Browse by UCL Departments and Centres
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Number of items: 135.
A
Altunbas, H.G.;
Mulcahy, M.;
Reiss, M.J.;
(2024)
A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families.
London Review of Education
, 22
(1)
, Article 14. 10.14324/LRE.22.1.14.
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Anders, Jake;
Hodgen, Jeremy;
Taylor, Becky;
Bretscher, Nicola;
(2024)
The Student Grouping Study: investigating the effects of setting and
mixed attainment grouping Statistical Analysis Plan.
Education Endowment Foundation: London, UK.
(In press).
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Baccaglini-Frank, Anna;
Geraniou, Eirini;
Hoyles, Celia;
Noss, Richard;
(2024)
How Learning to Speak the Language of a Computer-Based Digital Environment Can Plant Seeds of Algebraic Generalisation: The Case of a 12-Year-Old Student and eXpresser.
Education Sciences
, 14
(4)
, Article 409. 10.3390/educsci14040409.
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Barnes, ME;
Aini, RQ;
Collins, JP;
Dunk, RDP;
Holt, EA;
Jensen, J;
Klein, JR;
... Brownell, SE; + view all
(2024)
Evaluating the current state of evolution acceptance instruments: a research coordination network meeting report.
Evolution: Education and Outreach
, 17
(1)
, Article 1. 10.1186/s12052-024-00194-0.
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Beaney, Michael;
(2024)
“Not hired, but hosted”: The identities of displaced academics in UK higher education institutions.
Doctoral thesis (Ed.D), UCL (University College London).
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Berger Correa, Bárbara Claudia;
(2024)
Flirting Matters: Exploring Material-Discursive and Affective Intra-actions in Flirting Among Teenagers in the Context of the Chilean Feminist Movement.
Doctoral thesis (Ph.D), UCL (University College London).
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Biswakarma, Rina;
Maslowski, Katherine;
Reiss, Michael J;
Harper, Joyce C;
(2024)
Parenthood intentions of 16-18-year-olds in England: a survey of school students.
Human Fertility
, 27
(1)
, Article 2310639. 10.1080/14647273.2024.2310639.
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Boli, Despoina;
Golding, Jenefer;
(2024)
Mathematics GCSE resit students: heterogeneous patterns of affect, participation and attainment.
In:
Proceedings of the British Society for Research into Learning Mathematics.
(pp. pp. 1-6).
BSRLM
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Bourn, Douglas;
(2024)
International Global Education Policy and Practice: Lessons From and For Ireland.
In: Dillon, Eilish and Gaynor, Niamh and McCann, Gerald and McCloskey, Stephen, (eds.)
Global Education in Ireland.
(pp. 120-128).
Bloomsbury Academic: London, UK.
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Bourn, Douglas;
(2024)
Global Education in the UK.
In: Wegimont, Liam and Scheunpflug, Annette, (eds.)
Global Education in Europe: National Histories.
(pp. 284-323).
GENE – Global Education Network Europe: Dublin, Ireland.
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Boylan, Mark;
Hongjuan, Zhu;
Jacques, Laurie;
Birkhead, Amy;
Rempe-Gillen, Emma;
(2024)
Secondary maths practice review.
Education Endowment Foundation: London, UK.
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Bozkurt, Gülay;
Abboud, Maha;
Bretscher, Nicola;
Mesa, Vilma;
Simsek, Ali;
(2024)
Theorizing Teachers’ Practices with Digital Technologies Within Mathematical Domains and Contexts.
In: Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeff, (eds.)
Handbook of Digital Resources in Mathematics Education.
Springer: Cham, Switzerland.
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Brignell, Christopher;
Noyes, Andrew;
Jacques, Laurie;
(2024)
The mathematics pipeline in England: inclusion and the excellence stream.
Teaching Mathematics and its Applications: An International Journal of the IMA
, Article hrae005. 10.1093/teamat/hrae005.
(In press).
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Brooks, Clare;
Perryman, Jane;
(2024)
Teacher recruitment policies: accelerating issues of spatial justice in England.
Asia-Pacific Journal of Teacher Education
, 52
(3)
pp. 301-315.
10.1080/1359866X.2024.2324352.
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Bungay, H;
Walshe, N;
Dadswell, A;
(2024)
Mobilising volunteers to deliver a school-based arts-in-nature practice to support children’s mental health and wellbeing: a modified e-Delphi Study with primary school staff.
Cogent Education
, 11
(1)
, Article 2298047. 10.1080/2331186X.2023.2298047.
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Burn, H;
Fumagalli, L;
Rabe, B;
(2024)
Stereotyping and ethnicity gaps in teacher assigned grades.
Labour Economics
, 89
, Article 102577. 10.1016/j.labeco.2024.102577.
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Burn, Hester;
(2024)
A Qualified Disaster:
Allocating Student Grades During Covid-19.
In: Levinson, Meira and Geron, Tatiana and O’Brien, Sara and Reid, Ellis, (eds.)
Educational Equity in a Global Context: Cases and Conversations in Educational Ethics.
(pp. 57-78).
Bloomsbury Academic: London, UK.
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Campbell, Kristyna;
Clark, Lauren;
Hansen, Jesper;
Lowe, Thomas;
Standen, Alex;
(2024)
Introduction: Volume 4.
Postgraduate Pedagogies Journal
, 4
(1)
pp. 17-23.
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Chapman, Arthur;
(2024)
Body, Form, Spirit and Schema Theory: Some Reflections on History Education.
Teaching History
, 58
(3)
pp. 4-8.
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Chapman, Arthur;
(2024)
Connaître l’histoire : réflexions sur la tradition disciplinaire en Angleterre.
Diversité
, 204
10.35562/diversite.4486.
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Chapman, Arthur;
(2024)
Historical Interpretation as the Foundational Concept for History Education.
Revista de Historia
, 31
, Article hc380. 10.29393/RH31-2HIAC10002.
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Chapman, Arthur;
(2024)
Nationalising the curriculum 1991-2013: The English National Curriculum as a roman national.
Passato e Presente
, XLII
(123)
pp. 90-113.
10.3280/PASS2024-123006.
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Clark, Lauren;
(2024)
Enabling Students to Flow in UK Higher Education.
Teaching and Learning Together in Higher Education
, 1
(42)
, Article 8.
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Clark, Lauren;
(2024)
Snapshots.
Teaching and Learning Together in Higher Education
, 1
(42)
, Article 9.
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Crisan, Cosette;
Liu, Bohan;
Zhongtian, Ji;
Guo, Kan;
(2024)
Exploring Joint Reflections in ‘Mathematics Teacher Educator - School Mentor-Student Teacher’ Triads: Case Studies from England and China.
In: Fujita, Taro, (ed.)
Proceedings of the British Society for Research into Learning Mathematics.
British Society for Research into Learning Mathematics (BSRLM): UK.
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Dadswell, Anna;
Bungay, Hilary;
Acton, Faye;
Walshe, Nicola;
(2024)
Branching out: mobilizing community assets to support the mental health and wellbeing of children in primary schools.
Frontiers in Public Health
, 12
, Article 1386181. 10.3389/fpubh.2024.1386181.
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Davies, Ben;
Crisan, Cosette;
Geraniou, Eirini;
Smart, Teresa;
(2024)
A Department-Wide Transition to a New Mode of Computer-Aided Assessment Using STACK.
International Journal of Research in Undergraduate Mathematics Education
10.1007/s40753-024-00251-5.
(In press).
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Deng, Zongyi;
(2024)
Educational Studies, Pedagogy and Education as a Discipline.
British Journal of Educational Studies
pp. 1-21.
10.1080/00071005.2024.2418585.
(In press).
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Deng, Zongyi;
(2024)
Foreword.
In: Vollmer, Helmut Johannes and Rothgangel, Martin, (eds.)
General Subject Didactics: Comparative Insights into Subject Didactics as Academic Disciplines.
Waxmann: Münster, Germany.
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Duncan, RG;
Krishnamoorthy, R;
Harms, U;
Haskel-Ittah, M;
Kampourakis, K;
Gericke, N;
Hammann, M;
... Yarden, A; + view all
(2024)
The sociopolitical in human genetics education.
Science
, 383
(6685)
pp. 826-828.
10.1126/science.adi8227.
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Edsall, Dominic G;
(2024)
Social Identities in Transition within the University: EFL Teachers Negotiating Learner Autonomy within Japanese Higher Education.
Doctoral thesis (Ph.D), UCL (University College London).
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Efthymiou, Giannis Stefanos;
(2024)
Global Learning in Greek primary schools: teachers' struggle for possibilities of change.
Doctoral thesis (Ph.D), UCL (University College London).
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Fletcher, T;
Ní Chróinín, D;
Dillon, M;
Beckey, A;
Bowles, R;
Hamblin, D;
Harrison, L;
(2024)
Learning about meaningful physical education in physical education teacher education: two case studies of sustained implementation.
Curriculum Studies in Health and Physical Education
10.1080/25742981.2024.2442926.
(In press).
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Fraser-Pearce, Jo;
Stones, Alexis;
(2024)
Tackling social injustice through developing epistemic literacy in Religious Education: Findings and recommendations from an empirical study.
Culham St Gabriel's, Oxford, UK.
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Freeman, Denise;
Hammond, Lauren;
Mayo-Hollaway, Chantal;
Morgan, Alun;
Sinclair, Daryl;
Walker, Catherine;
Willy, Tessa;
(2024)
Opportunities, complexities, and challenges in collaboration between school and university geography.
[Digital scholarly resource].
https://ga-blog.org/2024/07/03/opportunities-compl...
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Gelmez Burakgazi, Sevinç;
Reiss, Michael J;
(2024)
Perceptions of Sustainability among Children and Teachers: Problems Revealed via the Lenses of Science Communication and Transformative Learning.
Sustainability
, 16
(11)
, Article 4742. 10.3390/su16114742.
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Geraniou, eirini;
Crisan, Cosette;
(2024)
Assessment of students’ learning mathematics with technology using video-based activities in an online course.
In: Iannone, P and Moons, F and Drüke-Noe, C and Geraniou, E and Morselli, F, (eds.)
Proceedings of the 14thERME Topic Conference FAME.
(pp. pp. 122-125).
Utrecht University & ERME: Utrecht, The Netherlands.
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Geraniou, Eirini;
Jankvist, Uffe;
Elicer, Raimundo;
Tamborg, Andreas;
Misfeldt, Morten;
(2024)
Towards a definition of “mathematical digital competency for teaching.
ZDM – Mathematics Education
10.1007/s11858-024-01585-9.
(In press).
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Glegg, Anna Kia Polly;
(2024)
Heroism, complexity and core tensions: An appreciative exploration of schools as teacher learning environments within the Teach First Training Programme.
Doctoral thesis (Ed.D), UCL (University College London).
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Golding, Jenefer;
(2024)
Ethical issues in researching Higher Education teaching and learning: what’s the same as, and what’s different from, close-to- practice research in other phases of education?
In:
Camtree: The Cambridge Teacher Research Exchange.
(pp. pp. 1-11).
: Cambridge, UK.
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Golding, Jenefer;
(2024)
Sustainable, affordable and transferable approaches to experienced doctoral supervisor development.
International Journal for Academic Development
10.1080/1360144X.2024.2400147.
(In press).
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Golding, Jenefer;
(2024)
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: Budapest, Hungary.
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Golding, Jenefer;
(2024)
The Development of Teachers of Mathematics in Sub-Saharan Africa:
Reflections on Moving Forward with Confidence.
In: Luneta, Kakoma and Schaeffer, Mark, (eds.)
Mathematics Teacher Training and Development in Africa: Trends at Primary and Secondary School.
(pp. 253-269).
Springer: Cham, Switzerland.
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Golding, Jenefer;
Ince, Amanda;
(2024)
Ethical Issues in Researching Higher Education Teaching and Learning.
Encyclopedia (2024)
, 4
(3)
pp. 1147-1162.
10.3390/encyclopedia4030074.
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Golding, Jennie;
(2024)
Teachers, Learners and Edu-Business Co-Constructing Mathematics Curriculum Implementation: An Insider's Lens in Cross-Phase Longitudinal Research.
Education Sciences
, 14
(12)
, Article 1322. 10.3390/educsci14121322.
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Golding, Jennie;
(2024)
Academics engaging in formative peer assessment of reflective scholarly accounts of doctoral supervision.
In: Hatzipanagos, S and Pachler, N, (eds.)
Proceedings of the 18th Research in Distance Education Conference (RIDE 2024).
Research in Distance Education Conference (RIDE): London, UK.
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Golding, Jennie;
Richardson, Mary;
Isaacs, Tina;
Barnes, Iain;
Wilkinson, David;
Swensson, Christina;
Maris, Robbie;
(2024)
Trends in International Mathematics and Science
Study (TIMSS) 2023:
National report for England.
Department for Education: London, UK.
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Green, Jasper;
(2024)
Update 2: Partnering with IOE from September 2024 on our Primary and Secondary PGCE Programmes.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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Greer, K.;
Walshe, N.;
Kitson, A.;
Dillon, J.;
(2024)
Responding to the environmental emergency through education: the imperative for teacher support across all subjects.
UCL Open: Environment
, 6
, Article 8. 10.14324/111.444/ucloe.1987.
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Guo, Bin;
(2024)
“We’re Very Relieved to Be Coming Back”: Families Navigating Museum Visits under the Impact of Covid-19.
Journal of Education in Museums
(43)
pp. 40-53.
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Hale, Rebecca;
Soper, Corey;
(2024)
The valuable contribution Citizenship education can make to
learning about the Holocaust.
Teaching Citizenship
, 59
pp. 46-49.
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Hammond, Lauren;
Fargher, Mary;
Walshe, Nicola;
(2024)
Geography teacher educators’ perspectives oneducation for sustainability: identity and agency in aperiod of rapid education policy change in England.
International Research in Geographical and Environmental Education
10.1080/10382046.2024.2426476.
(In press).
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Hammond, Lauren;
Freeman, Denise;
(2024)
Geography, education and citizenship: Engaging with children’s rights in, and to, the city in London.
Geography
, 110
(1)
pp. 16-25.
10.1080/00167487.2025.2437948.
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Hammond, Lauren;
Healy, Grace;
Bladh, Gabriel;
Tani, Sirpa;
(2024)
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden.
Journal of Curriculum Studies
10.1080/00220272.2024.2420366.
(In press).
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Hammond, Lauren;
Krishnamurthy, Sukanya;
(2024)
Geographies of Children.
In: Warf, Barney, (ed.)
The Encyclopedia of Human Geography.
(pp. 1-4).
Springer: Cham, Switzerland.
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Hammond, Lauren;
Qurike, William;
Curley, Angela;
Milne, John;
(2024)
Geography in the Broad General Education in Scotland: Tensions, opportunities and suggestions for the future.
Teaching Geography
, 49
(2)
p. 69.
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Hargreaves, Eleanore;
Lally, Brian;
Akar, Bassel;
Al-Waeli, Jumana;
Costello, Jasmine;
(2024)
Schooling for Refugee Children: A social justice perspective informed by children from Syria.
UCL Press: London, UK.
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Hargreaves, Eleanore;
Quick, Laura;
Buchanan, Denise;
(2024)
Children who experience misrecognition in primary education: A social justice perspective.
British Educational Research Journal (BERJ)
, 50
(4)
pp. 1898-1916.
10.1002/berj.4006.
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Hayes, Sarah;
Jopling, Michael;
Connor, Stuart;
Johnson, Matt;
Riordan, Sally;
(2024)
'Making you Aware of your Own Breathing': Human Data Interaction, Disadvantage and Skills in the Community.
Postdigital Science and Education
, 6
pp. 627-642.
10.1007/s42438-023-00446-0.
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Healy, Grace;
Hammond, Lauren;
(2024)
Navigating personal and disciplinary frontiers: Engaging with undergraduate geography students' reflections on their geographical education.
Journal of Geography in Higher Education
10.1080/03098265.2024.2403078.
(In press).
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Healy, Grace;
Mitchell, David;
Walshe, Nicola;
(2024)
Climate Change, Sustainability, and Education: Conceptions of Teachers of Geography in England.
Sustainability
, 16
(16)
, Article 7213. 10.3390/su16167213.
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Healy, Grace Ellen;
(2024)
Rendering visible teachers' intellectual work: an examination of the recontextualisation of knowledge through geography teachers' professional practice.
Doctoral thesis (Ph.D), UCL (University College London).
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Hodgen, Jeremy;
Coe, Robert;
Brown, Margaret;
Küchemann, Dietmar;
(2024)
Educational performance over time: changes in mathematical attainment between 1976 and 2009 in England.
Implementation and Replication Studies in Mathematics Education
, 4
(1)
pp. 83-124.
10.1163/26670127-bja10018.
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Hodgen, Jeremy;
Marks, Rachel;
Geraniou, Eirini;
Bretscher, Nicola;
Jacques, Laura;
(2024)
Effective approaches to teaching mathematics in Key Stages 3 and 4. Protocol for a systematic review and meta-analysis.
Education Endowment Foundation (EEF): London, UK.
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Hodgen, Jeremy;
Marks, Rachel;
Geraniou, Eirini;
Bretscher, Nicola;
Jacques, Laurie;
(2024)
Effective approaches to teaching mathematics in Key Stages 3 and 4: Protocol for a systematic review and meta-analysis.
INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols
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Hodgen, Jeremy;
Taylor, Becky;
Anders, Jake;
Tereshchenko, Antonina;
Jacques, Laurie;
(2024)
The Student Grouping Study:
Evaluation Study Plan.
Education Endowment Foundation: London, UK.
(In press).
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Howell, John;
(2024)
From group work to teamwork: The experiences of Romanian students undertaking assessed group work on UK higher education programmes.
Doctoral thesis (Ed.D), UCL (University College London).
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Hu, Ruolin;
Young, Sara;
(2024)
Taught postgraduate student views towards research ethics and the ethics approval procedure: findings from a pilot study.
Presented at: Ethics and Practice As Research (PAR) with Children and Young People: Understanding, Principles, and Implications, London, UK.
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I
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Insley, Kim;
(2024)
Whole-school nurture: a theoretical reflection
with some practical solutions.
The International Journal of Nurture in Education
, 10
pp. 7-22.
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IOE Impact Stories;
(2024)
IOE Impact Stories 2024: Developing a new cohort of researchers.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/research/engagement-and-...
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Isaacs, Tina;
Golding, Jenefer;
Richardson, Mary;
(2024)
England.
In: Reynolds, KA and Aldrich, CEA and Bookbinder, A and Gallo, A and von Davier, M and Kennedy, A, (eds.)
TIMSS 2023 Encyclopedia: Education Policy and Curriculum in Mathematics and Science.
(pp. 1-17).
Boston College, TIMSS & PIRLS International Study Center: Chestnut Hill, MA, USA.
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Jacques, Laurie;
Joubert, Marie;
(2024)
A vision for meaningful data education
across the four nations of the UK.
Joint Mathematical Council of the UK (JMC): London, UK.
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Jones, Alice;
McCulloch, Steven P;
Reiss, Michael J;
(2024)
Stakeholder perceptions of primary school education about food sustainability and farm animal welfare in England.
Research in Science and Technological Education
10.1080/02635143.2024.2335229.
(In press).
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Khawaja, Jaspar;
Bagley, Christopher;
Taylor, Becky;
(2024)
Breaking the Silence: Critical discussion of a youth participatory action research project.
JCPP Advances
, Article e12283. 10.1002/jcv2.12283.
(In press).
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Kitson, Alison;
Greer, Kate;
Morse, Elizabeth;
Baldwin, Patrice;
Tipton, Jessica;
Prasad, Georgia;
(2024)
The role of subjects and subject associations in climate change and sustainability education in England.
UCL Centre for Climate Change and Sustainability Education: London, UK.
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Kitson, Alison;
Greer, Kate;
Walshe, Nicola;
Sheldrake, Richard;
Dillon, Justin;
(2024)
CURRICULUM AND ASSESSMENT REVIEW: Call for evidence | CCCSE Response.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Kos, Marjanca;
Tunnicliffe, Sue Dale;
Praprotnik, Luke;
Torkar, Gregor;
(2024)
Learning Biology in the Early Years Through Nature Play in the Forest: An Exploratory Study from Slovenia.
In: Korfiatis, Kostas and Grace, Marcus and Hammann, Marcus, (eds.)
Shaping the Future of Biological Education Research.
Springer: Cham, Switzerland.
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Leaton Gray, Sandra;
(2024)
Pedagogies of Identity. The Formation and Reformation of the
European Schools.
In:
Building Europe Through Education, Building Education Through Europe. Actors, Spaces and Pedagogies in a Historical Perspective.
(pp. 53-67).
Routledge: London, UK.
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Leaton Gray, Sandra;
(2024)
Pedagogies of identity: the formation and reformation of the European Schools.
In: Coutaz, Raphaëlle Ruppen and Paoli, Simone, (eds.)
Building Europe Through Education, Building Education Through Europe: Actors, Spaces and Pedagogies in a Historical Perspective.
(pp. 53-67).
Routledge: Abingdon, UK.
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Leaton Gray, Sandra;
(2024)
Die Ethik der KI in Universitäten: Im Spannungsfeld zwischen Qualität, Identität und Privatsphäre [= The Ethics of AI in Universities: Navigating Privacy Concerns].
In: Schork, Sabrina, (ed.)
Vertrauen in Künstliche Intelligenz [=Trust in AI: A multi-perspective view].
(pp. 119-137).
Springer Vieweg: Wiesbaden, Germany.
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Leaton Gray, Sandra;
Cukurova, Mutlu;
(2024)
Teacher alchemy? The potential for combining digital and social methodologies in supporting learners in the humanities and social sciences.
Cogent Education
, 11
(1)
, Article 2420416. 10.1080/2331186x.2024.2420416.
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Liang, Haiying;
(2024)
Enhancing EMP Training for Chinese Medical Students: A Study of a Prestigious
Urban University.
Doctoral thesis (Ph.D), UCL (University College London).
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Lindon-Morris, Alexander;
(2024)
Overseas Students from Mainland China in British Boarding Schools: A Children's Rights Perspective.
Doctoral thesis (Ed.D), UCL (University College London).
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Loo, Sai;
(2024)
What next after the political turmoil of the past 14 years for vocational/occupational education?
FE News
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Magnússon, ÓÖ;
Ragnarsdóttir, G;
Reiss, MJ;
Björnsdóttir, A;
(2024)
A place for Basil Bernstein in the field: How applicable is Basil Bernstein's theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic?
European Educational Research Journal
10.1177/14749041241235974.
(In press).
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Majid, Nasreen;
(2024)
Working with teachers and pupils to develop climate education.
Presented at: Green Space Conference, University of Warwick, Warwick, UK.
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Marks, Rachel;
(2024)
Not so fast: (re)finding yourself and our children in a world ruled by immediacy.
Forum
, 66
(1)
pp. 138-141.
10.3898/forum.2024.66.1.14.
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Markwick, A;
Reiss, MJ;
(2024)
Reconceptualising the school curriculum to address global challenges: Marrying aims-based and ‘powerful knowledge’ approaches.
Curriculum Journal
10.1002/curj.258.
(In press).
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Markwick, Andy;
(2024)
How to teach Chromatography at Post-16.
[Digital scholarly resource].
https://edu.rsc.org/story.aspx?storyCode=4019097&p...
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Markwick, Andy;
(2024)
Teaching Sustainability with Rock, Soils, Flora and Fauna.
Teaching Times
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Markwick, Andy;
Hayward, Jenny;
(2024)
Bouncing balls: a simple and fun activity to introduce scientific ideas and to practice mathematical skills in the early years.
Primary Science
(183)
pp. 9-11.
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Markwick, Andy;
Hayward, Jenny;
(2024)
Using mathematical skills to explore forces.
Primary Science
, 3
pp. 9-11.
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Markwick, Andy;
Reiss, MIchael;
(2024)
A school curriculum to address global challenges: bringing together aims-based education and powerful knowledge.
Forum
, 66
(2)
pp. 79-89.
10.3898/forum.2024.66.2.10.
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Maslowski, K;
Biswakarma, R;
Reiss, MJ;
Harper, JC;
(2024)
What have 16- to 18-year-olds in England learnt about reproductive health? A survey of school students.
Health Education Journal
, 83
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10.1177/00178969241227314.
(In press).
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McCarthy, Francesca;
(2024)
(Mis)recognising the symbolic violence of academically selective education in England: a critical application of Bourdieusian analysis to pupils’ lived experiences.
Critical Studies in Education
10.1080/17508487.2024.2409672.
(In press).
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McIvor, Nicholas;
Hodgen, Jeremy;
Loo, Sai;
(2024)
Analysing improvisation in the mathematics classroom.
In:
Proceedings of the 13th Congress of the European Society for Research in Mathematics Education (CERME13).
CERME
(In press).
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Montemurro, David;
(2024)
Misleading Opportunities: a case-study on the influences of global competency frameworks within Ontario initial teacher education.
Doctoral thesis (Ed.D), UCL (University College London).
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Morgan, Candia;
Bergqvist, Ewa;
Adler, Jill;
Österholm, Magnus;
(2024)
Discourses of mathematical reasoning: analysis of three reform frameworks.
In:
Proceedings of the British Society for Research into Learning Mathematics.
British Society for Research into Learning Mathematics: Online.
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N
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Ní Chróinín, Déirdre;
Iannucci, Cassandra;
Luguetti, Carla;
Hamblin, Declan;
(2024)
Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education.
European Physical Education Review
10.1177/1356336x241240400.
(In press).
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Nicholl, Joanne;
(2024)
“You want to go see yourself?” Exploring human-animal relationships among biology A-level students on a trip to the zoo.
Doctoral thesis (Ph.D), UCL (University College London).
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O
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Orchard, J;
Reiss, MJ;
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‘Owning’ climate change for moral education.
Journal of Moral Education
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Philpotts, Izzie;
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Dillon, Justin;
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(2024)
Do Animal Welfare Education Campaigns Really Work? An Evaluation of the RSPCA’s #DogKind Campaign in Raising Awareness of Separation-Related Behaviours in UK Dog Owners.
Animals
, 14
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Philpotts, Izzie;
Blackwell, Emily J;
Dillon, Justin;
Tipton, Emma;
Rooney, Nicola J;
(2024)
What Do We Know about Dog Owners? Exploring Associations between Pre-Purchase Behaviours, Knowledge and Understanding, Ownership Practices, and Dog Welfare.
Animals
, 14
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10.3390/ani14030396.
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Power, A.;
Kitson, A.;
(2024)
The role of school history in helping young people to navigate their future at a time of climate crisis.
History Education Research Journal
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Q
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Quirke, William;
Swanton, Dan;
Trolley, Sarah;
Hammond, Lauren;
Healy, Grace;
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Time to make more space for knowledge production in geography education?
[Digital scholarly resource].
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R
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Reiss, Michael;
(2024)
Michael Ruse (1940-2024).
[Digital scholarly resource].
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Reiss, Michael;
(2024)
The Nature of Science.
In: Purves, R and Himonides, E, (eds.)
Learning to Teach Science in the Secondary School A Companion to School Experience.
Routledge: Abingdon, UK.
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Reiss, Michael;
McCrory, Amanda;
Jeffries, Alex;
(2024)
The Contribution of Socioscientific Issues to Science Education: A United Kingdom Perspective.
In: Zeidler, DL, (ed.)
A Moral Inquiry into Epistemic Insights in Science Education Personal and Global Perspectives of Socioscientific Issues.
(pp. 387-408).
Springer, Cham: Cham, Switzerland.
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Reiss, Michael J;
(2024)
ASE Presidential Address: The role of science
education at a time of climate crisis and the sixth
mass extinction.
School Science Review in Depth (SSR in Depth)
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Reiss, Michael J;
(2024)
A biological perspective on spiritual intelligence.
In:
Perspectives on Spiritual Intelligence.
(pp. 101-115).
Routledge: Abingdon, UK.
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Riordan, Sally;
(2024)
The translation of cultural capital theory to English secondary schools: knuggets, wild words and pipelines.
British Journal of Sociology of Education
10.1080/01425692.2024.2376592.
(In press).
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Sheldrake, Richard;
Reiss, Michael J;
Lodge, Wilton;
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What do you think being a good scientist involves? School students’ views about science, scientific research, and being scientists.
International Journal of Science Education
10.1080/09500693.2024.2385759.
(In press).
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Smail, Amy;
(2024)
Ethnic, national, and African consciousness: lessons learned from Ghanaian teachers about decolonising citizenship(s).
Compare: A Journal of Comparative and International Education
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(In press).
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Stagg, B;
Dillon, J;
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Teaching the power of plants.
Biologist
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Stagg, Bethan C;
Hetherington, Lindsay;
Dillon, Justin;
(2024)
Towards a model of plant awareness in education: a literature review and framework proposal.
International Journal of Science Education
10.1080/09500693.2024.2342575.
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Standish, Alexander;
(2024)
Towards an educational case for social and political issues in the geography curriculum.
Journal of Philosophy of Education
10.1093/jopedu/qhae013.
(In press).
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Starkey, Hugh;
(2024)
Reasonable accommodations and security agendas in multicultural societies: Secular and faith-based approaches to citizenship education in Canada, France and England.
Education, Citizenship and Social Justice
10.1177/17461979241234533.
(In press).
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Svennevig, Hans;
Kitagawa, Kaori;
Inoue, Masayoshi;
(2024)
Preparing for Disasters Through Citizenship Pedagogies.
In: Yildiz, Ayse and Shaw, Rajib, (eds.)
Disaster and Climate Risk Education: Insights from Knowledge to Action.
(pp. 13-27).
Springer, Singapore: Singapore.
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Taylor, Becky;
(2024)
What Matters in Education? Briefing Note #3: Pupil Absence: Questions for policy, for research, and in practice.
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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Taylor, Rebecca;
Hardman, Mark;
Riordan, Sally;
(2024)
Grassroots efficacy trial: evaluation of an anti-conflict intervention by cluster randomised controlled trial: Evaluation protocol.
Youth Endowment Fund
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Thurm, Daniel;
Geraniou, Eirini;
Jankvist, Uffe Thomas;
(2024)
Unpacking teacher Beliefs about Mathematical Digital Competency.
In: Diamantidis, Dimitris and Karavakou, Myrto and Grizioti, Marianthi and Kynigos, Chronis, (eds.)
Proceedings of the 16th International Conference on Technology in Mathematics Teaching (ICTMT16).
(pp. pp. 247-254).
ICTMT: Athens, Greece.
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Tunnicliffe, Sue Dale;
Ojadejo, Adekunle;
Okebukola, Peter;
Ogulande, Ibyinka;
Shabni, Juma;
Agor, Rose;
(2024)
Exploration of Play as a Vital Strategy to STEM Literacy.
In:
Proceedings of the NARST 97th Annual International Conference.
NARST: Denver, Colorado, USA.
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Tutuncu, Sumeyra;
(2024)
Analysing the educative potential of mathematics curriculum materials for formative assessment practices.
Doctoral thesis (Ph.D), UCL (University College London).
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Vogiatzis, Thomas;
(2024)
Motivation in British adult learners of Greek as a foreign language: a Case Study analysis of adult learners at a language centre in London.
Doctoral thesis (Ph.D), UCL (University College London).
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W
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Walshe, Nicola;
(2024)
A conversation with young people about climate change and sustainability education in England: Ministerial policy briefing.
UCL Centre for Climate Change and Sustainability Education: London, UK.
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Walshe, Nicola;
Sheldrake, Richard;
Healy, Grace;
Edwards, RC;
Wale, William;
Hargreaves, Eleanor;
(2024)
Climate Change and Sustainability Education: A survey of students in England.
IOE, UCL's Faculty of Education and Society: London, UK.
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Worton, Sarah;
(2024)
Playing the ITE Field: from a game of strategy to chance. A Bourdieusian analysis of perspectives on policy in Initial Teacher Education in England.
Doctoral thesis (Ph.D), UCL (University College London).
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X
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Xu, Shiyu;
Reiss, Michael;
Lodge, Wilton;
(2024)
Comprehensive Scientific Creativity Assessment (C-SCA): A New Approach for Measuring Scientific Creativity in Secondary School Students.
International Journal of Science and Mathematics Education
10.1007/s10763-024-10469-z.
(In press).
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Xu, Shiyu;
Reiss, Michael J;
Lodge, Wilton;
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The development of an analytical model for science classroom creativity in China.
Research in Science & Technological Education
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(In press).
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Xu, Shiyu;
Reiss, Michael J;
Lodge, Wilton;
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Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms.
International Journal of Science Education
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Exploring Children’s Interaction with AR to Enhance Spatial Skills: Case Study on Geometry Learning.
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(pp. pp. 3-17).
Springer: Cham, Switzerland.
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Young, Sara;
(2024)
Resisting the anti-migrant narrative: the perspective of Polish-born teenagers living in the UK.
Presented at: European Migrants in the UK in the Brexit Era: Discursive Approaches, Liverpool, UK.
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Zeng, Xiangmin;
Liu, Jie;
Bowen, Neil Evan Jon Anthony;
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A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing.
Assessing Writing
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Zhai, Junqing;
Blom, Simone Miranda;
Dillon, Justin;
Wu, Shanghao;
Yan, Xiaomei;
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Early childhood immersion in nature: Chinese kindergarten educators’ perspectives on nature play.
Environmental Education Research
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Zhai (翟俊卿), Junqing;
Dillon, Justin;
Dawson, Vaille;
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Climate Change Education: Cross-Cultural Perspectives.
ECNU Review of Education
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