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Number of items: 181.
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.
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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.
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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.
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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).
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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.
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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.
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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.
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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).
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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).
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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.
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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.
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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).
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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.
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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.
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Clark, Lauren;
(2021)
Bridging the Power Gap: GTAs and Student-Staff Partnership.
Postgraduate Pedagogies
, 1
(1)
pp. 91-108.
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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.
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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.
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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.
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Crisan, C;
(2021)
Promoting a research-informed mathematics teaching practice.
The Mathematics Teaching Journal
, 275
pp. 28-30.
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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.
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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.
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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).
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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).
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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.
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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.
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Es, L;
Chapman, A;
(2021)
Interview with Arthur Chapman.
Turkish History Education Journal
, 10
(2)
pp. 57-64.
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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.
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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).
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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.
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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).
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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).
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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.
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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.
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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.
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Golding, J;
(2021)
The Lure of Infinity.
Mathematics in School
(In press).
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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Hargreaves, E;
(2021)
Life-history research with children: Extending and enriching the approach.
Children & Society
(In press).
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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.
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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.
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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).
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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.
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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).
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Hayward, Jeremy;
(2021)
Conspiracy theories and citizenship education.
Teaching Citizenship
, 54
pp. 12-17.
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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.
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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.
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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
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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.
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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).
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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).
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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).
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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.
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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).
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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.
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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).
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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).
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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
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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.
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Markwick, A;
(2021)
Having fun with microscopy.
School Science Review
, 103
(382)
pp. 27-30.
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Markwick, A;
(2021)
Teaching rates of reaction post-16.
Education in Chemistry
(In press).
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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.
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Markwick, A;
(2021)
Teaching Adaptation: some tried and tested activities.
Primary Science
, 168
pp. 29-32.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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).
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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).
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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.
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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.
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Rushton, Elizabeth;
Dunlop, Lynda;
(2021)
Science education in the context of the climate crisis.
School Science Review
, 103
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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.
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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
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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.
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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.
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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.
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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).
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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.
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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.
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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).
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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.
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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.
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Starkey, H;
(2021)
Classroom counternarratives as transformative multicultural citizenship education.
Multicultural Education Review
10.1080/2005615X.2021.1964266.
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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.
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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.
|
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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.
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|
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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.
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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.
|
|
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).
|
|
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.
|
|
Walshe, N;
Sund, L;
(2021)
Developing (Transformative) environmental and sustainability education in classroom practice.
Sustainability
, 14
(1)
, Article 110. 10.3390/su14010110.
|
|
|
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.
|
|
|
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.
|
|
Wright, P;
(2021)
Towards an empowering mathematics curriculum: A focus on learner and teacher agency.
Mathematics Teaching (MT)
, 2021
(279)
pp. 40-43.
|
|
Wright, P;
Fejzo, A;
Carvalho, T;
(2021)
Progressive pedagogies made visible: Implications for equitable mathematics teaching.
Curriculum Journal
10.1002/curj.122.
(In press).
|
|
|
Xu, Y;
(2021)
Challenging gender stereotypes through gender-sensitive practices in early years education and care.
Early Education Journal
(93)
pp. 10-12.
|
|
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.
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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.
|
Book
|
Chapman, A (Ed).
(2021)
Knowing History in Schools: Powerful knowledge and the powers of knowledge.
Knowledge and the Curriculum.
UCL Press: London, UK.
|
|
|
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.
|
|
Miller, D;
Rabho, LA;
Awondo, P;
De Vries, M;
Duque, M;
Garvey, P;
Haapio-Kirk, L;
+ 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.
|
|
|
Scott, D;
(2021)
On Learning: A general theory of objects and object-relations.
UCL Press: London, UK.
|
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.
|
|
Brooks, C;
(2021)
Quality conundrums in initial teacher education.
In:
Initial Teacher Education at Scale: Quality Conundrums.
(pp. 1-30).
Routledge: London, UK.
|
|
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.
|
|
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
|
|
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.
|
|
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.
|
|
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.
|
|
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.
|
|
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.
|
|
|
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.
|
|
|
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
|
|
|
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.
|
|
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
|
|
|
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
|
|
|
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
|
|
|
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.
|
|
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
|
|
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.
|
|
|
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.
|
|
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.
|
|
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.
|
|
Gao, J;
Li, M;
Xu, Y;
Qin, S;
Guo, W;
Tian, Z;
Lok, J;
+ view all
(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.
|
|
|
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.
|
|
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.
|
|
Leaton Gray, S;
(2021)
Biometrics Institute 20th Anniversary Report.
Biometrics Institute: London, UK.
|
|
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.
|
|
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.
|
|
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.
|
 |
|
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.
|
|
|
Taylor, B;
Mills, M;
Elwick, A;
Pillinger, C;
Gronland, G;
Hayward, J;
Hextall, I;
+ view all
(2021)
Addressing Extremism Through the Classroom. A Research Report from the Centre for Teachers & Teaching Research.
UCL Institute of Education: London, UK.
|
|
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.
|
|
|
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.
|
|
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.
|
|
|
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.
|
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.
|
|
|
Golding, J;
Lyakhova, S;
(2021)
School mathematics education and digital technologies.
Joint Mathematical Council of the UK: London, UK.
|
|
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.
|
|
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.
|
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.
|
 |
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
Grima, Grace;
Golding, Jennie;
(2021)
Understanding learning loss during the pandemic – implications for assessment.
Presented at: AEA-Europe conference 2021, Online conference.
|
|
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.
|
|
Redmond, Ben;
Golding, Jennie;
Grima, Grace;
(2021)
What is lost when exams are cancelled?
Presented at: AEA-Europe conference 2021, Online conference.
|
|
|
Tunnicliffe, SD;
(2021)
Talk and Do Science at Home.
Presented at: Professional Development Institute, Early Years Directorate, Government of Jamaica, Virtual conference.
|
|
|
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).
|
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).
|
|
Thesis
|
Ellington, Peter;
(2021)
Powerful Knowledge in Accounting Education.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
Jenkins, Sean;
(2021)
Web-Based Homework versus Paper-Based Homework in United Arab Emirates Secondary Mathematics.
Doctoral thesis (M.Phil), UCL (University College London).
|
|
|
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.
|
|
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).
|
|
Newall, Emma;
(2021)
Evolution and the Controversy: Existential and Psychoanalytic Perspectives.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
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).
|
|
|
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).
|
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/
|
|
Hayward, J;
Gronland, G;
(2021)
Conspiracy theories in the Classroom: Guidance for teachers.
[Digital scholarly resource].
https://teachingcitizenship.org.uk/resource/conspi...
|
|
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...
|
|
|
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...
|
|
Reiss, M;
(2021)
Futures of Education in a Digitally Globalized Era.
[Digital scholarly resource].
https://www.globalcitizenshipfoundation.org/ed/the...
|
|
Reiss, M;
(2021)
Sustainability.
[Digital scholarly resource].
https://routesjournal.org/
|
|
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...
|
Journal (full / special issue)
|
Standen, Alex and Hansen, Jesper and Clark, Lauren and Hastie, Alex and Kunz, Sarah and Thorogood, Joe (Eds).
(2021)
Postgraduate Pedagogies Vol. 1 No. 1.
[Whole issue].
Postgraduate Pedagogies
, 1
(1).
|
|
