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Article

Ariza, MR; Christodoulou, A; van Harskamp, M; Knippels, MCPJ; Kyza, EA; Levinson, R; Agesilaou, A; (2021) Socio‐scientific inquiry‐based learning as a means toward environmental citizenship. Sustainability , 13 (20) , Article 11509. 10.3390/su132011509. Green open access
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Bourn, D; (2021) Pedagogy of hope: global learning and the future of education. International Journal of Development Education and Global Learning , 13 (2) pp. 65-78. 10.14324/ijdegl.13.2.01. Green open access
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Bourn, D; Soysal, N; (2021) Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability? Sustainability , 13 (16) , Article 8973. 10.3390/su13168973. Green open access
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Bravo González, P; Reiss, M; (2021) Science teachers' views of creating and teaching Big Ideas of science education: experiences from Chile. Research in Science and Technological Education 10.1080/02635143.2021.1919868. (In press). Green open access
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Bretscher, N; (2021) Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools. Research in Mathematics Education , 23 (2) pp. 142-158. 10.1080/14794802.2020.1830156. Green open access
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Brooks, C; (2021) Quality at scale: Strategies for large-scale initial teacher education programmes. Teaching and Teacher Education , 107 , Article 103490. 10.1016/j.tate.2021.103490. Green open access
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Brooks, C; (2021) Research capacity in initial teacher education: trends in joining the 'village'. Teaching Education , 32 (1) pp. 7-26. 10.1080/10476210.2020.1862077. Green open access
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Brooks, C; McIntyre, J; Mutton, T; (2021) Teacher education policy making during the pandemic: shifting values underpinning change in England? Teachers and Teaching 10.1080/13540602.2021.1997984. (In press). Green open access
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Brooks, C; Kitto, E; (2021) Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China. Early Years 10.1080/09575146.2021.1935495. (In press). Green open access
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Buchanan, D; Hargreaves, E; Quick, L; (2021) 'My life is like a massive jigsaw with pieces missing'. How 'lower-attaining' children experience school in terms of their well-being. Education 3-13 , 49 (8) pp. 1000-1012. 10.1080/03004279.2020.1818269. Green open access
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Buchanan, D; Warwick, I; (2021) First do no harm: using 'ethical triage' to minimise causing harm when undertaking educational research among vulnerable participants. Journal of Further and Higher Education , 45 (8) pp. 1090-1103. 10.1080/0309877X.2021.1890702. Green open access
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Calleja, J; Foster, C; Hodgen, J; (2021) Integrating ‘Just-in-Time’ Learning in the Design of Mathematics Professional Development. Mathematics Teacher Education and Development (In press). Green open access
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Cheong, MC; Azada-Palacios, R; Beye, K; Lang, AP; Saud, NB; Tong, Y; (2021) Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis. Perspectives in Education , 39 (1) pp. 304-322. 10.18820/2519593X/pie.v39.i1.19. Green open access
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Christodoulou, A; Levinson, R; Davies, P; Grace, M; Nicholl, J; Rietdijk, W; (2021) The use of Cartography of Controversy within socioscientific issues-based education: students' mapping of the badger-cattle controversy in England. International Journal of Science Education , 43 (15) pp. 2479-2500. 10.1080/09500693.2021.1970852. Green open access
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Clark, Lauren; (2021) Bridging the Power Gap: GTAs and Student-Staff Partnership. Postgraduate Pedagogies , 1 (1) pp. 91-108. Green open access
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Clark, Lauren; Standen, Alex; Hansen, Jesper; Hastie, Alex; Kunz, Sarah; (2021) Introduction to Postgraduate Pedagogies: Centring Graduate Teaching Assistants in Higher Education. Postgraduate Pedagogies , 1 (1) pp. 7-25. Green open access
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Clarke, M; Mills, M; (2021) “We have never been public:” Continuity and change in the policy production of “the public” in education in England. European Educational Research Journal 10.1177/1474904121990477. Green open access
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Cooper, Thomas; Majid, Nasreen; (2021) Can manipulatives benefit pupils' mathematical thinking at Upper KS2? Primary Mathematics , 25 (2) pp. 2-5. Green open access
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Crisan, C; (2021) Promoting a research-informed mathematics teaching practice. The Mathematics Teaching Journal , 275 pp. 28-30. Green open access
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Critten, S; Holliman, A; Hughes, D; Wood, C; Cunnane, H; Pillinger, C; Deacon, H; (2021) A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing , 34 pp. 371-389. 10.1007/s11145-020-10077-7. Green open access
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Deng, Z; (2021) Constructing ‘powerful’ curriculum theory. Journal of Curriculum Studies , 53 (2) pp. 179-196. 10.1080/00220272.2021.1887361. Green open access
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Dunlop, Lynda; Rushton, Elizabeth AC; Atkinson, Lucy; Blake, Celena; Calvert, Saul; Cornelissen, Eef; Decle, Clementine CM; ... Yuan, Xinyue; + view all (2021) An introduction to the co-creation of policy briefs with youth and academic teams. Journal of Geography in Higher Education 10.1080/03098265.2021.2001793. (In press). Green open access
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Edwards, C; (2021) Teaching the "non-examinable": Estella Lewis’s contribution to post-war history education in the UK. Paedagogica Historica 10.1080/00309230.2020.1856151. (In press). Green open access
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El-Abd, Maria; Chaaban, Youmen; Du, Xiangyun; Wang, Li; (2021) Exploring quality teacher education programmes in Lebanon, Qatar, and China. Research in Post-Compulsory Education , 26 (4) pp. 461-478. 10.1080/13596748.2021.1980663. Green open access
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Elwick, A; (2021) Alternative universities: speculative design for innovation in higher education. [Review]. Educational Review , 73 (1) pp. 129-130. 10.1080/00131911.2020.1774166. Green open access
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Es, L; Chapman, A; (2021) Interview with Arthur Chapman. Turkish History Education Journal , 10 (2) pp. 57-64. Green open access
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Fazza, H; Mahgoub, M; (2021) Student engagement in online and blended learning in a higher education institution in the Middle East: Challenges and solutions. Studies in Technology Enhanced Learning , 2 (1) pp. 417-431. 10.21428/8c225f6e.5bcbd385. Green open access
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Finn, M; Hammond, L; Healy, G; Todd, JD; Marvell, A; McKendrick, JH; Yorke, L; (2021) Looking ahead to the future of GeogEd: creating spaces of exchange between communities of practice. Area 10.1111/area.12701. (In press). Green open access
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Fraser-Pearce, J; (2021) Spiritual education as a subspecies of relational education? British Journal of Religious Education , 44 (1) pp. 112-121. 10.1080/01416200.2021.1877613. Green open access
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Gao, J; Xu, Y; Kitto, E; Bradford, H; Brooks, C; (2021) Promoting culturally-sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach. Early Years 10.1080/09575146.2021.1901661. (In press). Green open access
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Garrecht, C; Reiss, MJ; Harms, U; (2021) 'I wouldn't want to be the animal in use nor the patient in need' - the role of issue familiarity in students' socioscientific argumentation. International Journal of Science Education 10.1080/09500693.2021.1950944. (In press). Green open access
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Glackin, Melissa; Greer, Kate; (2021) Environmental Education-Related Policy Enactment in Japanese High Schools. Journal of Education for Sustainable Development , 15 (2) pp. 165-185. 10.1177/09734082211031325. Green open access
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Glackin, Melissa; Greer, Kate; (2021) Making the case for A-level biology residential fieldwork: what has nature got to do with it? School Science Review , 102 (381) pp. 21-26. Green open access
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Golding, J; (2021) Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic. Teaching Mathematics and its Applications: An International Journal of the IMA , 40 (4) , Article , Volume 40, Issue 4, December 2021, Pages,. 10.1093/teamat/hrab025. Green open access
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Golding, J; (2021) The Lure of Infinity. Mathematics in School (In press). Green open access
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Golding, J; (2021) Transition to university: contributions of a specialist mathematics school. Teaching Mathematics and its Applications , 40 (1) pp. 40-55. 10.1093/teamat/hraa005. Green open access
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Golding, J; Batiibwe, SK; (2021) A design approach to mathematics teacher educator development in East Africa. Journal of Research and Advances in Mathematics Education , 6 (1) pp. 1-16. 10.23917/jramathedu.v6i1.11898. Green open access
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Gong, Q; Brooks, C; Duan, Y; (2021) A teacher's role in making a given knowledge curriculum into a powerful knowledge curriculum. Geography , 106 (1) pp. 39-48. 10.1080/00167487.2020.1862591. Green open access
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Gourlay, L; Campbell, K; Clark, L; Crisan, C; Katsapi, E; Riding, K; Warwick, I; (2021) Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices. Journal of Interactive Media in Education , 1 , Article 15. 10.5334/jime.655. Green open access
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Greer, Kate; Glackin, Melissa; (2021) ‘What counts’ as climate change education? Perspectives from policy influencers. School Science Review , 103 (383) pp. 16-22. Green open access
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Hammond, L; (2021) Recognising and exploring children’s geographies in school geography. Children's Geographies 10.1080/14733285.2021.1913482. (In press). Green open access
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Hammond, L; (2021) London, Race and Territories: Young People's Stories of Divided City. London Review of Education , 19 (1) pp. 1-14. 10.14324/LRE.19.1.14. Green open access
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Hargreaves, E; (2021) Life-history research with children: Extending and enriching the approach. Children & Society (In press). Green open access
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Hargreaves, E; Elhawary, D; (2021) Children’s experiences of agency when learning English in the classroom of a collectivist culture. System , 98 , Article 102476. 10.1016/j.system.2021.102476. Green open access
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Hargreaves, E; Quick, L; Buchanan, D; (2021) Systemic threats to the growth mindset: classroom experiences of agency among children designated as 'lower-attaining'. Cambridge Journal of Education , 51 (3) pp. 283-299. 10.1080/0305764X.2020.1829547. Green open access
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Hargreaves, E; Buchanan, D; Quick, L; (2021) “Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as ‘lower-attaining’. Educational Review 10.1080/00131911.2021.1882942. (In press). Green open access
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Hargreaves, E; Quick, L; Buchanan, D; (2021) ‘I got rejected’: investigating the status of ‘low-attaining’ children in primary-schooling. Pedagogy, Culture & Society , 29 (1) pp. 79-97. 10.1080/14681366.2019.1689408. Green open access
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Hargreaves, E; Quick, L; Buchanan, D; (2021) Parity of participation? Primary-school children reflect critically on being successful during schooling. Oxford Review of Education 10.1080/03054985.2021.1886916. (In press). Green open access
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Hayward, Jeremy; (2021) Conspiracy theories and citizenship education. Teaching Citizenship , 54 pp. 12-17. Green open access
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Hordern, J; Muller, J; Deng, Z; (2021) Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik. Journal of Curriculum Studies , 53 (2) pp. 143-152. 10.1080/00220272.2021.1891575. Green open access
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Jankvist, UT; Geraniou, E; (2021) “Whiteboxing” the Content of a Formal Mathematical Text in a Dynamic Geometry Environment. Digital Experiences in Mathematics Education , 7 pp. 222-246. 10.1007/s40751-021-00088-6. Green open access
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Jerome, L; Svennevig, H; Kerr, D; Moorse, L; Baker, Z; Hayward, J; Huddelstone, T; ... Liddle, A; + view all (2021) 20/20 Vision - What does the next 20 years hold for citizenship education? Teaching Citizenship , 54 Green open access
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Jopling, Michael; Riordan, Sally; (2021) Optimierung im englischen Schulsystem: Was Schüler*innen sagen. Psychosozial , 44 (163) pp. 47-55. 10.30820/0171-3434-2021-1-47. Green open access
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Kambouri, M; Wilson, T; Pieridou, M; Quinn, SF; Liu, J; (2021) Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years. Early Childhood Education Journal 10.1007/s10643-021-01181-6. (In press). Green open access
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Leaton Gray, S; Mägdefrau, J; Riel, M; (2021) Life in the digital slow lane: how deprived young people are set up to fail. British Journal of Educational Studies 10.1080/00071005.2021.1919596. (In press). Green open access
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Levinson, R; Kurup, P; Xia, L; (2021) Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom. Canadian Journal of Science, Mathematics and Technology Education 10.1007/s42330-020-00123-5. (In press). Green open access
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Lewis, Nicolas; Morgan, John; (2021) Trouble with social cohesion: The geographies and politics of COVID-19 in Aotearoa New Zealand. New Zealand Geographer , 77 (3) pp. 170-173. 10.1111/nzg.12314. Green open access
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Liu, X; Zhao, X; Starkey, H; (2021) Ideological and political education in Chinese Universities: structures and practices. Asia Pacific Journal of Education 10.1080/02188791.2021.1960484. (In press). Green open access
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Lodge, W; (2021) 'Complex and confusing': the language demands of science texts. Research in Science & Technological Education , 39 (4) pp. 489-505. 10.1080/02635143.2020.1772740. Green open access
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Lodge, W; Reiss, M; (2021) Visual representations of women in a Jamaican school science textbook. International Journals of Science Education 10.1080/09500693.2021.1957514. (In press). Green open access
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Lodge, W; (2021) Confronting repressive ideologies with critical pedagogy in science classrooms. Cultural Studies of Science Education 10.1007/s11422-021-10047-7. (In press). Green open access
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Loo, Sai; Hafez, Rania; (2021) Supporting FE teachers, tutors and managers to create and sustain a climate of practitioner inquiry: London Learning and Skills Research Network. FE News Green open access
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Marks, Rachel; Foster, Colin; Barclay, Nancy; Barnes, Alison; Treacy, Páraic; (2021) A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse? Research in Mathematics Education , 23 (1) pp. 39-62. 10.1080/14794802.2020.1725612. Green open access
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Markwick, A; (2021) Having fun with microscopy. School Science Review , 103 (382) pp. 27-30. Green open access
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Markwick, A; (2021) Teaching rates of reaction post-16. Education in Chemistry (In press). Green open access
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Markwick, A; Warren, D; (2021) Teaching rates of reaction post-16: part 2. Education in Chemistry , 58 (5) pp. 32-33. Green open access
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Markwick, A; (2021) Teaching Adaptation: some tried and tested activities. Primary Science , 168 pp. 29-32. Green open access
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Mills, M; Mockler, N; Stacey, M; Taylor, B; (2021) ‘The village and the world’: research with, for and by teachers in an age of data. Teaching Education , 32 (1) pp. 1-6. 10.1080/10476210.2020.1868141. Green open access
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Mills, M; Mockler, N; Stacey, M; Taylor, R; (2021) Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education , 32 (1) pp. 77-98. 10.1080/10476210.2020.1843617. Green open access
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Moula, Z; Walshe, N; Lee, E; (2021) Making Nature Explicit in Children’s Drawings of Wellbeing and Happy Spaces. Child Indicators Research , 14 pp. 1653-1675. 10.1007/s12187-021-09811-6. Green open access
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Pearce, A; Körber, A; (2021) Editorial: Understanding the role of experience(s) in history education research. [Editorial comment]. History Education Research Journal , 18 (1) pp. 1-6. 10.14324/HERJ.18.1.01. Green open access
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Pearce, J; Stones, A; Reiss, MJ; Mujtaba, T; (2021) 'Science is purely about the truth so I don't think you could compare it to non-truth versus the truth.' Students' perceptions of religion and science, and the relationship(s) between them: religious education and the need for epistemic literacy. British Journal of Religious Education , 43 (2) pp. 174-189. 10.1080/01416200.2019.1635434. Green open access
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Pettigrew, A; Karayianni, E; (2021) ‘The Holocaust is a place where  … ’: the position of Auschwitz and the camp system in English secondary school students’ understandings of the Holocaust. Holocaust Studies , 27 (1) pp. 60-76. 10.1080/17504902.2019.1625116. Green open access
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Reiss, M; (2021) Robots as persons? Implications for moral education. Journal of Moral Education , 50 (1) pp. 68-76. 10.1080/03057240.2020.1763933. Green open access
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Reiss, M; (2021) The use of AI in education: Practicalities and ethical considerations. London Review of Education , 19 (1) , Article 5. 10.14324/LRE.19.1.05. Green open access
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Richardson, M; Clesham, R; (2021) Rise of the machines? The evolving role of Artificial Intelligence (AI) technologies in high stakes assessment. London Review of Education , 19 (1) pp. 1-13. 10.14324/LRE.19.1.10. Green open access
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Riddle, S; Howell, A; McGregor, G; Mills, M; (2021) Student engagement in schools serving marginalised communities. International Journal of Inclusive Education 10.1080/13603116.2021.1956605. (In press). Green open access
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Riordan, J-P; Hardman, M; Cumbers, D; (2021) Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil & researcher perspectives. Research in Science & Technological Education 10.1080/02635143.2021.1972960. (In press). Green open access
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Rushton, EAC; Reiss, MJ; (2021) Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in Science Education , 57 (2) pp. 141-203. 10.1080/03057267.2020.1799621. Green open access
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Rushton, Elizabeth; Dunlop, Lynda; (2021) A manifesto for Education for Environmental Sustainability: implications for science education. School Science Review , 103 (383) pp. 38-41. Green open access
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Rushton, Elizabeth; Dunlop, Lynda; (2021) Science education in the context of the climate crisis. School Science Review , 103 Green open access
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Rushton, Elizabeth; Dunlop, Lynda; (2021) Youth perspectives on contributions to the SSR special issue: science education in the context of the climate emergency. School Science Review , 103 (383) pp. 48-50. Green open access
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Rushton, Elizabeth; King, Heather; (2021) The language of play. A cross linguistic look at notions of 'play' in STEM engagement activities. EAL Journal , 14 Green open access
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Rushton, Elizabeth; Varaden, Diana; King, Heather; Barratt, B; (2021) Engaging primary students with the issue of air pollution through citizen science: lessons to be learnt. Journal of Emergent Science , 21 pp. 30-36. Green open access
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Rushton, Elizabeth AC; (2021) Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers. Sustainability , 13 (9) , Article 5321. 10.3390/su13095321. Green open access
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Rushton, Elizabeth AC; Dunlop, Lynda; Atkinson, Lucy; Price, Laura; Stubbs, Joshua E; Turkenburg-van Diepen, Maria; Wood, Lucy; (2021) The challenges and affordances of online participatory workshops in the context of young people's everyday climate crisis activism: insights from facilitators. Children's Geographies 10.1080/14733285.2021.2007218. Green open access
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Rushton, Elizabeth AC; Nayeri, Cyrus; Crowther, Darcy Beardmore; Griffiths, Lydia; Newell, Pierce; Sayliss, Zoe; Wise, Juliette; (2021) What enables student geography teachers to thrive during their PGCE year and beyond? Journal of Geography in Higher Education 10.1080/03098265.2021.1978064. (In press). Green open access
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Rushton, EAC; Charters, L; Reiss, MJ; (2021) The experiences of active participation in academic conferences for high school science students. Research in Science and Technological Education , 39 (1) pp. 90-108. 10.1080/02635143.2019.1657395. Green open access
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Sedawi, W; Ben Zvi Assaraf, O; Reiss, MJ; (2021) Challenges in measuring "connectedness to nature" among indigenous children: lessons from the Negev Bedouin. Cultural Studies of Science Education , 16 pp. 193-229. 10.1007/s11422-020-09995-3. Green open access
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Sheldrake, R; Reiss, M; (2021) Primary children’s views about appreciating, supporting, and learning about nature. Journal of Biological Education 10.1080/00219266.2021.1909643. (In press). Green open access
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Song, J; Chu, Z; Xu, Y; (2021) Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China. Higher Education , 82 pp. 255-272. 10.1007/s10734-020-00642-y. Green open access
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Standish, Alexander; Perks, David; (2021) The place of public examinations in future school assessment. Impact: The Journal of Chartered College of Teaching , 12 pp. 32-35. Green open access
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Starkey, H; (2021) Classroom counternarratives as transformative multicultural citizenship education. Multicultural Education Review 10.1080/2005615X.2021.1964266. Green open access
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Starkey, H; (2021) Education, values, and schools: the role of international organisations [Éducation, valeurs, école: le rôle des organisations internationales]. Revue internationale d'éducation de Sèvres , 2021 (87) pp. 163-171. 10.4000/ries.11133. Green open access
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Stones, A; Fraser-Pearce, J; (2021) Some pupils should know better (because there is better knowledge than opinion). Interim findings from an empirical study of pupils’ and teachers’ understandings of knowledge and big questions in Religious Education. Journal of Religious Education , 69 (3) pp. 353-366. 10.1007/s40839-021-00155-5. Green open access
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Svennevig, H; Jerome, L; Elwick, A; (2021) Countering violent extremism in education: a human rights analysis. Human Rights Education Review , 4 (1) pp. 91-110. 10.7577/hrer.3980. Green open access
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Szocik, K; Shelhamer, M; Braddock, M; Cucinotta, FA; Impey, C; Worden, P; Peters, T; ... Munévar, G; + view all (2021) Future Space Missions and Human Enhancement: Medical and Ethical Challenges. Futures , 133 , Article 102819. 10.1016/j.futures.2021.102819. Green open access
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Taylor, Rebecca; Francis, Rebecca; Hodgen, Jeremy; Tereshchenko, Antonina; (2021) Attainment Grouping in Schools: Implications for Equity. Peking University Education Review , 19 (2) pp. 2-18. Green open access
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Toran, M; Sak, R; Xu, Y; Şahin-Sak, İT; Yu, Y; (2021) Parents and children during the COVID-19 quarantine process: Experiences from Turkey and China. Journal of Early Childhood Research 10.1177/1476718X20977583. (In press). Green open access
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Vidal, M; Simonneaux, J; Levinson, R; (2021) The role of myths in students discussing ‘pest’–agriculture relations. Cultural Studies of Science Education , 16 (4) pp. 1197-1209. 10.1007/s11422-020-10013-9. Green open access
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Walshe, N; Sund, L; (2021) Developing (Transformative) environmental and sustainability education in classroom practice. Sustainability , 14 (1) , Article 110. 10.3390/su14010110. Green open access
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Wren, B; Launer, J; Music, G; Reiss, MJ; Swanepoel, A; (2021) Can an evolutionary perspective shed light on maternal abuse of children? Clinical Child Psychology and Psychiatry , 26 (1) pp. 283-294. 10.1177/1359104520974418. Green open access
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Wright, P; (2021) Toward equity and social justice in mathematics education: edited by Tonya Gau Bartell, Cham, Springer, 2018, 341 pp., £87.50 (hardback), ISBN: 9783319929071. [Review]. Research in Mathematics Education , 23 (1) pp. 103-106. 10.1080/14794802.2020.1737567. Green open access
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Wright, P; (2021) Towards an empowering mathematics curriculum: A focus on learner and teacher agency. Mathematics Teaching (MT) , 2021 (279) pp. 40-43. Green open access
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Wright, P; Fejzo, A; Carvalho, T; (2021) Progressive pedagogies made visible: Implications for equitable mathematics teaching. Curriculum Journal 10.1002/curj.122. (In press). Green open access
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Xu, Y; (2021) Challenging gender stereotypes through gender-sensitive practices in early years education and care. Early Education Journal (93) pp. 10-12. Green open access
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Yunianto, W; Rully Charitas Indra, P; Crisan, C; (2021) Indonesian mathematics teachers' knowledge of content of area and perimeter of rectangle. Journal on Mathematics Education , 12 (2) pp. 223-238. 10.22342/jme.12.2.13537.223-238. Green open access
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Zotzmann, K; Sheldrake, R; (2021) Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics. Journal of Second Language Writing , 52 , Article 100810. 10.1016/j.jslw.2021.100810. Green open access
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Book

Chapman, A (Ed). (2021) Knowing History in Schools: Powerful knowledge and the powers of knowledge. Knowledge and the Curriculum. UCL Press: London, UK. Green open access
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Standish, A and Cuthbert, AS (Eds). (2021) What Should Schools Teach? Disciplines, subjects and the pursuit of truth. Knowledge and the Curriculum. UCL Press: London, UK. Green open access
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Miller, D; Rabho, LA; Awondo, P; De Vries, M; Duque, M; Garvey, P; Haapio-Kirk, L; ... Wang, X; + view all (2021) El Smartphone Global: Más allá de una tecnología para jóvenes - A Spanish Translation of The Global Smartphone (Marcela Fuentealba and Ian Davidson, Trans.). [Book]. Ageing with Smartphones. UCL Press: London, UK. Green open access
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Scott, D; (2021) On Learning: A general theory of objects and object-relations. UCL Press: London, UK. Green open access
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Book chapter

Briggs, Andrew; Reiss, Michael J.; (2021) Dimensions and Pillars of Human Flourishing. In: Briggs, A and Reiss, MJ, (eds.) Human Flourishing: Scientific insight and spiritual wisdom in uncertain times. (pp. 1-22). Oxford University Press: Oxford, UK. Green open access
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Brooks, C; (2021) Quality conundrums in initial teacher education. In: Initial Teacher Education at Scale: Quality Conundrums. (pp. 1-30). Routledge: London, UK. Green open access
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Chapman, A; (2021) Changing LUK: Nation and Narration in the First and the Third Editions of Life in the United Kingdom. In: Brauch, N and Berger, S and Lorenz, C, (eds.) Analysing Historical Narratives: On Academic, Popular and Educational Framings of the Past. (pp. 304-326). Berghahn Books: Oxford, UK. Green open access
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Deng, Z; (2021) Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education. In: Green, B and Roberts, P and Brennan, M, (eds.) Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry. (pp. 105-122). Palgrave Macmillan Green open access
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Loo, Sai; (2021) From face-to-face to fully online deliveries: teaching and learning for all? In: Regan, Louise and Duckett, Ian, (eds.) Reimagining Education: Curriculum and Assessment. Manifesto Press with Socialist Educational Association: London, UK.

Majid, Nasreen; (2021) The Arts and Mathematics. In: Ogier, Susan and Tutchell, Suzy, (eds.) Teaching the Arts in the Primary Curriculum. Sage: London, UK. Green open access
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Morgan, C; (2021) Conceptualising and researching mathematics classrooms as sites of communication. In: Planas, N and Morgan, C and Schütte, M, (eds.) Classroom research on mathematics and language: seeing learners and teachers differently. Routledge: London, UK. Green open access
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Morgan, C; Planas, N; Schütte, M; (2021) Developing a perspective on multiplicity in the study of language in mathematics classrooms. In: Planas, N and Morgan, C and Schútte, M, (eds.) Classroom research on mathematics and language: seeing learners and teachers differently. Routledge: London, UK.

Reiss, M; (2021) Vaccine hesitancy: Why trust science and science education? In: McCloughlin, T, (ed.) The Nature of Science in Biology: A Source for Educators. Graphikon Teo: Dublin, Ireland.

Reiss, M; Norman, Z; (2021) The emergence of an environmental ethos on Luna. In: Rappaport, M and Szocik, K, (eds.) The Human Factor in the Settlement of the Moon An Interdisciplinary Approach. (pp. 221-232). Springer: Cham, Switzerland. Green open access
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Reiss, M; Berry, M; (2021) Reproduction. In: Reiss, M and Winterbottom, M, (eds.) Teaching Secondary Biology 3rd Edition. (pp. 155-180). Hodder Education: London, UK. Green open access
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Reiss, M; Winterbottom, M; (2021) The principles behind secondary biology teaching. In: Reiss, M and Winterbottom, M, (eds.) Teaching Secondary Biology 3rd Edition. Hodder Education: London, UK.

Proceedings paper

Barrow, E; Golding, J; Grima, G; (2021) ‘It’s been worth the effort’: Primary school teachers learning to teach mathematics remotely during the pandemic. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 41 No 2. (pp. 01). British Society for Research into Learning Mathematics: Online. Green open access
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Barrow, E; Golding, J; Grima, G; (2021) Mind the gap: Mathematics teaching and learning in Power Maths primary schools in a pandemic autumn. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 14 No 1. (pp. 05). BSRLM: Online. Green open access
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Bretscher, N; Geraniou, E; Clark-Wilson, A; Crisan, C; (2021) Learning from the pandemic: Capitalising on opportunities and overcoming challenges for mathematics teaching and learning practices with and through technology. In: Marks, Rachel, (ed.) Proceedings of the British Society for Research into Learning Mathematics 41(3). BSRLM Green open access
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Crisan, C; (2021) Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics: London, UK. Green open access
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Crisan, C; Bretscher, N; Clark-Wilson, A; Geraniou, E; Neate, A; Shore, C; (2021) Learning from the pandemic: Capitalising on opportunities and overcoming challenges for mathematics teaching and learning practices with and through technology. In: Proceedings of the British Society for Research into Learning Mathematics 41(2). BSRLM Green open access
file

Crisan, C; Bretscher, N; Geraniou, E; Clark-Wilson, A; (2021) Learning from the pandemic: Capitalising on opportunities and overcoming challenges for mathematics teaching and learning practices with and through technology. In: Proceedings of the British Society for Research into Learning Mathematics 41(1). BSRLM Green open access
file

Golding, J; Grima, G; (2021) A pandemic summer: Impact on teaching and learning for mastery in Power Maths primary schools. In: Marks, R, (ed.) BSRLM Proceedings. BSRLM Green open access
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Redmond, B; Golding, J; Grima, G; (2021) ‘Hard to focus, difficult to learn’: Covid19 Impacts on teaching, learning and progression for A Levels in Mathematics. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 41 No 2. (pp. p. 16). BSRLM: Online. Green open access
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Redmond, B; Golding, J; Grima, G; (2021) Covid 19: Impacts on teaching, learning and progression for A Levels in Mathematics. In: Marks, R, (ed.) (Proceedings) BSRLM Day conference. BSRLM Green open access
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Wright, P; Black, L; (2021) Critiquing Bourdieu: Implications for doing critical pedagogy in the mathematics classroom. In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. (pp. pp. 1072-1080). Tredition: Hamburg, Germany. Green open access
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Wright, P; Fejzo, A; Carvalho, T; (2021) Recognising the benefits of progressive pedagogies for promoting equity and social justice in the mathematics classroom. In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. (pp. pp. 1081-1089). Tredition: Hamburg, Germany. Green open access
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Report

Academic Network on Global Education & Learning; (2021) Global Education Digest 2021. (Global Education Digest Report Series 4 , pp. pp. 1-154 ). Development Education Research Centre: London, UK. Green open access
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Gao, J; Brooks, C; Xu, Y; Kitto, E; (2021) What kind of parenting promotes 0-3-year-olds' development? A review of research evidence in international and China-specific literature. Centre for Teacher and Early Years Education, UCL Institute of Education: London, UK. Green open access
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Gao, J; Li, M; Xu, Y; Qin, S; Guo, W; Tian, Z; Lok, J; (2021) (Re)constructing school readiness from Chinese young children's perspectives: Interim Report. Centre for Teacher and Early Years Education, UCL Institute of Education: London, UK. Green open access
file

Golding, J; Grima, G; (2021) Reformed mathematics A Levels in England: Higher Education perceptions of impact of the first two cycles. Pearson UK: London.

Golding, J; Smart, T; (2021) Call for views: methodology technical note. The Royal Society: London, UK. Green open access
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Jenkinson, A; Whitehead, S; Emmerson, L; Wiggins, A; Worton, S; Ringrose, J; Bragg, S; (2021) Good Practice Guide for Teaching Relationships and Sex(uality) Education (RSE). UCL Institute of Education: London, UK. Green open access
file

Leaton Gray, S; (2021) Biometrics Institute 20th Anniversary Report. Biometrics Institute: London, UK. Green open access
file

Leaton Gray, S; Saville, K; Hargreaves, E; Jones, E; Perryman, J; (2021) Moving Up: Secondary school transition processes during the COVID-19 pandemic. UCL Institute of Education: London, UK. Green open access
file

Mason, K; Grima, G; Redmond, B; Hill, J; Carter, P; Golding, J; Meredith, J; (2021) A Level Mathematics: Qualification Efficacy Report. Pearson UK: London, UK.

McKenzie, Marcia; Chopin, Nicola; Greer, Kate; (2021) Advancing Global Climate Literacy and Action. Monitoring and Evaluating Climate Communication and Education (MECCE): Saskatoon, Canada. Green open access
file

Riordan, Sally; Jopling, Michael; Starr, Sean; (2021) Against the odds: achieving greater progress for secondary students facing socio-economic disadvantage. The Social Mobility Commission: London, UK. Green open access
file

Riordan, Sally; Jopling, Michael; Starr, Sean; Lalli, Gurpinder; (2021) The Black Country Education Insight Report 2021. (Education Observatory research 2020-21 ). Education Observatory, University of Wolverhampton: Wolverhampton, UK. Green open access
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Taylor, B; Mills, M; Elwick, A; Pillinger, C; Gronland, G; Hayward, J; Hextall, I; (2021) Addressing Extremism Through the Classroom. A Research Report from the Centre for Teachers & Teaching Research. UCL Institute of Education: London, UK. Green open access
file

Tereshchenko, A; Mills, M; Bradbury, A; (2021) What makes minority ethnic teachers stay in teaching, or leave? Centre for Teachers & Teaching Research, UCL Institute of Education: London, UK. Green open access
file

Tereshchenko, A; Bradbury, A; Mills, M; (2021) Improving the retention of minority ethnic teachers in England. Policy Briefing from the Centre for Teachers & Teaching Research. UCL Institute of Education: London, UK. Green open access
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Tinkler, A; (2021) What perceptions do children involved in an active school partnership with a school in India have of the country? (Connecting Classrooms through Global Learning Practitioner Research Fund 1 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK. Green open access
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Xu, Y; Gao, J; (2021) A Systematic Review of Parent-child Reading in Early Childhood (0-6): Effects, Factors, and Interventions. Centre for Teacher and Early Years Education, UCL Institute of Education: London, UK. Green open access
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Working / discussion paper

Daly, C; Gandolfi, H; Pillinger, C; Glegg, P; Hardman, MA; Stiasny, B; Taylor, B; (2021) The Early Career Framework – A Guide for Mentors and Early Career Teachers. (Guidance Paper from the Centre for Teachers & Teaching Research ). Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK. Green open access
file

Golding, J; Lyakhova, S; (2021) School mathematics education and digital technologies. Joint Mathematical Council of the UK: London, UK. Green open access
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Hardman, MA; Daly, C; Gandolfi, H; Glegg, P; Pillinger, C; Stiasny, B; Taylor, B; (2021) The Early Career Framework – A Guide for School Leaders and Induction Leads. (Guidance Paper from the Centre for Teachers & Teaching Research ). Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK. Green open access
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Taylor, B; Daly, C; Gandolfi, H; Glegg, P; Hardman, MA; Pillinger, C; Stiasny, B; (2021) The Early Career Framework – A Guide for Implementation. (Guidance Paper from the Centre for Teachers & Teaching Research ). Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK. Green open access
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Conference item

Barrow, Ellen; Golding, Jennie; Grima, Grace; (2021) A year of pandemic: managing the impact in Power Maths primary schools in England, 2020-2021. Presented at: AEA-Europe conference 2021, Online conference. Green open access
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Crisan, C; (2021) Subject specific mentoring: Making mathematics the focus of mentor-mentees conversations. Presented at: Association of Teachers of Mathematics (ATM) 2021 Conference, Online conference. Green open access
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Crisan, C; Campbell, K; Clark, L; Gourlay, L; Katsapi, E; Riding, K; Warwick, I; (2021) Learning from Lockdown: Listening to students' voices about the challenges and benefits in the post-COVID-19 digital practices. Presented at: UCL Education Conference 2021, Online conference. Green open access
file

Golding, Jennie; Grima, Grace; (2021) TIMSS-based teacher workshops adding value to policy and practice in England. Presented at: IEA International Research Conference 2021, Dubai, UAE. Green open access
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Grima, Grace; Golding, Jennie; (2021) Understanding learning loss during the pandemic – implications for assessment. Presented at: AEA-Europe conference 2021, Online conference. Green open access
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Hill, Mark; Custodio, Irene; Golding, Jennie; Grima, Grace; (2021) A study of gender, self-perception, and mathematics: The 2020 England, Wales, and Northern Ireland PISA Field Trial. Presented at: AEA-Europe conference 2021, Online conference. Green open access
file

Redmond, Ben; Golding, Jennie; Grima, Grace; (2021) What is lost when exams are cancelled? Presented at: AEA-Europe conference 2021, Online conference. Green open access
file

Tunnicliffe, SD; (2021) Talk and Do Science at Home. Presented at: Professional Development Institute, Early Years Directorate, Government of Jamaica, Virtual conference. Green open access
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Walshe, N; Moula, Z; Lee, E; (2021) Making Nature Explicit In Children's Drawings Of Wellbeing And Happy Spaces. Presented at: European Conference of Educational Research (ECER) 2021, Geneva, Switzerland (Online). Green open access
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Poster

Moula, Z; Walshe, N; (2021) Eco-Capabilities: Teacher and artist reflections on nature-based art interventions for children's wellbeing. Presented at: European Conference of Educational Research (ECER) 2021, Geneva, Switzerland (Online). Green open access
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Thesis

Ellington, Peter; (2021) Powerful Knowledge in Accounting Education. Doctoral thesis (Ed.D), UCL (University College London). Green open access
file

Jenkins, Sean; (2021) Web-Based Homework versus Paper-Based Homework in United Arab Emirates Secondary Mathematics. Doctoral thesis (M.Phil), UCL (University College London). Green open access
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Majid, Nasreen; (2021) The developing professional identity of Primary Mathematics Specialist Teachers [PMaSTs]; how primary teachers’ biographical processes and experiences shape their new professional identities and career trajectories. Doctoral thesis (Ed.D), University of Reading. Green open access
file

Mohammed, Victoria Olubunmi; (2021) Students' and teachers' perspectives on the learning of school science in Lagos, Nigeria. Doctoral thesis (Ph.D), UCL (University College London). Green open access
file

Newall, Emma; (2021) Evolution and the Controversy: Existential and Psychoanalytic Perspectives. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Silver, Matthew; (2021) An Exploratory Study of the Impact of a Meaningful, Mastery Project Based Learning Curriculum Structure Based on Self-Determination Theory and Agentic Engagement on Motivation, Engagement and Outcomes in a SEND Secondary School in England. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Sissling, Susan; (2021) The environment for secondary school science teachers’ continuing professional development in England: policy influencers’ and practitioners’ perspectives. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Digital scholarly resource

Elhawary, D; Hargreaves, E; (2021) Why Won’t They Speak English? Guidelines for Teachers on Using Pairwork to Enhance Speaking in the EFL Primary Classroom. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/ Green open access
file

Hayward, J; Gronland, G; (2021) Conspiracy theories in the Classroom: Guidance for teachers. [Digital scholarly resource]. https://teachingcitizenship.org.uk/resource/conspi... Green open access
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Jenkinson, A; Bragg, S; Ringrose, J; Wiggins, A; Boldry, K; (2021) UCL Community Engaged Learning Project: School Uniform Guidance. [Digital scholarly resource]. https://static1.squarespace.com/static/57dbe276f7e... Green open access
file

Jones, E; Saville, K; (2021) Moving Up: Lessons from Researching Transitions During a Global Pandemic. [Digital scholarly resource]. https://learningspaces.dundee.ac.uk/esw-tcelt/2021... Green open access
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Reiss, M; (2021) Futures of Education in a Digitally Globalized Era. [Digital scholarly resource]. https://www.globalcitizenshipfoundation.org/ed/the... Green open access
file

Reiss, M; (2021) Sustainability. [Digital scholarly resource]. https://routesjournal.org/ Green open access
file

Saville, K; Leaton Gray, S; (2021) Year 6’s: ‘ready, strong and brave’ for the transition to secondary in the time of Covid. [Digital scholarly resource]. https://blogs.ucl.ac.uk/ioe/2021/06/02/year-6s-rea... Green open access
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This list was generated on Mon Feb 26 00:48:35 2024 GMT.