
(2020)
Deconstructing scientific vocabulary for low-literacy students: an action research study.
School Science Review
, 101
(377)
pp. 83-87.
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Markwick, A;
(2020)
Science Swap Shop: Rocks and Soils pull-out.
Primary Science
, 163
pp. 17-20.
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Markwick, A;
(2020)
Working scientifically with shadows.
Primary Science
, 165
pp. 28-30.
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Markwick, A;
Wright, M;
(2020)
Meteorite Impact! Applying maths and English skills to a science investigation.
Primary Science
, 163
pp. 25-28.
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Matthews, Bethanie;
Majid, Nasreen;
(2020)
What is it about mathematics that causes anxiety for pupils?
Primary Mathematics
, 24
(2)
pp. 25-27.
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Mayer, D;
Mills, M;
(2020)
Professionalism and teacher education in Australia and England.
European Journal of Teacher Education
, 44
(1)
pp. 45-61.
10.1080/02619768.2020.1832987.
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McKendrick, JH;
Hammond, L;
(2020)
Connecting with children’s geographies in education.
Teaching Geography
, 45
(3)
pp. 118-121.
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