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Number of items: 206.
Article
Bentall, C;
(2022)
The impact of international volunteering on returned volunteers’ engagement with social action in relation to international development.
Compare: A Journal of Comparative and International Education
, 52
(5)
pp. 804-821.
10.1080/03057925.2020.1837612.
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Bentall, Clare;
Hunt, Frances;
(2022)
The value of third sector organisations’ provision of global learning CPD in English schools.
Professional Development in Education
10.1080/19415257.2022.2038656.
(In press).
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Berger-Correa, Bárbara;
Ringrose, Jessica;
Xie, Xumeng;
Cambazoglu, Idil;
(2022)
Mapping affective circuits of a Twitter trolling attack against feminist arts-based pedagogy during the COVID-19 global pandemic.
International Journal of Qualitative Studies in Education
10.1080/09518398.2022.2098410.
(In press).
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Bourn, Douglas;
(2022)
Global Citizenship Education and Paulo Freire's Pedagogy of Hope.
Global Citizenship Foundation
, Article 1.
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Brant, Jacek;
(2022)
The curriculum question and school economics: three educational scenarios for the future.
Journal of Social Science Education
, 21
(2)
10.11576/jsse-4858.
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Bretscher, Nicola;
(2022)
Conceptualising TPACK Within Mathematics Education: Teachers’ Strategies for Capitalising on Transitions Within and Beyond Dynamic Geometry Software.
Digital Experiences in Mathematics Education
10.1007/s40751-022-00115-0.
(In press).
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Buchanan, Denise;
Hargreaves, Eleanore;
Quick, Laura;
(2022)
Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children.
Education 3-13
pp. 1-14.
10.1080/03004279.2022.2043405.
(In press).
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Chapman, A;
(2022)
'Because they measure success differently': Buidling students' understandngs of how historical accounts are made - possibility and potential.
Revista Territórios e Fronteiras
, 14
(2)
pp. 21-37.
10.22228/rt-f.v14i2.1161.
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Clarke, Matthew;
Mills, Martin;
Mockler, Nicole;
Singh, Parlo;
(2022)
What is the 'public' in public education? Mapping past, present and future educational imaginaries of Europe and beyond.
European Educational Research Journal
, 21
(1)
pp. 3-12.
10.1177/14749041211030063.
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Deng, Zongyi;
(2022)
Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries.
Journal of Curriculum Studies
, 54
(5)
pp. 599-617.
10.1080/00220272.2022.2089538.
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Deng, Z;
(2022)
Powerful knowledge, transformations and Didaktik /curriculum thinking.
British Educational Research Journal
, Article berj.374. 10.1002/berj.3748.
(In press).
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Dunlop, L;
Rushton, E;
Atkinson, L;
Cornelissen, E;
De Schrijver, J;
Stadnyk, T;
Stubbs, J;
... Yuan, X; + view all
(2022)
Youth co-authorship as public engagement with geoengineering.
International Journal of Science Education, Part B: Communication and Public Engagement
, 12
(1)
pp. 60-74.
10.1080/21548455.2022.2027043.
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Dunlop, Lynda;
Rushton, Elizabeth AC;
(2022)
Education for Environmental Sustainability and the Emotions: Implications for Educational Practice.
Sustainability
, 14
(8)
, Article 4441. 10.3390/su14084441.
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Dunlop, Lynda;
Rushton, Elizabeth AC;
(2022)
Putting climate change at the heart of education: Is England's strategy a placebo for policy?
British Educational Research Journal
10.1002/berj.3816.
(In press).
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Dunlop, Lynda;
Rushton, Elizabeth AC;
Atkinson, Lucy;
Ayre, Jacquie;
Bullivant, Andrea;
Essex, Jane;
Price, Laura;
... Wood, Lucy; + view all
(2022)
Teacher and youth priorities for education for environmental sustainability: A co-created manifesto.
British Educational Research Journal
10.1002/berj.3803.
(In press).
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Elkjær, Morten;
Hodgen, Jeremy;
(2022)
Operationalising Vergnaud’s Notion of Scheme in Task Design in Online Learning Environments to Support the Implementation of Formative Assessment.
Implementation and Replication Studies in Mathematics Education
, 2
(1)
pp. 21-44.
10.1163/26670127-bja10002.
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Gandolfi, Haira;
Rushton, Elizabeth AC;
(2022)
Decolonial and anti‐racist perspectives in teacher training and education curricula in England and Wales.
The Curriculum Journal
10.1002/curj.200.
(In press).
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Garrecht, Carola;
Czinczel, Berrit;
Kretschmann, Marek;
Reiss, Michael J;
(2022)
‘Should We Be Doing It, Should We Not Be Doing It, Who Could Be Harmed?’.
Science & Education
10.1007/s11191-022-00342-2.
(In press).
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Goodley, Claire;
Perryman, Jane;
(2022)
Beyond the 'terrors of performativity': dichotomies, identities and escaping the panopticon.
London Review of Education
, 20
(1)
, Article 29. 10.14324/lre.20.1.29.
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Gray, SL;
(2022)
Phantasy and play: Susan Isaacs and child development.
London Review of Education
, 20
(1)
, Article 40. 10.14324/LRE.20.1.40.
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Greer, Kate;
Perry, Sophie;
Hine, Shirin;
Wood, Lucy;
O'Dwyer, Liam Cini;
(2022)
Doctoral research as team enterprise: the
continuing legacy of Professor Rosalind Driver.
Journal of Science Teacher Education
, 92
pp. 41-45.
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Grol, Roel;
Glegg, Polly;
Oosterbroek, Coen;
Pascall, Limara;
(2022)
Towards a model for analyzing and supporting business reasoning in secondary education.
Teaching Business and Economics
, 2022
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Guerrero Hernández, Gonzalo;
(2022)
Community-Based Outdoor Science Education in Chile: A Contribution to Expanding Networks within Pro-Eco-Justice Dispositifs.
Journal for Activist Science and Technology Education
, 12
(1)
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Gunton, Richard M;
Stafleu, Marinus D;
Reiss, Michael J;
(2022)
A General Theory of Objectivity: Contributions from the Reformational Philosophy Tradition.
Foundations of Science
, 27
pp. 941-955.
10.1007/s10699-021-09809-x.
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Hamblin, Declan;
Beckey, Alex;
(2022)
Target setting: mentoring in physical education.
Physical Education Matters
, 17
(2)
pp. 72-74.
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Hammond, Lauren;
(2022)
Who are the children we teach? Considering identities, place and time-space in education.
Oxford Review of Education
10.1080/03054985.2022.2085086.
(In press).
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Hammond, Lauren;
Healy, Grace;
(2022)
Engaging with undergraduate geography students’ perspectives on the value of geography to a person’s education.
Geography
, 107
pp. 133-144.
10.1080/00167487.2022.2114164.
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Hargreaves, E;
Buchanan, D;
Quick, L;
(2022)
Persevering for a cruel and cynical fiction? The experiences of the 'low achievers' in primary schooling.
British Journal of Educational Studies
10.1080/00071005.2021.1998340.
(In press).
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Hargreaves, E;
Saville, K;
Buchanan, D;
Leaton Gray, S;
Perryman, J;
Quick, L;
(2022)
Sense of competence, autonomy and relatedness during primary-secondary transition: children express their own experiences.
International Journal of Educational and Life Transitions
, 1
(1)
pp. 1-16.
10.5334/ijelt.36.
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Hellawell, B;
(2022)
Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’ EEF recommendations: meeting identified need in order to thrive.
Support for Learning
, 37
(2)
pp. 336-350.
10.1111/1467-9604.12411.
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Hellawell, Beate;
Smith, Sharon;
Wharton, Julie;
(2022)
‘What was required above all else was collaboration’: keeping the momentum for SEND partnership working in the wake of Covid‐19.
British Journal of Special Education
10.1111/1467-8578.12413.
(In press).
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Hodgen, J;
Foster, C;
Brown, M;
(2022)
Low attainment in mathematics: An analysis of 60 years of policy discourse in England.
Curriculum Journal
, 33
(1)
pp. 5-24.
10.1002/curj.128.
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Hodgen, Jeremy;
Adkins, Michael;
Ainsworth, Shaaron Elizabeth;
(2022)
Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial.
Cambridge Journal of Education
10.1080/0305764x.2022.2093838.
(In press).
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Hodgen, Jeremy;
Taylor, Becky;
Francis, Becky;
Craig, Nicole;
Bretscher, Nicola;
Tereshchenko, Antonina;
Connolly, Paul;
(2022)
The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time.
British Educational Research Journal
10.1002/berj.3838.
(In press).
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Jerome, Lee;
Starkey, Hugh;
(2022)
Developing children's agency within a children's rights education framework: 10 propositions.
Education 3-13
pp. 1-13.
10.1080/03004279.2022.2052233.
(In press).
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Johann, LI;
Rusk, FKH;
Reiss, MJ;
Groß, J;
(2022)
Upper secondary students’ thinking pathways in cell membrane biology – an evidence-based development and evaluation of learning activities using the Model of Educational Reconstruction.
Journal of Biological Education
10.1080/00219266.2022.2026805.
(In press).
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Kelly, Kate Tremain;
Richardson, Mary;
Isaacs, Talia;
(2022)
Critiquing the rationales for using comparative judgement: a call for clarity.
Assessment in Education: Principles, Policy & Practice
10.1080/0969594x.2022.2147901.
(In press).
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Levinson, R;
Hadjicosti, I;
Korfiatis, K;
Price, S;
(2022)
Students' Forms of Dialogue When Engaged with Contemporary Biological Research: Insights from University and High School Students' Group Discussions.
Research in Science Education
, 52
pp. 1525-1544.
10.1007/s11165-021-09989-3.
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Loo, Sai;
(2022)
VET in FE: A Way Forward.
FE News
|
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Loo, Sai;
(2022)
Vocational education and training (VET) in FE: A question of ‘divide and rule’?
FE News
|
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Loo, Sai;
Wilde, Julie;
(2022)
VET in FE: Curriculum Development Framework.
FE News
|
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Markwick, A;
White, A;
(2022)
Working scientifically with fruit and vegetable batteries.
Primary Science
(171)
pp. 11-14.
(In press).
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Markwick, Andy;
(2022)
Luminescence: a fascinating phenomenon that engages learners.
School Science Review
, 104
(386)
pp. 11-18.
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Markwick, Andy;
Pope, William;
(2022)
Learning From Lockdown: How To Develop Blended Learning.
Teaching Times
pp. 1-8.
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Maslowski, Katherine;
Biswakarma, Rina;
Reiss, Michael J;
Harper, Joyce;
(2022)
Sex and fertility education in England: an analysis of biology curricula and students’ experiences.
Journal of Biological Education
10.1080/00219266.2022.2108103.
(In press).
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Mills, M;
Riddle, S;
McGregor, G;
Howell, A;
(2022)
Towards an understanding of curricular justice and democratic schooling.
Journal of Educational Administration and History
, 54
(3)
pp. 345-356.
10.1080/00220620.2021.1977262.
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Mitchell, David;
(2022)
GeoCapabilities 3—knowledge and values in education for the Anthropocene.
International Research in Geographical and Environmental Education
10.1080/10382046.2022.2133353.
(In press).
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Mitchell, David;
Hanus, Martin;
Béneker, Tine;
Biddulph, Mary;
Leininger-Frézal, Caroline;
Zwartjes, Luc;
Donert, Karl;
(2022)
Enhancing Teachers’ Expertise Through Curriculum Leadership—Lessons from the GeoCapabilities 3 Project.
Journal of Geography
, 121
(5-6)
pp. 162-172.
10.1080/00221341.2022.2149838.
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Mohammed, Victoria;
Reiss, Michael J;
Hargreaves, Eleanore;
(2022)
Students' views on what aids their learning of school science in Lagos state, Nigeria.
SN Social Sciences
, 2
, Article 99. 10.1007/s43545-022-00404-w.
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Morgan, J.;
(2022)
Knowledge, culture and the curriculum in Britain, 1944 to the present.
London Review of Education
, 20
(1)
, Article 34. 10.14324/LRE.20.1.34.
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Moula, Zoe;
Palmer, Karen;
Walshe, Nicola;
(2022)
A Systematic Review of Arts-Based Interventions Delivered to Children and Young People in Nature or Outdoor Spaces: Impact on Nature Connectedness, Health and Wellbeing.
Frontiers in Psychology
, 13
, Article 858781. 10.3389/fpsyg.2022.858781.
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Mujtaba, Tamjid;
Reiss, Michael;
(2022)
The Development of an ‘Attitudes to Science and Religion’ Instrument for Secondary School Students: How Are the Attitudes of Students to Science and Religion Associated with Student Religion and Other Characteristics?
Education Sciences
, 12
(12)
p. 937.
10.3390/educsci12120937.
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Perryman, Jane;
Leaton Gray, Sandra;
Hargreaves, Eleanore;
Saville, Katya;
(2022)
'Feeling Overwhelmed': Pedagogy and professionalism in a pandemic.
Pedagogy, Culture & Society
10.1080/14681366.2022.2133157.
(In press).
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Pillinger, C;
Vardy, E;
(2022)
The story so far: A systematic review of the dialogic reading literature.
Journal of Research in Reading
, 45
(4)
pp. 533-548.
10.1111/1467-9817.12407.
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Prendergast, Mabel;
Kanella, Ilektra;
Milton-Jones, Helena;
Moula, Zoe;
Scott, Katie;
Shah, Rakhee;
(2022)
Public health for paediatricians: 15-minute guide to identify and address food insecurity.
Archives of Disease in Childhood: Education and Practice Edition
10.1136/archdischild-2021-322023.
(In press).
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Reiss, M;
Ji, Y;
(2022)
Cherish Lives? Progress and compromise in sexuality education textbooks produced in contemporary China.
Sex Education: sexuality, society and learning
10.1080/14681811.2021.1955670.
(In press).
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Reiss, Michael;
Mussard, Jack;
(2022)
Why is genetics so hard to learn? Insights from examiner reports for 16-18 year-olds in England.
School Science Review
, 103
(384)
pp. 32-40.
|
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Reiss, Michael J;
(2022)
Consent, mutuality and respect for persons as standards for ethical sex and for sex education.
Journal of Philosophy of Education
10.1111/1467-9752.12680.
(In press).
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Reiss, Michael J;
(2022)
Trust, Science Education and Vaccines.
Science & Education
10.1007/s11191-022-00339-x.
(In press).
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Reiss, MJ;
(2022)
Reclimating: 0°C as a target for global warming.
Journal of Biological Education
, 56
(1)
pp. 1-2.
10.1080/00219266.2022.2041536.
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Riordan, Sally;
(2022)
Improving teaching quality to compensate for socio‐economic disadvantages: A study of research dissemination across secondary schools in England.
Review of Education
, 10
(2)
, Article e3354. 10.1002/rev3.3354.
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Rumjaun, A;
Atchia, S;
Reiss, MJ;
(2022)
Policy responses to the decline in the number of students choosing biology beyond compulsory school level in Mauritius.
Journal of Biological Education
pp. 1-18.
10.1080/00219266.2021.2012226.
(In press).
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Rushton, Elizabeth;
Dunlop, Lynda;
(2022)
Education for Environmental Sustainability.
BERA Research Intelligence
, 150
pp. 10-11.
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Rushton, Elizabeth;
Dunlop, Lynda;
(2022)
Reflections on manifesto-making in the context of education for environmental sustainability.
BERA Research Intelligence
, 150
pp. 24-25.
|
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Rushton, Elizabeth;
Murtagh, Lisa;
Ball-Smith, Claire;
Black, Bryony;
Dunlop, Lynda;
Gibbons, Simon;
Ireland, Kate;
... Scott, Carole; + view all
(2022)
Reflecting on ‘classroom readiness’ in Initial Teacher Education in a time of global pandemic from the perspectives of eight university providers from across England, UK.
Journal of Education for Teaching
10.1080/02607476.2022.2150840.
(In press).
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Rushton, Elizabeth AC;
Walshe, Nicola;
(2022)
Climate change, sustainability and the environment: the continued importance of biological education.
Journal of Biological Education
, 56
(3)
pp. 243-244.
10.1080/00219266.2022.2116843.
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Schweisfurth, Michele;
Thomas, Matthew AM;
Smail, Amy;
(2022)
Revisiting comparative pedagogy: methodologies, themes and research communities since 2000.
Compare: A Journal of Comparative and International Education
, 52
(4)
pp. 560-580.
10.1080/03057925.2020.1797475.
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Seleznyov, S;
Adhami, M;
Black, A;
Hodgen, J;
Twiss, S;
(2022)
Cognitive Acceleration in Mathematics Education: further evidence of impact.
Education 3-13: the professional journal for primary education
, 50
(5)
pp. 564-576.
10.1080/03004279.2021.1872678.
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Sell, J;
Reiss, MJ;
(2022)
Faith-sensitive RSE in areas of low religious observance: really?
Sex Education
, 22
(1)
pp. 52-67.
10.1080/14681811.2020.1835634.
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Sheldrake, Richard;
Mujtaba, Tamjid;
Reiss, Michael J;
(2022)
Implications of under-confidence and over-confidence in mathematics at secondary school.
International Journal of Educational Research
, 116
, Article 102085. 10.1016/j.ijer.2022.102085.
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Smith, Emma Rawlings;
Rushton, Elizabeth AC;
(2022)
Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world.
International Research in Geographical and Environmental Education
10.1080/10382046.2022.2153988.
(In press).
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Starkey, Hugh;
(2022)
Book review: Educating for Peace and Human Rights: An
introduction, by Maria Hantzopoulos and Monisha Bajaj.
London Review of Education
, 20
(1)
10.14324/LRE.20.1.08.
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Stones, Alexis;
Fraser-Pearce, Jo;
(2022)
Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?
Journal of Religious Education
, 70
pp. 367-382.
10.1007/s40839-022-00187-5.
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Stones, Alexis;
Mitchell, David;
(2022)
Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene.
London Review of Education
, 20
(1)
, Article 23. 10.14324/LRE.20.1.23.
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Svennevig, Hans;
Jerome, Lee;
Starkey, Hugh;
White, Kirsty;
Elwick, Alex;
(2022)
Powerful Knowledge: Revealing the Citizenship teacher's professional knowledge base.
Teaching Citizenship
(55)
pp. 35-38.
|
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Szocik, K;
Reiss, MJ;
(2022)
The final frontier: what is distinctive about the bioethics of space missions? The cases of human enhancement and human reproduction.
Monash Bioethics Review
10.1007/s40592-022-00164-6.
(In press).
|
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Tarozzi, Massimiliano;
(2022)
Implementing global citizenship education policy: The bargaining process of NGOs in some European countries.
Journal of Global Education and Research
, 6
(1)
pp. 82-97.
10.5038/2577-509x.6.1.1143.
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Taylor, Becky;
Hodgen, Jeremy;
Jacques, Laurie;
Tereshchenko, Antonina;
Cockerill, Maria;
Kwok, Rosa Kit Wan;
(2022)
Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality.
Teachers and Teaching
pp. 1-15.
10.1080/13540602.2022.2062717.
(In press).
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Taylor, R;
(2022)
Attainment grouping and equity in English schools.
Assessment and Development Matters
(In press).
|
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Walshe, Nicola;
Moula, zoe;
lee, elsa;
(2022)
Eco-Capabilities as a Pathway to Wellbeing and Sustainability.
Sustsainability
, 14
(6)
, Article 3582. 10.3390/su14063582.
|
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Wright, P;
Carvalho, T;
Fejzo, A;
(2022)
Visible mathematics pedagogy: A model for transforming classroom practice.
Educational Action Research
, 30
(2)
pp. 168-191.
10.1080/09650792.2020.1850497.
|
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Yamak, M;
Chaaban, Y;
(2022)
Capitalising on professional capital in Lebanese schools post-pandemic.
International Journal of Educational Research Open
, 3
, Article 100125. 10.1016/j.ijedro.2022.100125.
|
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Yamak, M;
Chaaban, Y;
(2022)
Lebanese Pre-service Teachers' Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course.
Mathematics Teacher Education and Development
, 24
(2)
pp. 19-32.
|
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Zewolde, Solomon;
(2022)
‘Race’ and academic performance in international higher education: Black Africans in the UK.
Journal of Comparative & International Higher Education
, 14
(3a)
pp. 211-226.
10.32674/jcihe.v14i3a.3976.
|
Book
|
Guerrero Hernández, Gonzalo;
Salinas, Victor;
Aspee, Alexsandra;
Malhue, Pablo;
Pardo, Tania;
(2022)
Ciencias para la ciudadanía: Ambiente y Sustentabilidad.
[Book].
Pontificia Universidad Católica de Valparaíso - Centro de Acción Climática (CAC) y Centro de Investigación en Didáctica de las Ciencias y Educación STEM (CIDSTEM): Santiago de Chile, Chile.
|
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Richardson, Mary;
(2022)
Rebuilding Public Confidence in Educational Assessment.
[Book].
UCL Press: London, UK.
|
Book chapter
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Ahmed, F;
Hammond, L;
Nichols, S-A;
Puttick, S;
Searle, A;
(2022)
Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education.
In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.)
Mentoring Geography Teachers in the Secondary School: A Practical Guide.
Routledge
(In press).
|
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Brooks, Clare;
(2022)
The uses and abuses of quality in teacher education policy making.
In: Menter, Ian, (ed.)
The Palgrave Handbook of Teacher Education Research.
(pp. 1-17).
Palgrave Macmillan: Cham, Switzerland.
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Brooks, Clare;
(2022)
Teachers' research capacity and initial teacher education policy.
In: Tierney, RJ and Rizvi, F and Erkican, K, (eds.)
International Encyclopedia of Education.
(pp. 611-621).
Elsevier
|
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Brooks, Clare;
Gong, Qian;
Rocha, Ana Angelita;
Salinas-Silva, Victor;
(2022)
Spatial Perspectives: A Missing Link for Comparative Teacher Education Research.
In: Menter, Ian, (ed.)
The Palgrave Handbook of Teacher Education Research.
(pp. 1-24).
Palgrave Macmillan: Cham, Switzerland.
|
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Crisan, C;
(2022)
From a Personal to a Pedagogically Powerful Understanding of School Mathematics.
In: Gericke, N and Olin-Schelle, C and Stolare, M and Hudson, B, (eds.)
International Perspectives on Powerful Knowledge and Epistemic Quality: Implications for Innovation in Teacher Education Policy and Practice. Bloomsbury Publishing.
Bloomsbury Academic: London, UK.
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Daly, C;
Hardman, M;
Taylor, R;
(2022)
The Early Career Framework pilots: lessons learned.
In: Ovenden-Hope, T, (ed.)
The Early Career Framework: origins, outcomes and opportunities.
John Catt Educational Ltd
(In press).
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Daly, Caroline;
Brooks, Clare;
(2022)
Developing further as a teacher.
In: Capel, S and Leask, M and Younie, S and Hidson, L and Lawrence, J, (eds.)
Learning to Teach in the Secondary School. A Companion to School Experience.
(pp. 506-517).
Routledge: London, UK.
|
|
Deng, Zongyi;
(2022)
Recontextualizing and Translating Twenty-First Century Competencies into Curriculum: Bringing Didaktik into Conversation.
In: Lee, Wing On and Brown, Phillip and Goodwin, Lin and Green, Andy, (eds.)
International Handbook on Education Development in Asia-Pacific.
(pp. 1-21).
Springer: Singapore, Singapore.
|
|
Elwick, Alexander;
Friedrich, Philipp;
(2022)
Trust in Higher Education Policy-Making.
In: Gibbs, P and Maassen, P, (eds.)
Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom.
(pp. 37-50).
Springer Nature: Cham, Switzerland.
|
|
Geraniou, Eirini;
Mavrikis, Manolis;
(2022)
Students’ Justification Strategies on the Correctness and Equivalence of Computer-Based Algebraic Expressions.
In: Rojano, Teresa, (ed.)
Algebra Structure Sense Development amongst Diverse Learners: Theoretical and Empirical Insights to Support In-Person and Remote Learning.
Routledge
(In press).
|
 |
|
Golding, Jenefer;
(2022)
Foreword.
In: Chirinda, B and Luneta, K and Uworwabayeho, A, (eds.)
Mathematics Education in Africa: The Fourth Industrial Revolution.
(v-viii).
Springer: Cham, Switzerland.
|
|
Golding, Jennie;
(2022)
Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy.
In: Hudson, B and Gericke, N and Olin-Scheller, C and Stolare, M, (eds.)
International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects.
(pp. 55-78).
Bloomsbury Publishing: London, UK.
|
|
Golding, Jennie;
(2022)
Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy.
In: Hudson, B and Gericke, N and Olin-Scheller, C and Stolare, M, (eds.)
International Perspectives on Knowledge and Curriculum. Epistemic Quality across School Subjects.
(pp. 137-155).
Bloomsbury Publishing: London, UK.
|
|
Hammond, L;
Puttick, S;
Walshe, N;
Healy, G;
(2022)
Mentoring matters: contributing to a more just tomorrow in geography education.
In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.)
Mentoring Geography Teachers in the Secondary School: A Practical Guide.
(pp. 243-251).
Routledge: London, UK.
|
|
Hammond, Lauren;
Biddulph, Mary;
Catling, Simon;
McKendrick, John;
(2022)
The child and their (geographical) education.
In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.)
Children, education and geography: Rethinking intersections.
(pp. 3-18).
Routledge: London, UK.
|
|
Hammond, Lauren;
Healy, Grace;
(2022)
Student voice, democratic education and geography: Reflecting on the findings of a survey of undergraduate geography students.
In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.)
Children, education and geography: Rethinking intersections.
(pp. 102-116).
Routledge
|
|
Hardman, Mark;
Taylor, becky;
Daly, Caroline;
(2022)
An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England.
In: Menter, Ian, (ed.)
The Palgrave Handbook of Teacher Education Research.
(pp. 1-26).
Palgrave Macmillan: Cham, Switzerland.
|
|
Levinson, Ralph;
(2022)
Teaching SSIs: An Epistemology Based on Social Justice Through the Meta Theory of Critical Realism.
In: Hsu, Ying-Shao and Tytler, Russell and White, Peta J, (eds.)
Innovative Approaches to Socioscientific Issues and Sustainability Education.
(pp. 367-379).
Springer Nature: Singapore.
|
|
Loo, Sai;
(2022)
Further Education Teacher Educators’ Initial Disciplines, Journeys and Titles: From Their Perspectives in Higher Education Institutions, Further Education Colleges and Private Providers.
In: Loo, Sai, (ed.)
Teacher Educators in Vocational and Further Education.
(pp. 91-104).
Springer Nature: Cham, Switzerland.
|
|
Mckendrick, John;
Catling, Simon;
Biddulph, Mary;
Hammond, Lauren;
(2022)
Moving forwards: Strengthening engagement across the intersections between children, education and geography.
In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.)
Children, education and geography: Rethinking intersections.
(pp. 235-248).
Routledge
|
|
Osler, Audrey;
Starkey, Hugh;
(2022)
3. Global Citizenship Education: Democracy, Children’s Rights, and the Role of the Teacher.
In: Alter, Gloria T and Fernekes, William R, (eds.)
The Human Rights Imperative in Teacher Education: developing compassion, understanding and advocacy.
(pp. 57-72).
Rowman & Littlefield: Lanham, MD.
|
|
Pearce, Andy;
(2022)
Mining the Strata of Memory. Decolonization and the Contexts of Holocaust Consciousness in Early Postwar Britain.
In: Gerber, Jan and Graf, Philipp and Pollmann, Anna, (eds.)
Geschichtsoptimismus und Katastrophenbewusstsein: Europa nach dem Holocaust.
(pp. 257-284).
Vandenhoeck & Ruprecht: Göttingen, Germany.
|
|
Reiss, M;
(2022)
How can we teach genetics for social justice?
In: Haskel-Ittah, M and Yarden, A, (eds.)
Genetics Education Current Challenges and Possible Solutions.
(pp. 35-52).
Springer: Cham, Switzerlend.
|
|
Reiss, Michael;
(2022)
Unidentified Aerial Phenomena (UAP) and the Search for Knowledge.
In: Andresen, Jensine and Chon Torres, Octavio A, (eds.)
Extraterrestrial Intelligence: Academic and Societal Implications.
(pp. 33-40).
Cambridge Scholars Publishing: Newcastle, UK.
|
|
Reiss, Michael;
(2022)
Learning to teach controversial topics.
In: Luft, Julie and Jones, Gail, (eds.)
Handbook of Research on Science Teacher Education.
Routledge: Abingdon, UK.
|
|
Reiss, Michael;
Sheldrake, Richard;
(2022)
Children's Interests and Orientations Towards Nature: Views from Young Children in England.
In: Korfiatis, Konstantinos and Grace, Marcus, (eds.)
Current Research in Biology Education: Selected Papers from the ERIDOB Community.
(pp. 285-299).
Springer: Cham, Switzerland.
|
|
Reiss, Michael;
Swanepoel, Annie;
Launer, John;
Music, Graham;
Wren, Bernadette;
(2022)
Evolutionary perspectives on childhood trauma.
In: Abed, Riadh and St John-Smith, Paul, (eds.)
Evolutionary Psychiatry: Current Perspectives on Evolution and Mental Health.
(pp. 214-227).
Cambridge University Press: Cambridge, UK.
|
|
Reiss, Michael;
Swanepoel, Annie;
Launer, John;
Music, Graham;
Wren, Bernadette;
(2022)
Evolutionary perspectives on neurodevelopmental disorders.
In: Abed, Riadh and St John-Smith, Paul, (eds.)
Evolutionary Psychiatry: Current Perspectives on Evolution and Mental Health.
(pp. 228-243).
Cambridge University Press: Cambridge, UK.
|
|
Reiss, MJ;
(2022)
Faith, science and classrooms.
In:
Debates in Science Education: Second Edition.
(pp. 188-200).
Routledge: London, UK.
|
|
Reiss, MJ;
(2022)
Worldviews - A Threat to Religious Education but Ignored in Science Education?
In: Barnes, LP, (ed.)
Religion and Worldviews: The Triumph of the Secular in Religious Education.
(pp. 152-168).
Routledge: London, UK.
|
|
Rushton, Elizabeth;
Walkington, Helen;
(2022)
Mentoring school student research as an approach to geography teacher professional development.
In: Artvinli, Eyüp and Gryl, Inga and Lee, Jongwon and Mitchell, Jerry, (eds.)
Geography teacher education and professionalization.
(pp. 277-290).
Springer: Cham, Switzerland.
|
|
Starkey, Hugh;
(2022)
Challenges to Global Citizenship Education: nationalism and cosmopolitanism.
In: Lütge, Christiane and Merse, Thorsten and Rauschert, Petra, (eds.)
Global Citizenship in Foreign Language Education Concepts, Practices, Connections.
(pp. 62-78).
Routledge: Abingdon, UK.
|
|
Tunnicliffe, Sue Dale;
(2022)
Play and STEM in the early years.
In: Tunnicliffe, Sue Dale and Kennedy, Teresa, (eds.)
Play and STEM Education in the Early Years: Iterntaional Polcies and Practice.
Springer Nature: Cham, Switzerland.
|
|
Walshe, N;
Healy, G;
Hammond, L;
Puttick, S;
(2022)
Introduction: Mentoring matters in and for geography education.
In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.)
Mentoring Geography Teachers in the Secondary School: A Practical Guide.
Routledge
(In press).
|
Proceedings paper
|
Barclay, Nancy;
Barnes, Alison;
Marks, Rachel;
(2022)
Choosing and using curriculum resources in primary mathematics.
In:
Proceedings of the British Society for Research into Learning Mathematics.
British Society for Research into Learning Mathematics: Online.
|
|
|
Connolly, J;
(2022)
The Impact of Physics Anxiety on Personal and Collective Agency in the Physics Classroom.
In:
Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021).
(pp. pp. 147-155).
ESERA: Braga, Portugal.
|
|
Crisan, Cosette;
(2022)
Taking The Didactic Triangle To The Next Level: A
3D Heuristic Model For Analysing Subject Specific
Approaches To Mentoring.
In: Fernández, C and Llinares, S and Gutiérrez, A and Planas, N, (eds.)
Proceedings of the 45 th Conference of the International Group for the Psychology of Mathematics Education.
(pp. p. 197).
PME: Alicante, Spain.
|
|
|
Crisan, Cosette;
(2022)
Taking the Didactic Triangle to the Next Level: a 3D
Heuristic Model for Analysing Subject Specific
Approaches to Mentoring.
In: Fernández, C and Llinares, S and Gutiérrez, A and Planas, N, (eds.)
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1.
(pp. p. 197).
Universidad de Alicante: Alicante, Spain.
|
|
Davies, Ben;
Smart, Teresa;
Geraniou, Eirini;
Crisan, Cosette;
(2022)
STACKification: automating assessments in tertiary mathematics.
In:
Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education.
European Society for Research in Mathematics Education (ERME): Bolzano, Italy.
(In press).
|
|
|
Elkjær, Morten;
Hodgen, Jeremy;
(2022)
Replicating a study with tasks associated with the equals sign in an online environment.
In: Fernández, C and Llinares, S and Gutiérrez,, A and Planas, N, (eds.)
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.
(pp. pp. 251-258).
IGPME: Alicante, Portual.
|
|
|
Geraniou, Eirini;
Crisan, Cosette;
(2022)
Design considerations for facilitating mathematical learning online.
In:
Proceedings of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) conference.
|
|
Geraniou, Eirini;
Hodgen, Jeremy;
(2022)
An exploratory study on mathematics teacher educators’ beliefs and understandings about computational thinking.
In:
Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education.
European Society for Research in Mathematics Education (ERME): Bolzano, Italy.
(In press).
|
|
|
Geraniou, Eirini;
Hodgen, Jeremy;
(2022)
A case study of an expert in computational thinking in the context of mathematics education research.
In: Weigand, Hans-Georg and Donevska-Todorova, Ana and Faggiano, Eleonora and Iannone, Paola and Medová, Janka and Tabach, Michal and Turgut, Melih, (eds.)
MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) held on 7 – 9 September 2022 in Nitra, Slovakia.
(pp. pp. 153-160).
HAL Open Science: Nitra, Slovakia.
|
|
Geraniou, Eirini;
Jankvist, Uffe Thomas;
Elicer, Raimundo;
Tamborg, Andreas Lindenskov;
Misfeldt, Morten;
(2022)
On mathematical digital competency for teaching: The case of an expert teacher.
In: Weigand, Hans-Georg and Donevska-Todorova, Ana and Faggiano, Eleonora and Iannone, Paola and Medová, Janka and Tabach, Michal and Turgut, Melih, (eds.)
MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) held on 7 – 9 September 2022 in Nitra, Slovakia.
(pp. pp. 161-168).
HAL Open Science: Nitra, Slovakia.
|
|
Golding, Jenefer;
(2022)
The digital transformation of teaching and learning for high-stakes assessment: teacher and student responses in England.
In:
(Proceedings) AEA-Europe annual conference.
AEA-Europe annual conference: Dublin, Ireland.
(In press).
|
|
Golding, Jenefer;
(2022)
Qualifications reforms: opportunities and challenges - a focus on A level Mathematics in England.
In:
(Proceedings) AEA-Europe annual conference.
AEA-Europe annual conference: Dublin, Ireland.
(In press).
|
|
Golding, Jenefer;
Hill, Mark J;
Custodio, Irene;
Grima, Grace;
(2022)
Gender, self-perception, and mathematics: the 2020 England, Wales and Northern Ireland PISA Field Trial.
In:
Proceedings of the British Society for Research into Learning Mathematics 41 (3).
British Society for Research into Learning Mathematics
|
|
Ingber, Jenny;
Wallace, Jamie;
(2022)
Dioramas as a Place for Play and Early Science Learning: Exploring Teachers’ Perspectives and Experiences.
In:
(Proceedings) 2022 Annual International Conference.
National Association for Research in Science Teaching (NARST): Vancouver, Canada.
(In press).
|
|
Mavrikis, Manolis;
Geraniou, Eirini;
Vanbecelaere, Stefanie;
Depaepe, Fien;
(2022)
Primary school teachers meet learning analytics dashboards: from
dispositions to situation-specific digital competence in practice.
In: Weigand, Hans-Georg and Donevska-Todorova, Ana and Faggiano, Eleonora and Iannone, Paola and Medová, Janka and Tabach, Michal and Turgut, Melih, (eds.)
MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) held on 7 – 9 September 2022 in Nitra, Slovakia.
(pp. pp. 216-223).
HAL Open Science: Nitra, Slovakia.
|
|
McIvor, Nick;
(2022)
Identifying improvisation in the secondary mathematics classroom.
In:
Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).
European Society for Research in Mathematics Education: Bozen-Bolzano, Italy.
|
|
Rondeau, K;
Dillon, J;
Mansour, N;
Daniels, J;
(2022)
Managing Knowledge and Identity across the Boundary of Academic and Commercial Science.
In:
Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE.
(pp. pp. 432-440).
Academic Conferences International Ltd: Porto, Portugal.
|
|
|
Thurm, Daniel;
Geraniou, Eirini;
Jankvist, Uffe Thomas;
(2022)
Preservice teachers’ beliefs about mathematical digital competency – a “hidden variable” in teaching mathematics with digital technology?
In:
Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education.
European Society for Research in Mathematics Education (ERME): Bolzano, Italy.
(In press).
|
|
|
Tutuncu, Sumeyra;
(2022)
An analysis of teacher guides for formative assessment.
In: Marks, R, (ed.)
Proceedings of the British Society for Research into Learning Mathematics 42.
BSRLM: Nottingham, UK.
|
|
Wright, P;
(2022)
Conceptualising and operationalising socio-mathematical agency.
In:
Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME 12).
CERME: Online.
|
Report
|
Academic Network on Global Education & Learning (ANGEL);
(2022)
Global Education Digest 2022.
Development Education Research Centre: London, UK.
|
|
Ager, Jen;
(2022)
Looking through both lenses: exploring long term school partnerships from the perspectives of both Cumbrian and Tanzanian teachers.
(Practitioner Research Fund Paper
10
).
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
|
ANGEL;
(2022)
Global Education Digest 2022.
Development Education Research Centre, UCL Institute of Education: London, UK.
|
|
Bourn, Douglas;
Hatley, Jenny;
(2022)
Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England.
(Development Education Research Centre Research Reports
22
, pp. pp. 1-122
).
Development Education Research Centre, UCL Institute of Education: London, UK.
|
|
Cook, Stewart;
(2022)
Exploring the impact a school partnership can have on the school community in challenging stereotypical images.
(Practitioner Research Fund Paper
12
).
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK.
|
|
Cotton, Colette;
(2022)
Exploring a Multi-Country Partnership Through a 'Zero Waste' project.
(Practitioner Research Fund Paper
8
, pp. pp. 1-48
).
Connecting Classrooms through Global Learning, in collaboration with the Development Education Research Centre: London, UK.
|
|
England, Ruth;
(2022)
Exploring Historical Colonial Relationships in North-South School Partnerships.
(Practitioner Research Fund Paper
13
).
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
|
Flint, Sharon;
(2022)
Wales & Lesotho school partnerships – a study exploring the impact on learning in 4 schools.
Connecting Classrooms through Global Learning, in collaboration with the Development Education Research Centre: London, UK.
|
|
Galpin, Ali;
(2022)
How can we use visual literacy (picture books) to impact pupils' understandings of global learning issues?
(Practitioner Research Fund Paper
9
, pp. pp. 1-33
).
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
|
Gaušas, Simonas;
Daminov, Ildar;
Jašinskaitė, Elžbieta;
Čop, Diana;
Mileiko, Ilze;
Gudauskaitė, Greta;
Leaton Gray, Sandra;
+ view all
(2022)
The European Schools system: State of Play, Challenges and Perspectives.
European Union: Brussels, Belgium.
|
|
Golding, Jenefer;
(2022)
UK mathematics 14-19: the gender jigsaw summary report for the Joint Mathematical Council of the UK.
UCL IOE: London, UK.
|
|
|
Golding, Jenefer;
(2022)
UK mathematics 14-19: the gender jigsaw. A report for the Joint Mathematical Council of the UK.
UCL IOE: London, UK.
|
|
|
Golding, Jenefer;
Barrow, Ellen;
Grima, Grace;
(2022)
Power Maths: Implementation, response and learning by Summer 2021.
Pearson UK: London, UK.
(In press).
|
|
Golding, Jenefer;
Redmond, Benjamin;
Grima, Grace;
(2022)
Mathematics A Levels Efficacy Study 2017-2021: Final Report.
Pearson UK: London, UK.
|
|
Majid, Nasreen;
Reed Johnson, Joanna;
Marston, Sarah;
Happle, Andrew;
(2022)
UoR Climate Education and Sustainability ITE Framework.
University of Reading: Reading, UK.
|
|
|
Meredith, A;
(2022)
A study exploring the impact of the Covid-19 pandemic on overseas school partnerships.
(Connecting Classrooms through Global Learning Practitioner Research Fund
2
).
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
|
|
Mujtaba, Tamjid;
Sheldrake, Richard;
Hodgen, Jeremy;
Reiss, Michael;
(2022)
Focus for Teacher Assessment of Primary Science (Focus4TAPS) Evaluation Report.
Education Endowment Foundation: London.
|
|
Reid, Keri;
(2022)
A global partnership from the perspective of the Southern school: Perceptions, pedagogies, and the power of love.
(Practitioner Research Fund Paper
5
).
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
|
Roots, Anne;
(2022)
Do teachers see global school partnerships as a tool to deliver antiracist and inclusive approaches?
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
|
|
Rushton, Elizabeth;
Steadman, Sarah;
Gibbons, Simon;
Sreenan, Niall;
(2022)
Understanding and mitigating the impact of Covid-19 disruption on trainee and early career teachers in secondary schools: Findings and recommendations to address
teacher quality and enable retention.
King’s College London, Policy Institute: London, UK.
|
|
Simpson, Jen;
(2022)
Exploring the transformative potential of specific pedagogies on pupils' awareness and critical understandings of global issues.
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
|
Stones, Tina;
Collacott, Mary;
Christie, Beth;
(2022)
Developing a whole campus approach to learning for sustainability: Challenges and opportunities for embedding and sustaining change.
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK.
|
|
Svennevig, Hans;
Starkey, Hugh;
Jerome, Lee;
Gronland, Gemma;
Hayward, Jeremy;
Elwick, Alex;
(2022)
Project Report for the Teachers and Citizenship Knowledge Project – Seed Funded by Centre for Teachers and Teaching Research.
IOE, UCL's Faculty of Education and Society: London, UK.
|
|
Tereshchenko, A;
Bei, Z;
Bradbury, A;
Forde, E;
Mullings, G;
(2022)
Supporting the retention of minority ethnic teachers: A research and practice based guide for school leaders.
IOE, UCL’s Faculty of Education and Society: London, UK.
|
|
|
Yates, Jane;
(2022)
Global learning during the Covid-19 pandemic.
Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.
|
Conference item
|
Callender, Christine;
McCrory, Amanda;
(2022)
Let’s talk about race in initial teacher education: beginner teachers’ perspectives and questions.
Presented at: BERA Conference 2022, Liverpool, UK.
|
|
Fargher, Mary;
Mitchell, David;
Till, Emma;
(2022)
Recontextualising Geography in Education.
Presented at: Geography Teacher Educators Conference 2022, Worcester, UK.
|
 |
|
Golding, Jennie;
(2022)
Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic.
Presented at: Teaching and Learning Mathematics Online conference: 'Restarting the new normal'', Online conference.
|
|
|
Golding, Jennie;
(2022)
Keynote lecture: Teacher development for policy change.
Presented at: The International Conference on Educational Studies and Entrepreneurships (ICoESE) 2022, Makassar, Indonesia.
|
|
Golding, Jennie;
(2022)
Keynote lecture: The mathematics gender jigsaw in Further Education.
Presented at: National Association of Numeracy and Mathematics in Colleges UK conference 2022, Online conference.
|
|
|
Golding, Jennie;
(2022)
New models of supervision: opportunities and challenges for academics and for doctoral students.
Presented at: Aga Khan Institute for Educational Development International Doctoral conference 'Building a community of inquirers: learning from the global pandemic', Karachi, Pakistan.
|
|
Golding, Jennie;
Luneta, Kakoma;
Kapenda, Hileni;
Phirinalube, Patricia;
(2022)
Collaborative development of doctoral supervision.
Presented at: University of London Research in Distance Education conference (RIDE 2022), London, UK.
|
|
|
Golding, Jennie;
Luneta, Kakoma;
Kapenda, Hileni M;
Phirinalube, Patricia;
(2022)
Doctoral supervision across worlds: comparative supervisor lenses exposed through online collaborative workshops.
Presented at: Society for Research in Higher Education (SRHE) International Conference 2022, Online conference.
|
|
|
Grima, Grace;
Golding, Jennie;
Redmond, Benjamin;
(2022)
Qualifications reforms: opportunities and challenges - a focus on A level Mathematics in England.
Presented at: 23rd Annual Meeting of the Association for Educational Assessment – Europe (AEA-Europe 2022), Dublin, Ireland.
|
|
Lodge, Wilton;
Reiss, Michael J;
Sheldrake, Richard;
(2022)
Investigative school research projects in biology: Effects on students.
Presented at: ERIDOB 2022, Nicosa, Cyprus.
|
|
Redmond, Ben;
Golding, Jennie;
Grima, Grace;
(2022)
The digital transformation of teaching and learning for high-stakes assessment: teacher and student responses in England.
Presented at: AEA-Europe Annual Conference 2022, Dublin, Ireland.
|
|
|
Tunnicliffe, Sue;
(2022)
Engaging children in Technology.
Presented at: The Early Childhood Commission: Investing Today for Tomorrow, Kingston, Jamaica.
|
|
Poster
|
Tunnicliffe, Sue Dale;
(2022)
STEM in Early Years play.
Presented at: 2022 NARST Annual International Conference, Vancouver, Canada.
|
|
Thesis
|
Barnecutt, Jessica;
(2022)
Exploring student perspectives of Mathematical Project Based Learning.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
|
Bravo González, Paulina;
(2022)
Dialogue and big ideas of science education: exploring the discourses produced by Chilean schoolteachers and teacher educators in and around a continuous professional development programme.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Calvert, Graham Michael;
(2022)
The Production of the Depressed Subject: A Foucauldian analysis of conflict, power, and the discourse of diagnosis in teachers' narratives of their depression.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Carroll, James Edward;
(2022)
Characterising curricular goals for students’ written historical arguments after exposure to ‘recontextualised’ academic scholarship.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Cheong, Mi-cheong;
(2022)
Imagining Peacebuilding Citizenship Education: An investigation of the experience of North Korean migrants as ‘bridge citizens’.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Davis, Andrew Marc;
(2022)
Teaching the Holocaust in Jewish Schools in England: A study into practice, perspectives and challenges.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Elshirazy, Mohamed;
(2022)
The Reproduction of Political Agency for Activists in post 2014 Egypt: an account of ignorance as a necessity for politics in traumatic contexts.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Foris, Melina;
(2022)
The relationship between family memory and children's history learning about the recent troubled past in the conflict setting of Cyprus.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Gonzalez-Wegener, Xaviera;
(2022)
An exploration of summative classroom assessment practice at secondary schools in Chile from an inclusive perspective.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Guler, Zeynep;
(2022)
Supporting Science Teachers’ Agentic Practice in the Pedagogy of Scientific Argumentation.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
|
Kraska, Monika Katarzyna;
(2022)
Internationalisation and global citizenship in higher education - reflections from four case studies in Brazil, Poland, UK and USA.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
|
Lang, Adam Peter;
(2022)
The ‘Prevent Duty’ (Counter Terrorism and Security Act 2015) and its impact on English secondary schools and colleges: A view from Leadership.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Lazarashvili, Kakhaber;
(2022)
Developing Relationships and Sex Education in Higher Education: An exploration of academics and practitioners’ views in Georgia.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
Lee, Kyoungwon;
(2022)
Teachers as agents: Understanding teacher agency for global citizenship education in South Korea.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Mezue, Ijeaku Iheoma;
(2022)
The student as a learner, a knower and a facilitator: Share epistemic agency enacted as an innovative school-based mathematics pedagogy.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
|
Mitchell, Emma;
(2022)
Post-16 curriculum choice: processes, values and tensions at a dual-curriculum UK independent school.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
Mizzi, Emanuel;
(2022)
Powerful Knowledge and Pedagogy in the Maltese Secondary School Economics Classroom.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Özmen, Onur;
(2022)
Towards a Critical Realist Ethics.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Pasha, Aamna;
(2022)
Examining Global Education Discourses in Social Studies Textbooks in Pakistan.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Rozas Assael, Tamara Camila;
(2022)
Assessment & Social Justice in a Context of High-Stakes Testing: Conceptions and Experiences of the SIMCE test in Three Chilean Schools Orientated by Inclusive Principles.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Salinas-Silva, Victor;
(2022)
Teachers’ territorialities. An expanded definition of teachers’ professional practice in rural education.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Saunders, Piers;
(2022)
Tracing the evolution of teachers' mathematical knowledge and pedagogy through programming: Learning from Scratch.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Tao, Xi;
(2022)
Becoming a Global Citizen Through Study Abroad:
A Longitudinal Study of Chinese Postgraduate Students’
Experience in the UK.
Doctoral thesis (Ph.D), UCL (University College London).
|
Digital scholarly resource
|
Cook, Anna;
(2022)
Conceptualisations of Neurodiversity by Early Career Teachers: An Outline of IOE Early Career Researcher Impact Fellowship Activities.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
Glegg, Polly;
(2022)
Mentoring Teach First trainees: insights to help new teachers excel.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
 |
|
Hammond, L;
Healy, G;
Puttick, S;
Walshe, N;
(2022)
Mentoring and the 'production of space': Research, practice and geographical futures.
[Digital scholarly resource].
https://www.gereco.org/2022/01/07/mentoring-and-th...
|
|
Richardson, Mary;
(2022)
Normal service is resumed? Assessment in FE contexts.
[Digital scholarly resource].
https://www.aoc.co.uk/news-campaigns-parliament/ne...
|
Journal (full / special issue)
|
Anderson, Nicole and Clark, Lauren and Hansen, Jesper and Hastie, Alex and Kunz, Sarah and Lowe, Thomas and Standen, Alex (Eds).
(2022)
Postgraduate Pedagogies Vol. 2 No. 1.
[Whole issue].
Postgraduate Pedagogies
, 2
(1).
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