Browse by UCL Departments and Centres
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Number of items: 121.
A
Amaro de Paula, Diogo;
(2023)
An investigation into sense of belonging at French lower secondary schools.
Doctoral thesis (Ph.D), UCL (University College London).
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Anwer, Muhammad;
Reiss, Michael;
(2023)
Linking research and practice in education: the views of expert researchers in the field.
Journal of Education for Teaching
, 49
(2)
pp. 326-340.
10.1080/02607476.2022.2055447.
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Attard Borg, Naomi;
(2023)
Language use in Physics inquiry-based learning activities: A case study of learning Physics in a bilingual classroom in Malta.
Doctoral thesis (Ph.D), UCL (University College London).
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Azzi, Iman;
(2023)
International Education, Methodological Nationalism and the Formation of Student Civic Identities: A postcolonial exploration of an IB World School in Lebanon.
Doctoral thesis (Ph.D), UCL (University College London).
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B
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Barmania, Sima;
Reiss, Michael;
(2023)
Pope Francis and health.
The Lancet
, 401
(10381)
pp. 985-986.
10.1016/s0140-6736(23)00612-8.
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Barquero, Berta;
Jessen, Britta Eyrich;
Ruiz-Hidalgo, Juan Francisco;
Golding, Jennie;
(2023)
What theories and methodologies are appropriate for studying phenomena related to mathematics curriculum reforms?
In: Shimizu, Yoshinori and Vithal, Renuka, (eds.)
Mathematics Curriculum Reforms Around the World. The 24th ICMI Study.
(pp. 193-217).
Springer: Cham, Switzerland.
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Bourn, Doug;
Kalsoom, Qudsia;
Soysal, Nese;
Ince, Burtay;
(2023)
Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan.
(Development Education Research Centre Research Paper
23
).
Development Education Research Centre, UCL Institute of Education: London, UK.
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Bourn, Douglas;
(2023)
Global Education and Learning as a Distinct Academic Field?
In: Franz, Julia and Lang-Wijtasik, Gregor and Ray, Caroline and Timm, Susanne, (eds.)
Zwischen (Welt-) Gesellschaft und (Welt-) Gemeinschaft.
(pp. 157-168).
Waxmann: Munster, Germany.
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Bretscher, Nicola;
Geraniou, Eirini;
(2023)
Exploratory analysis of a survey item designed to capture teachers’ mathematical digital competency in geometry.
In:
[Proceedings of the] 13th Congress of European Research in Mathematics Education (CERME13).
(In press).
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Brooks, C;
Perryman, J;
(2023)
Policy in the pandemic: lost opportunities, returning to ‘normal’ and ratcheting up control.
London Review of Education
, 21
(1)
, Article 23. 10.14324/LRE.21.1.23.
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Brooks, C.;
McIntyre, J.;
Mutton, T.;
(2023)
Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?
London Review of Education
, 21
(1)
, Article 1. 10.14324/LRE.21.1.01.
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Brooks, Clare;
Hordern, Jim;
(2023)
The core content framework and the ‘new science’ of educational research.
Oxford Review of Education
10.1080/03054985.2023.2182768.
(In press).
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Bruzzone, Daniele;
Tarozzi, Massimiliano;
(2023)
A Special Issue for the 25 years of Encyclopaideia
//
Un numero speciale per i 25 anni di Encyclopaideia.
Encyclopaideia
, 27
(1S)
pp. 1-4.
10.6092/issn.1825-8670/16908.
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Buchanan, Denise;
(2023)
How can a researcher minimise causing harm when conducting interviews with particularly vulnerable children in longitudinal research?
Children & Society
10.1111/chso.12704.
(In press).
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C
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Calleja, J;
Foster, C;
Hodgen, J;
(2023)
Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry”.
Research in Mathematics Education
10.1080/14794802.2023.2176915.
(In press).
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Chapman, Arthur;
(2023)
Historical Interpretation as the Foundational Concept for History Education.
Historia
(In press).
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Chapman, Arthur;
(2023)
Was it really the straw that broke the camel's back?
Teacher Plus
, 2023
(June)
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Chapman, Arthur;
(2023)
Historical Interpretation: Deconstructing Represented Pasts.
In: Gómez Carrasco, Cosme Jesús and Monteagudo-Fernández, José and Moreno-Vera, Juan Ramón, (eds.)
Teaching History to Face the World Today: Socially-conscious Approaches, Activity Proposals and Historical Thinking Competencies.
(pp. 121-144).
Peter Lang: New York, NY, USA.
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D
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Daeninck, Cami;
Kioupi, Vasiliki;
Vercammen, Ans;
(2023)
Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK.
Frontiers in Psychology
, 14
, Article 1126031. 10.3389/fpsyg.2023.1126031.
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Daly, Caroline;
Glegg, Polly;
Stiasny, Beth;
Hardman, Mark;
Taylor, Becky;
Pillinger, Claire;
Gandolphi, Haira;
(2023)
Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England.
International Journal of Mentoring and Coaching in Education
10.1108/ijmce-10-2022-0090.
(In press).
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Deng, Zongyi;
(2023)
Understanding Life-Practice Pedagogics – A Distinctively Educational Way of Thinking and Theorizing with Chinese Characteristics.
ECNU Review of Education
(In press).
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Dwyer, Maureen C.;
(2023)
Exploring curriculum policy-practice gaps in Jamaica: learning from policymakers, principals and teachers.
Doctoral thesis (Ed.D), UCL (University College London).
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E
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El Gemayel, Sandra;
Salema, Yaspia;
(2023)
Negotiating power dynamics through co-reflexivity in research with young children in disadvantaged communities.
Children & Society
10.1111/chso.12766.
(In press).
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Elhawary, Dalia;
Hargreaves, Eleanore;
(2023)
The social and emotional aspects of learning to speak English as an L2 in the Egyptian primary classroom.
Nissem Global Briefs
, 4
pp. 244-271.
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Elhawary, Dalia;
Hargreaves, Eleanore;
(2023)
Why won’t they speak English? An investigation into
how young learners perceive and negotiate anxiety and autonomy in the EFL classroom.
(TeachingEnglish, ELT Research Papers
).
British Council
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Ellis, Viv;
Dias Filipe Pancada Correia, Ana;
Turvey, Keith;
Childs, Ann;
Andon, Nick;
Harrison, Chris;
Jones, Jane;
(2023)
Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research.
Teaching and Teacher Education
, 121
, Article 103918. 10.1016/j.tate.2022.103918.
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F
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Færch, Julie Vangsøe;
Hodgen, Jeremy;
(2023)
Danish Students’ Understanding of Fractions: A Replication Study.
Implementation and Replication Studies in Mathematics Education
10.1163/26670127-bja10014.
(In press).
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Frangieh, Maha;
(2023)
Teachers, Leaders and Parents' Perceptions of international-mindedness in an international school in Qatar.
Doctoral thesis (Ed.D), UCL (University College London).
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G
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Gannon, Kate Elizabeth;
Conway, Declan;
Hardman, Mark;
Nesbitt, Alistair;
Dorling, Stephen;
Borchert, Johannes;
(2023)
Adaptation to Climate Change in the UK Wine Sector.
Climate Risk Management
, Article 100572. 10.1016/j.crm.2023.100572.
(In press).
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Geraniou, Eirini;
Baccaglini-Frank, Anna;
Finesilver, Carla;
Mavrikis, Manolis;
(2023)
Introduction to the Special Issue “Supporting Transitions Within, Across and Beyond Digital Experiences for the Teaching and Learning of Mathematics”.
Digital Experiences in Mathematics Education
, 9
(1)
pp. 1-4.
10.1007/s40751-023-00125-6.
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Geraniou, Eirini;
Bretscher, Nicola;
(2023)
Survey design considerations for capturing teachers’ mathematical digital competency: a vignette approach.
In:
Proceedings of the 13th Congress of European Research in Mathematics Education (CERME13).
European Society for Research in Mathematics Education (ERME): Budapest, Hungary.
(In press).
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Geraniou, Eirini;
Drijvers, Paul;
Lockwood, Elise;
(2023)
How do computational thinking and mathematical thinking interact (in terms of knowledge, ways of thinking, and competencies)?
In:
Proceedings of the Coding, Computational Modelling and Equity Symposium.
(In press).
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Golding, Jenefer;
(2023)
Sustainable, affordable and transferable approaches to experienced doctoral supervisor development.
In:
Proceedings of the UKCGE Annual Conference 2023.
UK Council for Graduate Education: UKCGE: Edinburgh, Scotland.
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Golding, Jenefer;
Redmond, Benjamin;
Grima, Grace;
(2023)
Mathematical problem solving: a journey of realistic aspiration or of chimera?
In:
Proceedings of the 24th annual conference AEA-Europe 2023.
AEA-Europe: St Julian's, Malta.
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Golding, Jenefer;
Redmond, Benjamin;
Grima, Grace;
(2023)
’The new normal’: emerging evidence for pandemic-related change in opportunity to learn mathematics in English secondary schools.
In:
Proceedings of the British Society for Research into Learning Mathematics: BSRLM Proceedings: Vol 43 No 2, June 2023.
BSRLM
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Golding, Jenefer;
Redmond, Benjamin;
Grima, Grace;
(2023)
Primary children’s perspectives on the roles of reflection, challenge and explanation in ‘mastery’ resource-rich classrooms.
In: Marks, R, (ed.)
Proceedings of the British Society for Research into Learning Mathematics 42 (3) November 2022.
BSRLM
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Golding, Jennie;
(2023)
Supporting Doctoral Students in Crisis.
Encyclopedia
, 3
(4)
pp. 1197-1207.
10.3390/encyclopedia3040087.
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Golding, Jennie;
(2023)
Coherence and relevance of materials and technologies to support Mathematics curriculum reforms.
In: Shimizu, Yoshinori and Vithal, Renuka, (eds.)
Mathematics Curriculum Reforms Around the World. The 24th ICMI Study.
(pp. 173-191).
Springer: Cham, Switzerland.
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Greer, K;
Sheldrake, R;
Rushton, E;
Kitson, A;
Hargreaves, E;
Walshe, N;
(2023)
Teaching climate change and sustainability: A survey of teachers in England.
UCL Centre for Climate Change and Sustainability Education: London, UK.
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Greer, Kate;
King, Heather;
Glackin, Melissa;
(2023)
‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England.
British Educational Research Journal
10.1002/berj.3888.
(In press).
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Grima, Grace;
Golding, Jennie;
Redmond, Benjamin;
(2023)
Journeys of self- and peer-assessment in a reformed mathematics curriculum: primary school children’s accounts of the roles of explanation, reflection and challenge.
In:
Proceedings of the 24th annual conference AEA-Europe 2023.
AEA-Europe: St Julian's, Malta.
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H
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Hale, Rebecca;
Pettigrew, Alice;
Karayianni, ELeni;
Pearce, Andy;
Foster, Stuart;
Needham, Kane;
Nienhaus, Luisa;
(2023)
Continuity and Change: Ten years of teaching and learning about the Holocaust in England's secondary schools.
UCL Centre for Holocaust Education: London, UK.
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Hammond, Lauren;
Rawlings Smith, Emma;
(2023)
Ethics, data protection and research in geography education.
Teaching Geography
, 48
(1)
pp. 22-24.
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Hancock, Rae;
(2023)
Comics and the making of meaning in Religious Education.
Doctoral thesis (Ph.D), UCL (University College London).
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Hargreaves, Eleanore;
Buchanan, Denise;
Quick, Laura;
(2023)
Threats to creative learning in the primary-school: Energies diverted into performative orientations.
Cambridge Journal of Education
(In press).
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Hargreaves, Eleanore;
Quick, Laura;
Buchanan, Denise;
(2023)
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools.
Journal of Curriculum Studies
10.1080/00220272.2023.2253455.
(In press).
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Harris, Joanne;
(2023)
Professional identity formation at medical
school: a qualitative study to explore the effect of cultural factors on professional identity formation of medical undergraduates.
Doctoral thesis (Ed.D), UCL (University College London).
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Hayes, Matthew;
(2023)
Towards an awareness of Global Citizenship: A case study from the United Arab Emirates of Global Citizenship Education integration in national English language textbooks.
Doctoral thesis (Ph.D), UCL (University College London).
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Hodgen, J;
Foster, C;
Brown, M;
Martin, D;
(2023)
Low-Attaining Secondary School Mathematics Students’ Perspectives on Recommended Teaching Strategies.
International Journal of Science and Mathematics Education
10.1007/s10763-023-10420-8.
(In press).
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Hodgen, Jeremy;
(2023)
Commentary to Part I of Mathematical Challenges For All: Commentary
on ‘Challenge’ in Terms of Curriculum Materials and Tasks, the Teacher’s Role and the Curriculum.
In: Leikin, Rosa, (ed.)
Mathematical Challenges For All.
(pp. 197-206).
Springer: Cham, Switzerland.
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Holligan, Chris;
Shah, Qasir;
(2023)
The prestige economy of elite education: a Baudrillardian analysis of an aspirational English school.
London Review of Education
, 21
(1)
, Article 10. 10.14324/lre.21.1.10.
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J
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Jacques, Laurie;
(2023)
Primary Teachers' Design Principles and Pedagogical Practices for Promoting Mathematical Learning from Procedural Variation Tasks.
Doctoral thesis (Ph.D), UCL (University College London).
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Jankvist, Uffe Thomas;
Misfeldt, Morten;
Geraniou, Eirini;
Aguilar, Mario Sánchez;
Baccaglini-Frank, Anna;
(2023)
Towards a Technocritical Mathematics Education.
Nordic Studies in Mathematics Education
(In press).
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Johnston, Olivia;
Taylor, Rebecca;
(2023)
A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions.
Issues in Educational Research
, 33
(1)
pp. 91-117.
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K
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Kucirkova, Natalia;
Leaton Gray, Sandra;
(2023)
Beyond Personalization: Embracing Democratic Learning Within Artificially Intelligent Systems.
Educational Theory
10.1111/edth.12590.
(In press).
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L
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Leaton Gray, Sandra;
Scott, David;
(2023)
Women Curriculum Theorists Power, Knowledge and Subjectivity.
Routledge: New York, NY, USA.
(In press).
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Liang, Haiying;
Reiss, Michael J;
Isaacs, Talia;
(2023)
Factors affecting physicians’ attitudes towards patient-centred care: a cross-sectional survey in Beijing.
BMJ Open
, 13
(4)
, Article e073224. 10.1136/bmjopen-2023-073224.
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Lodge, Wilton;
Reiss, Michael;
Sheldrake, Richard;
(2023)
Investigative Research Projects for Students in Science: The State of the Field and a Research Agenda.
Canadian Journal of Science, Mathematics and Technology Education
10.1007/s42330-023-00263-4.
(In press).
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Loo, Sai;
(2023)
VET in FE - T Levels and BTEC programmes.
FE News
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Loo, Sai;
Wilde, Julie;
(2023)
VET in FE: Where do we go from here?
FE News
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M
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Mackay, Sandy;
Golding, Jenefer;
(2023)
How can guided reflection help GCSE resit students develop their problem-solving skills?
In: Marks, R, (ed.)
Proceedings of the British Society for Research into Learning Mathematics 42 (3) November 2022.
BSRLM
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Mahgoub, Mohamed;
(2023)
General Secondary School Certificate Exam – Thanawiyya Amma – in Egypt and Parity of Participation.
Doctoral thesis (Ed.D), UCL (University College London).
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Majid, Nasreen;
Marston, Sarah;
Reed Johnson, Jo Anna;
Happle, Andrew;
(2023)
Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK.
Sustainability
, 15
(16)
, Article 12237. 10.3390/su151612237.
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Markwick, Andy;
(2023)
Boosting scientific literacy.
Education in Chemistry
, 60
(2)
p. 28.
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Markwick, Andy;
(2023)
Educating for sustainability.
Journal of Emergent Science
, 24
pp. 5-13.
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Markwick, Andy;
McManus, Shonagh;
(2023)
Exploring sustainability with children: floating gardens in Bangladesh.
Primary Science
, 177
pp. 10-14.
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Maslowski, Katherine;
Reiss, Michael J;
Biswakarma, Rina;
Harper, Joyce;
(2023)
Reproductive health education in the schools of the four UK nations: is it falling through the gap?
Human Fertility
10.1080/14647273.2023.2216395.
(In press).
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McCarthy, Francesca Louise;
(2023)
Victims and survivors of symbolic violence: an examination of the lived experiences of 'near-miss' pupils within an academically selective education system.
Doctoral thesis (Ph.D), UCL (University College London).
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McCrory, Amanda;
Reiss, Michael J;
(2023)
Considering the Place of Ethics Instruction in Science Education.
The American Biology Teacher
, 85
(9)
p. 487.
10.1525/abt.2023.85.9.487.
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McCrory, Amanda;
Reiss, Michael J;
(2023)
The Place of Ethics in Science Education:
Implications for Practice.
In:
The Place of Ethics in Science Education: Implications for Practice.
(pp. 1-8).
Bloomsbury Publishing: London, UK.
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Misfeldt, Morten;
Brahe, Thomas;
Jankvist, Uffe Thomas;
Elicer, Raimundo;
Geraniou, Eirini;
Bråting, Kajsa;
Tamborg, Andreas Lindenskov;
(2023)
Implementation through adaptation: Relations between mathematics, programming and computational thinking.
In:
Proceedings of the 13th Congress of European Research in Mathematics Education (CERME13).
European Society for Research in Mathematics Education (ERME): Budapest, Hungary.
(In press).
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Mitchell, David;
(2023)
‘Teaching for Sustainable Futures’: a research-informed professional development course.
Geography
, 108
(3)
pp. 147-151.
10.1080/00167487.2023.2260223.
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Moula, Zoe;
Walshe, Nicola;
Lee, Elsa;
(2023)
“It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation.
Journal of Environmental Psychology
, 90
, Article 102072. 10.1016/j.jenvp.2023.102072.
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Murtagh, Lisa;
Rushton, Elizabeth AC;
(2023)
The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England.
Asia-Pacific Journal of Teacher Education
10.1080/1359866X.2023.2191306.
(In press).
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N
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Newall, Emma;
Reiss, Michael J;
(2023)
Evolution hesitancy: challenges and a way forward for teachers and teacher educators.
Evolution: Education and Outreach
, 16
, Article 5. 10.1186/s12052-023-00183-9.
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Norambuena-Meléndez, Mariela;
Guerrero, Gonzalo R;
González-Weil, Corina;
(2023)
What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile.
Cultural Studies of Science Education
10.1007/s11422-023-10190-3.
(In press).
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Noyes, Andrew;
Brignall, Christopher;
Jacques, Laura;
Powell, Jake;
Adkins, Michael;
(2023)
The mathematics pipeline in England: Patterns, interventions and excellence.
University of Nottingham
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O
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Owens, DC;
Reiss, MJ;
(2023)
What’s in a name? The use of induced perspective taking to inform arguments about the appropriateness of the term “Chinavirus” when talking about COVID-19.
Cultural Studies of Science Education
10.1007/s11422-023-10171-6.
(In press).
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Owens, John;
Greer, Kate;
King, Heather;
Glackin, Melissa;
(2023)
Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies.
Frontiers in Education
, 8
, Article 1193498. 10.3389/feduc.2023.1193498.
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P
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Palange, Alessandra;
(2023)
From Global Solidarity to Local Action: Co-designing Environmental Initiatives with Faith and Community Groups in the UK.
IOE, UCL’s Faculty of Education and Society: London, UK.
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Pham, Huu Manh Khiet;
(2023)
High school teachers’ conception on global skills and universal values in Vietnam and in West Bengal, India.
Doctoral thesis (Ed.D), UCL (University College London).
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Q
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Quick, Laura;
(2023)
Making sense of low attainment: children's experiences in the primary classroom.
Doctoral thesis (Ph.D), UCL (University College London).
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Quiroz Martinez, Denise Andrea;
(2023)
Creating pedagogies for sustainability in Chile through chemistry education: co-designing and co- implementing an educational innovation based on teachers' perspectives, beliefs and experiences.
Doctoral thesis (Ph.D), UCL (University College London).
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R
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Redmond, Benjamin;
Golding, Jenefer;
Grima, Grace;
(2023)
Achieving meaningful engagement with a large dataset as part of a reformed A-level Mathematics.
In:
Proceedings of the 24th annual conference AEA-Europe 2023.
AEA-Europe: St Julian's, Malta.
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Reiss, Michael;
(2023)
A biologist looks at sex and gender.
Education in Science
, 293
pp. 10-12.
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Reiss, Michael;
(2023)
Powerful knowledge or big ideas in Religious Education? Aims and classroom approaches.
In: Franck, Olof and Thalén, Peder, (eds.)
Powerful Knowledge in Religious Education.
Palgrave Macmillan: Cham, Switzerland.
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Reiss, Michael;
Winterbottom, Mark;
(2023)
Teaching secondary biology.
School Science Review in Depth
, 104
(387)
pp. 19-23.
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Reiss, Michael J;
(2023)
Is It Possible that Robots will not One Day Become Persons?
Zygon
10.1111/zygo.12918.
(In press).
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Reiss, Michael J;
Mujtaba, Tamjid;
(2023)
Teaching science interdisciplinarily – the BRaSSS approach.
School Science Review in Depth
, 104
(387)
pp. 25-31.
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Reiss, Michael J;
Ruse, Michael;
(2023)
The New Biology: A Battle between Mechanism and Organicism.
Harvard University Press: Cambridge, MA, US.
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Ruani, Maria A;
Reiss, Michael J;
(2023)
Susceptibility to COVID-19 Nutrition Misinformation and Eating Behavior Change during Lockdowns: An International Web-Based Survey.
Nutrients
, 15
(2)
p. 451.
10.3390/nu15020451.
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Ruani, Maria A;
Reiss, Michael J;
Kalea, Anastasia Z;
(2023)
Diet-Nutrition Information Seeking, Source Trustworthiness, and Eating Behavior Changes: An International Web-Based Survey.
Nutrients
, 15
(21)
, Article 4515. 10.3390/nu15214515.
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Rushton, Elizabeth;
Gibbons, Simon;
Brock, Richard;
Cao, Ye;
Finesilver, Carla;
Jones, Jane;
Manning, Alex;
... Towers, Emma; + view all
(2023)
Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England.
European Journal of Teacher Education
10.1080/02619768.2023.2175663.
(In press).
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Rushton, Elizabeth;
Sharp, Sarah;
Kitson, Alison;
Walshe, Nicola;
(2023)
Reflecting on Climate Change Education Priorities in Secondary Schools in England: Moving beyond Learning about Climate Change to the Emotions of Living with Climate Change.
Sustainability
, 15
(8)
, Article 6497. 10.3390/su15086497.
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Rushton, Elizabeth;
Towers, Emma;
Gibbons, Simon;
Steadman, Sarah;
Brock, Richard;
Cao, Ye;
Finesilver, Carla;
... Richardson, Christina; + view all
(2023)
The “problem” of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England.
Educational Review
10.1080/00131911.2023.2184771.
(In press).
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Russell, Constance;
Chandler, Patrick;
Dillon, Justin;
(2023)
Editorial: humour and environmental education.
Environmental Education Research
, 29
(4)
pp. 491-499.
10.1080/13504622.2023.2183845.
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S
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Saville, K;
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