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Number of items: 176.
Article
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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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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Bourn, Douglas;
Hatley, Jenny;
(2023)
Civil society organisations and Target 4.7 of the SDGs: towards intersectionality for promoting a more just and sustainable world.
International Journal of Development Education and Global Learning
, 15
(2)
pp. 103-114.
10.14324/IJDEGL.15.2.03.
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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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Buchanan, Denise;
Hargreaves, Eleanore;
Quick, Laura;
(2023)
Supports for survival in school for ‘lower-attaining’ children: how an Autonomous Orientation to learning can help.
Education 3-13
10.1080/03004279.2023.2294137.
(In press).
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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)
Was it really the straw that broke the camel's back?
Teacher Plus
, 2023
(June)
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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)
Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research.
British Educational Research Journal
10.1002/berj.3951.
(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
10.1177/20965311231196313.
(In press).
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Edsall, Dominic G;
Head, Ellen;
Hayasaki, Aya;
(2023)
Towards Complexity in Challenging Learner Autonomy Research Conventions: A Wider View on Learner Development.
The Learner Development Journal
, 7
pp. 157-179.
10.37546/jaltsig.ldj7-9.
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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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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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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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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
, 42
, Article 100572. 10.1016/j.crm.2023.100572.
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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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Golding, Jennie;
(2023)
Supporting Doctoral Students in Crisis.
Encyclopedia
, 3
(4)
pp. 1197-1207.
10.3390/encyclopedia3040087.
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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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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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Hargreaves, Eleanore;
Buchanan, Denise;
Quick, Laura;
(2023)
Threats to creative learning in the primary-school: energies diverted into performative orientations.
Cambridge Journal of Education
, 53
(6)
pp. 725-741.
10.1080/0305764X.2023.2234846.
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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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Hew, Eun Yee;
Kessaris, Nicos;
Stojanovic, Jelena;
Jones, Helen;
Christian, Martin;
Edwards, Anusha;
Milford, David;
... Marks, Stephen D; + view all
(2023)
Successful ABO and HLA incompatible kidney transplantation in children in the UK.
Pediatric Nephrology
, 38
pp. 529-535.
10.1007/s00467-022-05583-5.
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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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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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Iannucci, C;
Ní Chróinín, D;
Luguetti, C;
Hamblin, D;
(2023)
Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study.
Physical Education and Sport Pedagogy
10.1080/17408989.2023.2271497.
(In press).
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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
, 28
(3-4)
pp. 9-34.
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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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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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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
|
|
Loo, Sai;
Wilde, Julie;
(2023)
VET in FE: Where do we go from here?
FE News
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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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Marks, Rachel;
Barclay, Nancy;
Barnes, Alison;
(2023)
Curriculum resource choice and use in primary mathematics: Different solutions to a universal dilemma.
Mathematics Teaching
, 289
pp. 10-13.
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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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Markwick, Andy;
Reiss, Michael J;
(2023)
Professional learning in primary science: developing teacher confidence to improve the leadership of teaching and learning.
International Journal of Science Education
10.1080/09500693.2023.2288660.
(In press).
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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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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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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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Moodelly, Sheyne;
Reiss, Michael;
Rumjaun, Anwar;
(2023)
Unpacking procedural and conceptual difficulties of grade 13 students in solving problems in genetics crosses (Moodelly et al).
School Science Review
, 105
(389)
pp. 25-31.
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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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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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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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Reiss, Michael;
(2023)
A biologist looks at sex and gender.
Education in Science
, 293
pp. 10-12.
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Reiss, Michael;
(2023)
Science education at a time of existential risk.
School Science Review in Depth
, 105
(389)
pp. 5-10.
|
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Reiss, Michael;
Ruse, Michael;
(2023)
The new biology: A battle between mechanism and organicism.
HPS&ST Newsletter
(In press).
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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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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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Saville, K;
Leaton Gray, S;
Perryman, J;
Hargreaves, E;
(2023)
Creating year 7 bubbles to support primary to secondary school transition: a positive pandemic outcome?
Education 3-13
10.1080/03004279.2023.2186977.
(In press).
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Scaramanga, Jenna;
Reiss, Michael J;
(2023)
Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum.
Cultural Studies of Science Education
10.1007/s11422-023-10187-y.
(In press).
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Stagg, Bethan C;
Dillon, Justin;
(2023)
Plants, education and sustainability: rethinking the teaching of botany in school science.
Journal of Biological Education
, 57
(5)
pp. 941-943.
10.1080/00219266.2023.2264617.
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Starkey, H.;
Wei, L.;
(2023)
The 120th anniversary of IOE: critical engagement with educational and social thought, practice and development.
London Review of Education
, 21
(1)
, Article 7. 10.14324/LRE.21.1.07.
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Szocik, K;
Reiss, MJ;
(2023)
Why space exploitation may provide sustainable development: Climate ethics and the human future as a multi-planetary species.
Futures
, 147
, Article 103110. 10.1016/j.futures.2023.103110.
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Tarozzi, Massimiliano;
(2023)
The Obsession with Measurement and Construction of Possible Futures in Education.
Encyclopaideia
, 27
(1S)
pp. 21-27.
10.6092/issn.1825-8670/16427.
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Turner, Jen;
Chapman, Arthur;
(2023)
‘It does duty for any amount of mayhem’: helping Year 8 to understand historians’ narrative decision-making.
Teaching History
, 190
pp. 80-91.
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Unwin, Adam;
(2023)
Whose Neighbourhood Knowledge is it Anyway?
Teaching Business and Economics
, 27
(1)
pp. 19-21.
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Walshe, Nicola;
Bungay, Hilary;
Dadswell, Anna;
(2023)
Sustainable Outdoor Education: Organisations Connecting Children and Young People with Nature through the Arts.
Sustainability
, 15
(5)
, Article 3941. 10.3390/su15053941.
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Walshe, Nicola;
Perry, Joy;
Moula, Zoe;
(2023)
Eco-Capabilities: Arts-in-Nature for Supporting Nature Visibilisation and Wellbeing in Children.
Sustainability
, 15
(16)
, Article 12290. 10.3390/su151612290.
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Westwood, Molly;
Amos, Ruth;
(2023)
Life as a science Early Career Teacher post-Covid: class of 2020-21.
Science Teacher Education
, 93
pp. 20-22.
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Book
|
Bourn, Douglas (Ed).
(2023)
Research in Global Learning: Methodologies for global citizenship and sustainable development education.
[Book].
UCL Press: London, UK.
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Bourn, Douglas and Tarozzi, Massimiliano (Eds).
(2023)
Pedagogy of Hope for Global Social Justice: Sustainable Futures for People and the Planet.
[Book].
Advances in Education for Sustainable Development and Global Citizenship.
Bloomsbury Academic: London, UK.
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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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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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Book chapter
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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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Blum, Andrea;
Hunt, Frances;
(2023)
Global Education for Teachers: Online Continuing Professional Development as a Source of Hope in Challenging Times.
In: Bourn, Douglas and Tarozzi, Massimilano, (eds.)
Pedagogy of Hope for Global Social Justice: Sustainable Futures for People and the Planet.
(pp. 192-210).
Bloomsbury Academic: 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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Chapman, Arthur;
(2023)
Introduction.
In: Bain, Bob and Chapman, Arthur and Kitson, Alison and Shreiner, Tamara, (eds.)
History Education and Historical Inquiry.
Information Age Publishing: Charlotte, NC, USA.
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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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Clark, Lauren;
(2023)
Using Reflective Dialogues to Explore Pedagogies in Higher Education.
In: Huisman, Jerome and Tight, Malcolm, (eds.)
Theory and method in higher education research.
(pp. 121-135).
Emerald Publishing Limited: Leeds, UK.
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Golding, Jenefer;
(2023)
The global practice of doctoral supervision in sub-Saharan Africa.
In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni M and Nalube, Patricia Phiri, (eds.)
Doctoral Supervision in Southern Africa From Theory to Practice.
(pp. 1-16).
Springer: Cham, Switzerland.
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Golding, Jenefer;
Kapenda, Hileni;
(2023)
Doctoral supervision in southern Africa: Challenges, achievements, and the way forward.
In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.)
Doctoral Supervision in Southern Africa From Theory to Practice.
(pp. 193-200).
Springer: Cham, Switzerland.
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Golding, Jenefer;
Shaimemanya, Cornelia NS;
(2023)
Policies and ethical issues in doctoral supervision: the southern African context.
In: Luneta, K and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.)
Doctoral Supervision in Southern Africa From Theory to Practice.
(pp. 17-39).
Springer: Cham, Switzerland.
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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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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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Leaton Gray, Sandra;
(2023)
The Ethics of AI in Universities: Navigating Privacy Concerns.
In: Schork, Sabrina, (ed.)
Trust in AI: A multi-perspective view.
Springer: Heidelberg.
(In press).
|
|
Lodge, Wilton;
Reiss, Michael;
(2023)
Investigative school research projects in biology: Effects on students.
In: Korfiatis, K and Grace,, M and Hammann,, M, (eds.)
Shaping the Future of Biological Education Research: Selected Papers from the ERIDOB 2022 Conference.
Springer: Singapore.
|
|
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.
|
|
Nachiyunde, Kabunga;
Masaiti, Gift;
Golding, Jenefer;
(2023)
Postgraduate Student Growth Trajectory: Supporting Personal, Professional and Career Development in the 21st Century.
In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.)
Doctoral Supervision in Southern Africa From Theory to Practice.
(pp. 129-143).
Springer: Cham, Switzerland.
|
|
Neshila, Faustina;
Golding, Jenefer;
(2023)
Encouraging doctoral candidates to write and giving feedback.
In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.)
Doctoral Supervision in Southern Africa From Theory to Practice.
(pp. 95-111).
Springer: Cham, Switzerland.
|
|
Reiss, Michael;
(2023)
Dignity in non-humans: A theological perspective.
In: Challenger, Melanie, (ed.)
Animal Dignity: Philosophical Reflections on Non-Human Existence.
Bloomsbury Academic: London, UK.
|
|
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.
|
|
Reiss, Michael;
(2023)
Commentary: I Should Have Stuck to a Video.
In: Jeong, Sophia and Bryan, Lynn and Tippins, Deborah and Sexton, Chelsea, (eds.)
Navigating Elementary Science Teaching and Learning.
(pp. 425-427).
Springer: Cham, Switzerland.
|
|
Reiss, Michael J;
(2023)
Debating Evolution in Context – Religion in the Biology Classroom – Brazil, England, Pakistan and the United States.
In: Fraser-Pearce, Jo and Fraser, James, (eds.)
The Bloomsbury Handbook of Schools and Religion.
Bloomsbury Academic: London, UK.
|
|
Reiss, Michael J;
(2023)
Sex(uality) and Religion in Schools - China, England and the United States.
In: Fraser-Pearce, Jo and Fraser, James W, (eds.)
The Bloomsbury Handbook of Schools and Religion.
Bloomsbury Academic: London, UK.
|
|
Riordan, Sally;
Higgins, Steve;
(2023)
Meta-analysis in education: history, purposes and challenges.
In: Wyse, D and Baumfield, V and Mockler, N and Reardon, M, (eds.)
The BERA-SAGE International Handbook of Research-Informed Education Policy and Practice.
SAGE Publishers: London, UK.
(In press).
|
|
Sedawi, Wisam;
Ben Zvi Assaraf, Orit;
Reiss, Michael;
(2023)
Fostering Bedouin students' sense of place in the light of place-based education and third-space theory.
In: Patrick, Patricia G, (ed.)
How People Learn in Informal Science Environments.
(pp. 373-396).
Springer: Cham, Switzerland.
|
|
Simsek, Ali;
Bretscher, Nicola;
Clark-Wilson, Alison;
Hoyles, Celia;
(2023)
Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology.
In: Clark-Wilson, Alison and Robutti, Ornella and Sinclair, Nathalie, (eds.)
The Mathematics Teacher in the Digital Era.
(pp. 263-288).
Springer Nature: Cham, Switzerland.
|
|
Tunnicliffe, SD;
(2023)
In the Beginning: Interpreting Everyday Science.
In: Akpan, B and Kennedy, T, (eds.)
Contemporary Issues in Science and Technology Education.
(pp. 151-163).
Springer
|
Proceedings paper
|
Bretscher, Nicola;
Geraniou, Eirini;
(2023)
Exploratory analysis of a survey item designed to capture teachers' mathematical digital competency in geometry.
In:
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).
Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest: Budapest, Hungary.
|
|
Crisan, Cosette;
(2023)
Supporting pre-service teachers’ development: what can we learn from case studies of three experienced school-based mathematics mentors.
In:
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).
(pp. pp. 3371-3378).
Alfréd Rényi Institute of Mathematics and ERME
|
|
Davies, Ben;
Smart, Teresa;
Geraniou, Eirini;
Crisan, Cosette;
(2023)
STACKification: automating assessments in tertiary mathematics.
In:
Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).
|
|
Geraniou, Eirini;
Bretscher, Nicola;
(2023)
Survey design considerations for capturing teachers’ mathematical digital competency: a vignette approach.
In: Drijvers, Paul and Csapodi, Csaba and Palmér, Hanna and Gosztonyi, Katalin and Herendiné-Kónya, Eszter, (eds.)
Proceedings of the 13th Congress of European Research in Mathematics Education (CERME13).
(pp. pp. 2686-2693).
Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.
|
|
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:
Online Proceedings of the Coding, Computational Modeling, and Equity in Mathematics Education Symposium.
|
|
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.
|
|
Golding, Jenefer;
(2023)
What do heterarchical social network approaches to policy research have to offer IRME?
In: Drijvers, P and Csapodi, C and Palmér, H and Gosztonyi, K and Kónya, E, (eds.)
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13),.
(pp. pp. 4300-4307).
Alfréd Rényi Institute of Mathematics and ERME
(In press).
|
|
Golding, Jenefer;
Redmond, Benjamin;
Grima, Grace;
(2023)
Mathematical problem solving: a journey of realistic aspiration or of chimera?
In:
Presented at the 24th annual conference AEA-Europe 2023.
AEA-Europe: St Julian's, Malta.
|
|
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
|
|
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
|
|
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:
Presented at the 24th annual conference AEA-Europe 2023.
AEA-Europe: St Julian's, Malta.
|
|
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
|
|
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).
(pp. pp. 4340-4347).
Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.
|
|
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.
|
|
Thurm, Daniel;
Geraniou, Eirini;
Jankvist, Uffe Thomas;
(2023)
Unpacking teacher Beliefs about Mathematical Digital Competency.
In:
Proceedings of the 16th International Conference on Technology in Mathematics Teaching (ICTMT16).
(In press).
|
|
Tutuncu, Sumeyra;
Hodgen, Jeremy;
Golding, Jennie;
(2023)
Proposing educative features of the curriculum materials that can enhance teachers' noticing.
In: Drijvers, P and Csapodi, C and Palmér, H and Gosztonyi, K and Kónya, E, (eds.)
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).
European Society for Research in Mathematics Education (CERME): Budapest, Hungary.
|
Report
|
Noyes, Andrew and Clark-Wilson, Alison and Hodgen, Jeremy and Button, Tom (Eds).
(2023)
Mathematics education and digital technology.
Joint Mathematical Council: London, UK.
|
|
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.
|
|
Crisan, Cosette;
Geraniou, Eirini;
Hodgen, Jeremy;
(2023)
Educational technologies in Mathematics education.
(Mathematical Futures programme
RFQ 5377
).
The Royal Society
|
|
|
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
|
|
Golding, Jennie;
Cara, Olga;
Chan, Stephanie;
Crisan, Cosette;
Ince, Amanda;
Struthers, d'Reen;
(2023)
Research in Higher Education Teaching and Learning (RHETL): the use of student contributions and other ethical issues.
UCL Institute of Education: London, UK.
|
|
|
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.
|
|
Greer, Kate;
Sheldrake, Richard;
Kitson, Aalison;
Rushton, Elizabeth;
Hargreaves, Eleanore;
Walshe, Nicola;
(2023)
“What do climate
change and sustainability
have to do with me?”.
University College London (UCL): London, UK.
|
|
|
Hale, Rebecca;
Pettigrew, Alice;
Karayianni, ELeni;
Pearce, Andy;
Foster, Stuart;
Needham, Kane;
Nienhaus, Luisa;
+ view all
(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.
|
|
|
Majid, Nasreen;
Taylor, Lucy;
Dees, Jim;
(2023)
Nature connectedness through the arts: Co-creating a curriculum to support pupil wellbeing in primary schools.
(BCF Curriculum Investigation Grant Research Reports
, pp. pp. 1-25
).
BERA: London, UK.
|
|
|
Marks, Rachel;
Barclay, Nancy;
Barnes, Alison;
Allen, Becky;
Foster, Colin;
Hodgen, Jeremy;
(2023)
The Prevalence and Use of Textbooks and Curriculum
Resources in Primary Mathematics.
University of Brighton: Brighton, UK.
|
|
Noyes, Andrew;
Brignall, Christopher;
Jacques, Laura;
Powell, Jake;
Adkins, Michael;
(2023)
The mathematics pipeline in England: Patterns, interventions and excellence.
University of Nottingham
|
|
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.
|
|
Reiss, Michael;
Bennett, Judith;
Dunlop, Lynda;
Compton, S;
Glasspoole-Bird, Helen;
Lubben, Fred;
Turkenburg-van Diepen, Maria;
(2023)
A Systematic Review of Approaches to Primary Science Teaching.
Endowment Education Foundation: London, UK.
|
|
Richardson, Mary;
Leaton Gray, Sandra;
Popov, Jelena;
Maddox, Bryan;
(2023)
Computer-based tests and machine marking: candidates’ perceptions and beliefs about the test taking experience.
(PTE Academic
).
Pearson | PTE: London, UK.
|
|
Riordan, Sally;
Jopling, Michael;
Pillinger, Claire;
Cook, Anna;
(2023)
Family and parenting programmes: rapid evidence assessment.
Social Mobility Commission: London, UK.
|
 |
|
Taylor, Rebecca;
Hardman, mark;
Riordan, sally;
Abbott, nicola;
Wong, keri;
Hodgen, jeremy;
Showunmi, victoria;
(2023)
Grassroots pilot evaluation: Evaluation protocol.
Youth Endowment Fund: London, UK.
|
|
|
Taylor, Rebecca;
Hardman, Mark;
Riordan, Sally;
Moss, Gemma;
(2023)
Literature review on teacher quality in disadvantaged schools: Protocol for a rapid evidence assessment.
Education Endowment Foundation (EEF): London, UK.
|
|
|
Taylor, Rebecca;
Hardman, Mark;
Riordan, Sally;
Pillinger, Claire;
Moss, Gemma;
(2023)
Teacher quality, recruitment, and retention: Rapid Evidence Assessment.
Education Endowment Foundation: London, UK.
|
|
Tereshchenko, Antonina;
Kaur, Balbir;
Wiggins, Alison;
(2023)
Racial and Ethnic Microaggressions on School Placements: A Resource for Mentors.
UCL Institute of Education & Brunel University London: London, UK.
|
|
Walshe, Nicola;
Bungay, Hilary;
Dadswell, Anna;
Acton, Faye;
(2023)
Artscaping with Community Artscapers: Research findings from the Branching Out project.
University College London (UCL): London, UK.
|
|
Conference item
|
Golding, Jennie;
(2023)
Doing 'classroom-close' research in mathematics education: what's the same, and what’s different, across phases?
Presented at: British Society for Research into Learning Mathematics (BSRLM) New Researchers day conference, Manchester, UK.
|
 |
Thesis
|
Amaro de Paula, Diogo;
(2023)
An investigation into sense of belonging at French lower secondary schools.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
|
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).
|
|
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).
|
|
Boutsia, Aikaterini;
(2023)
Educational Responses to Hate Speech towards Refugees in a School Context in Greece.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Calsado, Chuckie Fer A;
(2023)
Towards a decolonized critical bioethics:
Class and the ethics of resistance in the Philippines.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
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).
|
|
|
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).
|
|
|
Hancock, Rae;
(2023)
Comics and the making of meaning in Religious Education.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
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).
|
|
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).
|
|
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).
|
|
Mafi, Fatemeh;
(2023)
Is sexualities and relationships education feasible in Iranian schools? An in-depth examination of selected stakeholders’ perspectives and the vital role of values in sexualities and relationships education.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Mahgoub, Mohamed;
(2023)
General Secondary School Certificate Exam – Thanawiyya Amma – in Egypt and Parity of Participation.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
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).
|
|
McCrory, Catherine;
(2023)
Can Inferentialism help to re-vision existing modes of thinking about historical knowledge building?
Doctoral thesis (Ed.D), UCL (University College London).
|
|
Nienhaus, Luisa;
(2023)
Nationalism and Internationalism at Napoleonic Heritage Sites - Conflict Heritage, Dark Tourism, and European Identities.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
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).
|
|
|
Quick, Laura;
(2023)
Making sense of low attainment: children's experiences in the primary classroom.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
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).
|
|
Retallack, Hanna Maria;
(2023)
Feminism in Schools? A discursive-psychosocial study of teenagers' constitutions of feminist subjectivities.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Seymour, John;
(2023)
A Trinitarian history of the creation of a new school.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Surendran, Shone;
(2023)
Inferentialism and Science Education: Towards Meaningful Communication in Primary Science Classrooms.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Tanprasertkun, Supa;
(2023)
Public engagement with flood risk management
in Bangkok: a case of Thai public visitors to a large science museum in Thailand.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Wilson, Nissan;
(2023)
Teachers’ conceptions of Orthodox Jewish education in relation to religious nurture in a liberal society.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Xue, Siwei;
(2023)
The efficacy of problem-based learning in science education and its determinants: a study in two secondary schools in China.
Doctoral thesis (Ph.D), UCL (University College London).
|
Digital scholarly resource
|
(2023)
Broadening Secondary School Science (BRaSSS): Teaching materials.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
 |
|
Elhawary, Dalia;
Hargreaves, Eleanore;
(2023)
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.teachingenglish.org.uk/publications/ca...
|
|
Green, Jasper;
Tillin, Jane;
(2023)
ITE Primary and Secondary Partnership Update: Looking Forward to 2024.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
|
|
Marks, Rachel;
(2023)
England’s plan to introduce east Asia-style maths textbooks widely rejected by primary schools.
[Digital scholarly resource].
https://theconversation.com/englands-plan-to-intro...
|
|
|
McCrory, Amanda;
Reiss, Michael;
(2023)
Lots of Children Find School Science Lessons Boring. Should Science Teachers Include Discussion of Ethical Issues?
[Digital scholarly resource].
https://blogs.ucl.ac.uk/ioe/2023/09/12/lots-of-chi...
|
|
|
Reiss, Michael;
(2023)
Our Climate, Our Health: The Importance of Ethics.
[Digital scholarly resource].
https://www.nuffieldbioethics.org/blog/our-climate...
|
Journal (full / special issue)
|
Anderson, Nicole and Campbell, Kristyna and Clark, Lauren and Hansen, Jesper and Hastie, Alex and Kunz, Sarah and Lowe, Thomas and Standen, Alex (Eds).
(2023)
Postgraduate Pedagogies Vol. 3 No. 1.
[Whole issue].
Postgraduate Pedagogies
, 3
(1).
|
