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Number of items: 229.
Article
Akhtar, N;
Khan, A;
Pervez, A;
Batool, I;
(2019)
Interpersonal Problems in Arranged and Love Marriages.
Pakistan Journal of Social and Clinical Psychology
, 15
(2)
pp. 18-22.
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Allsopp, J;
Chase, E;
(2019)
Best interests, durable solutions and belonging: future prospects for unaccompanied migrant minors coming of age in Europe.
Journal of Ethnic and Migration Studies
, 45
(2)
pp. 293-311.
10.1080/1369183X.2017.1404265.
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Anderson, E;
White, J;
(2019)
Elizabeth Anderson interviewed by John White.
Journal of Philosophy of Education
, 53
(1)
pp. 5-20.
10.1111/1467-9752.12336.
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Archer, L;
Nomikou, E;
Mau, A;
King, H;
Godec, S;
DeWitt, J;
Dawson, E;
(2019)
Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms.
Cultural Studies of Science Education
, 14
pp. 723-751.
10.1007/s11422-018-9870-4.
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Auld, E;
Morris, P;
(2019)
The OECD and IELS: Redefining early childhood education for the 21st century.
Policy Futures in Education
, 17
(1)
pp. 11-26.
10.1177/1478210318823949.
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Auld, E;
Morris, P;
(2019)
Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation?
Policy Futures in Education
10.1177/1478210318819246.
(In press).
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Auld, E;
Rappleye, J;
Morris, P;
(2019)
PISA for Development: how the OECD and World Bank shaped education governance post-2015.
Comparative Education
, 55
(2)
pp. 197-219.
10.1080/03050068.2018.1538635.
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Baldwin-Edwards, M;
Blitz, BK;
Crawley, H;
(2019)
The politics of evidence-based policy in Europe's 'migration crisis'.
Journal of Ethnic and Migration Studies
, 45
(12)
pp. 2139-2155.
10.1080/1369183X.2018.1468307.
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Ball, SJ;
(2019)
A horizon of freedom: Using Foucault to think differently about education and learning.
Power and Education
, 11
(2)
pp. 132-144.
10.1177/1757743819838289.
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Bamberger, A;
Morris, P;
Weinreb, Y;
Yemini, M;
(2019)
Hyperpoliticised internationalisation in a pariah university: An Israeli institution in the occupied West Bank.
International Journal of Educational Development
, 66
pp. 119-128.
10.1016/j.ijedudev.2018.09.005.
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Barker, Meghanne;
(2019)
Blank Faces: Introduction to the Special Issue.
Semiotic Review
, 7
pp. 1-11.
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Barker, Meghanne;
(2019)
Dancing Dolls: Animating Childhood in a Contemporary Kazakhstani Institution.
Anthropological Quarterly
, 92
(2)
pp. 311-343.
10.1353/anq.2019.0017.
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Barker, Meghanne M;
(2019)
Intersubjective Traps over Tricks on the Kazakhstani Puppet Stage: Animation as Dicentization.
Journal of Linguistic Anthropology
, 29
(3)
pp. 375-396.
10.1111/jola.12227.
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Bartie, A;
Fleming, L;
Freeman, M;
Hulme, T;
Hutton, A;
Readman, P;
(2019)
'History taught in the pageant way': Education and Historical Performance in Twentieth-Century Britain.
History of Education
, 48
(2)
pp. 156-179.
10.1080/0046760X.2018.1516811.
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Blitz, B;
Simic, A;
(2019)
The modern slavery regime: a critical evaluation.
Journal of the British Academy
, 7
(Supp. 1)
pp. 1-34.
10.5871/jba/007s1.001.
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Bojesen, E;
Suissa, J;
(2019)
Minimal utopianism in the classroom.
Educational Philosophy and Theory
, 51
(3)
pp. 286-297.
10.1080/00131857.2018.1472576.
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Bradbury, A;
(2019)
Datafied at four: the role of data in the 'schoolification' of early childhood education in England.
Learning, Media and Technology
, 44
(1)
pp. 7-21.
10.1080/17439884.2018.1511577.
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Bradbury, A;
(2019)
Making little neo-liberals: The production of ideal child/learner subjectivities in primary school through choice, self-improvement and 'growth mindsets'.
Power and Education
, 11
(3)
pp. 309-326.
10.1177/1757743818816336.
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Bradbury, A;
(2019)
Rethinking ‘fixed ability thinking’ and grouping practices: questions, disruptions and barriers to change in primary and early years education.
FORUM
, 61
(1)
pp. 41-52.
10.15730/forum.2019.61.1.41.
(In press).
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Bradbury, A;
(2019)
Taking the 'early yearsy' route: resistance and professionalism in the enactment of assessment policy in early childhood in England.
Education 3-13
, 47
(7)
pp. 819-830.
10.1080/03004279.2019.1622497.
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Brady, AM;
(2019)
Anxiety of performativity and anxiety of performance: self-evaluation as bad faith.
Oxford Review of Education
, 45
(5)
pp. 605-618.
10.1080/03054985.2018.1556626.
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Bragg, S;
Boddy, J;
Stryker, R;
Sims-Schouten, W;
(2019)
The Future of Childhood Studies and Children & Society.
[Editorial comment].
Children and Society
, 33
(4)
pp. 301-308.
10.1111/chso.12345.
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Brehm, W;
(2019)
Education’s big short: learning peonage in American universities.
Globalisation, Societies and Education
, 17
(3)
pp. 296-309.
10.1080/14767724.2019.1608163.
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Brehm, W;
(2019)
Historical memory and educational privatisation: a portrait from Cambodia.
Ethnography and Education
, 14
(1)
pp. 34-50.
10.1080/17457823.2017.1387065.
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Brehm, W;
Aktas, F;
(2019)
All education for some? International development and shadow education in Cambodia.
International Journal of Comparative Education and Development
10.1108/ijced-01-2019-0005.
(In press).
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Brooks, R;
(2019)
Asserting the nation: the dominance of national narratives in policymakers’ constructions of higher education students.
Sociological Research Online
10.1177/1360780419871577.
(In press).
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Brown, Andrew;
Huang, David;
(2019)
Enabling collaborative work in higher education: An exploration of enhancing research collaborations within an institution.
Journal of Research Administration
, 50
(3)
pp. 63-89.
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Candappa, M;
(2019)
Border Politics, the 'Hostile Environment' for Migration, and Education in the UK.
Hungarian Educational Research Journal
, 9
(3)
pp. 414-433.
10.1556/063.9.2019.3.38.
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Cara, O;
Creese, B;
(2019)
Prisoners' Basic Skills and Subsequent Education Involvement: An Analysis of Individualised Learner Records Data in England.
International Journal of Bias, Identity and Diversities in Education (IJBIDE)
, 4
(1)
10.4018/IJBIDE.2019010109.
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Carpentieri, JD;
(2019)
The evolution of evidence problems in adult literacy and numeracy: how did we get into the current impasse and how can we get out of it?
International Journal of Lifelong Education
, 38
(6)
pp. 644-656.
10.1080/02601370.2019.1692256.
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Cheng, H;
Montgomery, S;
Green, A;
Furnham, A;
(2019)
Childhood heart problems, adulthood emotional stability, and sex associated with self-report heart conditions in adulthood.
Journal of Health Psychology
10.1177/1359105318820107.
(In press).
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Connolly, P;
Taylor, R;
Francis, R;
Archer, L;
Hodgen, J;
Mazenod, A;
Tereshchenko, A;
(2019)
The misallocation of students to academic sets in maths: A study of secondary schools in England.
British Educational Research Journal
, 45
(4)
pp. 873-897.
10.1002/berj.3530.
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Crawley, H;
Blitz, BK;
(2019)
Common agenda or Europe’s agenda? International protection, human rights and migration from the Horn of Africa.
Journal of Ethnic and Migration Studies
, 45
(12)
pp. 2258-2274.
10.1080/1369183X.2018.1468393.
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Datzberger, S;
Le Mat, MLJ;
(2019)
Schools as change agents? Education and individual political agency in Uganda.
International Journal of Educational Development
, 67
pp. 18-28.
10.1016/j.ijedudev.2019.02.007.
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De Gayardon, Ariane;
Callender, Claire;
Green, Francis;
(2019)
The determinants of student loan take-up in England.
Higher Education
10.1007/s10734-019-00381-9.
(In press).
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de Gayardon, A;
(2019)
There is No Such Thing as Free Higher Education: A Global Perspective on the (Many) Realities of Free Systems.
Higher Education Policy
, 32
(3)
pp. 485-505.
10.1057/s41307-018-0095-7.
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DeWitt, J;
Nomikou, E;
Godec, S;
(2019)
Recognising and Valuing Student Engagement in Science Museums.
Museum Management and Curatorship
, 34
(2)
pp. 183-200.
10.1080/09647775.2018.1514276.
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Duncan, S;
(2019)
Reading Aloud in Britain Today: an overview and implications.
Research and Practice in Adult Literacies
, 97
(Spring)
pp. 54-63.
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Dvir, Y;
Morris, P;
Yemini, M;
(2019)
What kind of citizenship for whom? The 'refugee crisis' and the European Union's conceptions of citizenship.
Globalisation, Societies and Education
, 17
(2)
pp. 208-219.
10.1080/14767724.2018.1525284.
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Felstead, Alan;
Gallie, Duncan;
Green, Francis;
Henseke, Golo;
(2019)
Conceiving, designing and trailing a short‐form measure of job quality: a proof‐of‐concept study.
Industrial Relations Journal
, 50
(1)
pp. 2-19.
10.1111/irj.12241.
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Foliani, Francesca;
Green, Francis;
Sartarelli, Marcello;
(2019)
Away from Home, Better at School. The Case of a British Boarding School.
Economics of Education Review
, 73
, Article 101911. 10.1016/j.econedurev.2019.101911.
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Francis, RJ;
Archer, L;
Mazenod, A;
Craig, N;
Taylor, B;
Tereshchenko, A;
Hodgen, J;
(2019)
Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality.
Teaching and Teacher Education
, 77
pp. 183-192.
10.1016/j.tate.2018.10.001.
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Fumasoli, T;
Barbato, G;
Turri, M;
(2019)
The determinants of university strategic positioning: A reappraisal of the organizational dimension.
Higher Education
10.1007/s10734-019-00481-6.
(In press).
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Gill, O;
Janmaat, JG;
(2019)
The 'schools revolution' in England: a configurational comparative analysis of academisation across local authorities.
Cambridge Journal of Education
, 49
(5)
pp. 575-604.
10.1080/0305764X.2019.1581135.
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Godfrey, D;
Seleznyov, S;
Anders, J;
Wollaston, N;
Barrera-Pedemonte, F;
(2019)
A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools.
Professional Development in Education
, 45
(2)
pp. 325-340.
10.1080/19415257.2018.1474488.
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Green, Francis;
Anders, Jake;
Henderson, Morag;
Henseke, Golo;
(2019)
Private Benefits? External Benefits? Outcomes of Private Schooling in 21st Century Britain.
Journal of Social Policy
10.1017/S0047279419000710.
(In press).
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Green, Francis;
Kynaston, David;
(2019)
The Necessity of Reforming Britain's Private Schools.
Forum
, 61
(2)
pp. 281-288.
10.15730/forum.2019.61.2.281.
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Guile, D;
(2019)
The concept of “recontextualization”: implications for professional, vocational and workplace learning.
Learning, Culture and Social Interaction
, 23
, Article 100343. 10.1016/j.lcsi.2019.100343.
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Hallam, S;
(2019)
What contributes to successful whole-class Ensemble Tuition?
British Journal of Music Education
, 36
(3)
pp. 229-241.
10.1017/S0265051719000342.
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Hallam, S;
Creech, A;
Varvarigou, M;
Papageorgi, I;
(2019)
Are there differences in practice depending on the instrument played?
Psychology of Music
10.1177/0305735618816370.
(In press).
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Henderson, Morag;
Anders, Jake;
Green, Francis;
Henseke, Golo;
(2019)
Private schooling, subject choice, upper secondary attainment and progression to university.
Oxford Review of Education
10.1080/03054985.2019.1669551.
(In press).
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Henseke, G;
(2019)
Against the Grain? Assessing Graduate Labour Market Trends in Germany Through a Task-Based Indicator of Graduate Jobs.
Social Indicators Research
10.1007/s11205-018-1839-x.
(In press).
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Heslop, J;
Parkes, J;
Januario, F;
Sabaa, S;
(2019)
Making meaning from data on school-related gender-based violence by examining discourse and practice: insights from a mixed methodology study in Ghana and Mozambique.
Compare
, 49
(1)
pp. 64-80.
10.1080/03057925.2017.1385388.
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Hodgson, A;
Spours, K;
(2019)
Further education and skills across the UK: new opportunities for policy learning? An introduction to the special issue.
Journal of Education and Work
, 32
(3)
pp. 215-223.
10.1080/13639080.2019.1621273.
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Hodgson, A;
Spours, K;
Gallacher, J;
Irwin, T;
James, D;
(2019)
FE and skills – is the ‘UK laboratory’ open for expansive policy learning?
Journal of Education and Work
, 32
(3)
pp. 277-291.
10.1080/13639080.2019.1621272.
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Hodgson, A;
Spours, K;
Smith, D;
Jeanes, J;
(2019)
Beyond employer engagement and skills supply: building conditions for partnership working and skills co-production in the English context.
Journal of Education and Work
, 32
(1)
pp. 36-51.
10.1080/13639080.2019.1593331.
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Howell, C;
Lorenzo, T;
Sompeta-Gcaza, S;
(2019)
Reimagining personal and collective experiences of disability in Africa.
Disability and the Global South
, 6
(2)
pp. 1719-1735.
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Hughes, G;
(2019)
Developing student research capability for a 'post-truth' world: three challenges for integrating research across taught programmes.
Teaching in Higher Education
, 24
(3)
pp. 394-411.
10.1080/13562517.2018.1541173.
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Jack, O;
Chase, E;
Warwick, I;
(2019)
Higher education as a space for promoting the psychosocial well-being of refugee students.
Health Education Journal
, 78
(1)
pp. 51-66.
10.1177/0017896918792588.
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Janmaat, JG;
(2019)
The Development of Generalized Trust among Young People in England.
Social Sciences
, 8
(11)
, Article 299. 10.3390/socsci8110299.
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Jayadeva, S;
(2019)
English-Medium: Schooling, Social Mobility, and Inequality in Bangalore, India.
Anthropology & Education Quarterly
, 50
(2)
pp. 151-169.
10.1111/aeq.12287.
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Jayadeva, S;
(2019)
Keep calm and apply to Germany: how online communities mediate transnational student mobility from India to Germany.
Journal of Ethnic and Migration Studies
10.1080/1369183X.2019.1643230.
(In press).
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Jin, J;
Ball, SJ;
(2019)
Precarious success and the conspiracy of reflexivity: questioning the 'habitus transformation' of working-class students at elite universities.
Critical Studies in Education
10.1080/17508487.2019.1593869.
(In press).
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Johnson Ross, F;
(2019)
Professional feminists: Challenging local government inside out.
Gender, Work & Organization
, 26
(4)
pp. 520-540.
10.1111/gwao.12271.
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Kennedy, E;
Moghli, MA;
Chase, E;
Pherali, T;
Laurillard, D;
(2019)
A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement.
NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies
, 2019
(In press).
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Kim, MJ;
(2019)
Reparations for "Comfort Women": Feminist Geopolitics and Changing Gender Ideologies in South Korea.
Cornell International Affairs Review
, 12
(2)
pp. 5-43.
10.37513/ciar.v12i2.513.
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Kitagawa, K;
(2019)
Co-Constructing a Narrative of 'Never Give Up' in Preparing for a Mega-Tsunami: An Exemplar of 'All-Of-Society Engagement'?
Geosciences
, 9
(12)
, Article 486. 10.3390/geosciences9120486.
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Kitagawa, K;
(2019)
Exploring 'everyday-life preparedness': Three case studies from Japan.
International Journal of Disaster Risk Reduction
, 34
pp. 265-274.
10.1016/j.ijdrr.2018.11.025.
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Kitagawa, K;
(2019)
Questioning 'integrated' disaster risk reduction and 'all of society' engagement: can 'preparedness pedagogy' help?
Compare: A Journal of Comparative and International Education
, 49
(6)
pp. 851-867.
10.1080/03057925.2018.1464385.
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Lewis, A;
(2019)
The need for contextualisation in the analysis of curriculum content in conflict.
Education and Conflict Review
, 2
pp. 28-32.
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Magee, A;
Pherali, T;
(2019)
Freirean critical consciousness in a refugee context: a case study of Syrian refugees in Jordan.
Compare: A Journal of Comparative and International Education
, 49
(2)
pp. 266-282.
10.1080/03057925.2017.1403312.
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Magee, A;
Pherali, T;
(2019)
Paulo Freire and critical consciousness in conflict-affected contexts.
Education and Conflict Review
, 2
pp. 44-48.
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Maglio, F;
Pherali, T;
(2019)
Ethics of Educational Research in Crisis-Affected Environments.
NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies
, 2019
(In press).
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Maguire, M;
Braun, A;
(2019)
Headship as policy narration: generating metaphors of leading in the English primary school.
Journal of Educational Administration and History
, 51
(2)
pp. 103-116.
10.1080/00220620.2018.1563531.
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Mohamed, M;
Morris, P;
(2019)
Buying, selling and outsourcing educational reform: the Global Education Industry and ‘policy borrowing’ in the Gulf.
Compare: A Journal of Comparative and International Education
10.1080/03057925.2019.1607255.
(In press).
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Moote, J;
(2019)
Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers.
Research in Science Education
, 49
(1)
pp. 265-294.
10.1007/s11165-017-9621-7.
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Morris, P;
Bamberger, A;
Yemini, M;
(2019)
Neoliberalism, internationalisation and higher education: connections, contradictions and alternatives.
Discourse: Studies in the Cultural Politics of Education
, 40
(2)
pp. 203-216.
10.1080/01596306.2019.1569879.
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Morris, P;
Barroso-Hurtado, D;
(2019)
Pruebas internacionales y la búsqueda de la escolarización de «clase mundial»: un análisis crítico de narrativas políticas [International tests and the quest for «world class» schooling: A critical analysis of policy narratives].
Foro de Educación
, 17
(26)
pp. 45-72.
10.14516/fde.706.
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Muller, J;
Young, M;
(2019)
Knowledge, power and powerful knowledge re-visited.
Curriculum Journal
, 30
(2)
pp. 196-214.
10.1080/09585176.2019.1570292.
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Oketch, M;
(2019)
Access, poverty and learning achievement for primary school leavers in Kenya: analysis of evidence from 47 counties.
Compare: A Journal of Comparative and International Education
, 49
(1)
pp. 1-15.
10.1080/03057925.2017.1365286.
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Page, T;
Bull, A;
Chapman, E;
(2019)
Making Power Visible: “Slow Activism” to Address Staff Sexual Misconduct in Higher Education.
Violence Against Women
, 25
(11)
pp. 1309-1330.
10.1177/1077801219844606.
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Pensiero, N;
Schoon, I;
(2019)
Social inequalities in educational attainment. The changing impact of parents’ social class, social status, education, and family: England 1986 and 2010.
Longitudinal and Life Course Studies
(In press).
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Phan, HP;
(2019)
Women's access to resources: Matrilineal kinship, the patriarchal state and social differentiation in Vietnam.
Asian Journal of Women's Studies
, 25
(4)
pp. 572-592.
10.1080/12259276.2019.1682267.
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Pherali, T;
(2019)
Education and conflict: Emergence, growth and diversification of the field.
Education and Conflict Review
, 2
pp. 7-14.
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Pherali, T;
Lewis, A;
(2019)
Developing global partnerships in higher education for peacebuilding: a strategy for pathways to impact.
Higher Education
, 78
pp. 729-744.
10.1007/s10734-019-00367-7.
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Pradhan, U;
Shrestha, S;
Valentin, K;
(2019)
Disjunctured reciprocity: paradoxes of community-school relationship in Nepal.
Globalisation, Societies and Education
, 17
(5)
pp. 561-573.
10.1080/14767724.2019.1584032.
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Pradhan, Uma;
(2019)
Multi-Ethnic Citizens in a Multi-Ethnic State: Constructing State-Citizen Relations Through 'Difference' in the Adivasi Janajati Scholarship Programmes in Nepal.
South Asia: Journal of South Asian Studies
, 42
(5)
pp. 937-953.
10.1080/00856401.2019.1645084.
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Pradhan, Uma;
(2019)
Simultaneous identities: ethnicity and nationalism in mother tongue education in Nepal.
Nations and Nationalism
, 25
(2)
pp. 718-738.
10.1111/nana.12463.
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Pradhan, Uma;
Valentin, Karen;
(2019)
Towards a Relational Approach to the State: Understanding Social and Political Transformation in Nepal.
South Asia: Journal of South Asian Studies
, 42
(5)
pp. 880-885.
10.1080/00856401.2019.1642615.
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Ringrose, J;
Renold, E;
(2019)
JARRING: Making PhEmaterialist research practices matter.
MAI: Feminism and Visual Culture
, 4
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Ringrose, J;
Whitehead, S;
Regehr, K;
Jenkinson, A;
(2019)
Play-Doh Vulvas and Felt Tip Dick Pics: Disrupting phallocentric matter(s) in Sex Education.
Reconceptualizing Educational Research Methodology
, 10
(2-3)
pp. 259-291.
10.7577/rerm.3679.
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Ringrose, JL;
Tolman, D;
Ragonese, M;
(2019)
Hot right now: Diverse girls navigating technologies of racialized sexy femininity.
Feminism and Psychology
, 29
(1)
pp. 76-95.
10.1177/0959353518806324.
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Roberts, J;
Archer, L;
DeWitt, J;
Middleton, A;
(2019)
Popular culture and genetics; friend, foe or something more complex?
European Journal of Medical Genetics
, 62
(5)
pp. 368-375.
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Understanding Poverty in all its Forms: A participatory research study into poverty in the UK.
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Duncan, S;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Prison Reading Groups and Prison Libraries.
UCL Institute of Education: London, UK.
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Duncan, S;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Teachers and Trainee Teachers.
UCL Institute of Education: London, UK.
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Duncan, S;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Women, Library Users, Everyone and Anyone...
UCL Institute of Education: London, UK.
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Duncan, S;
Capildeo, V;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps with a focus on poetry.
UCL Institute of Education: London, UK.
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Duncan, S;
Spalding, C;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for the Reading Agency's Reading Ahead.
UCL Institute of Education: London, UK.
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Marini, G;
Locke, W;
Whitchurch, C;
(2019)
The future higher education workforce in locally and globally engaged higher education institutions: a review of literature on the topic of 'the academic workforce'.
Centre for Global Higher Education: London, UK.
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Spours, K;
(2019)
A Social Ecosystem Model: conceptual developments and implications for VET.
UCL Institute of Education: London, UK.
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Whitchurch, C;
Locke, W;
Marini, G;
(2019)
A delicate balance: optimising individual aspirations and institutional missions in higher education.
(CGHE Working Paper
45).
Centre for Global Higher Education: London, UK.
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Conference item
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Brehm, W;
(2019)
Constructing Memory in Contemporary Cambodia: "Cautious resistance and calculated conformity".
Presented at: 2019 Comparative and International Education Society Conference, San Francisco, CA, USA.
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Brehm, W;
(2019)
A successful university-to-university international partnership? Critical lessons from history.
Presented at: EU-Japan Dialogues in a Changing World, Tokyo, Japan.
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Locke, W;
Whitchurch, C;
Marini, G;
(2019)
A Delicate Balance: Optimising individual aspirations and institutional missions in higher education.
Presented at: The HE workforce: exploring global perspectives, London, UK.
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Rogers, L;
(2019)
The importance of practice-focused research across the FE and Skills Sector.
Presented at: Education and Training Foundation Annual Research Conference, London, UK.
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Rogers, L;
(2019)
Inclusivity and disengagement from education.
Presented at: DECP Annual Conference 2019, Bath, UK.
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Whitchurch, C;
Marini, G;
Locke, W;
(2019)
The future higher education workforce in locally and globally engaged Higher Education Institutions.
Presented at: CGHE 2019 annual conference, London, UK.
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Thesis
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Ashraf, Sadia;
(2019)
Parents’ Views Regarding Their Children’s Education and Future in Pakistan.
Doctoral thesis (Ph.D), UCL (University College London).
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Atkinson, Karen Ann;
(2019)
Experiences of Practice Educators Supporting Disabled Physiotherapy Students: a Critical Exploration.
Doctoral thesis (Ed.D), University of London.
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Bai, Jing Kun Bai;
(2019)
Democratization during the Post Mao era. An Analysis of Citizenship Education in Chinese Universities.
Doctoral thesis (Ph.D), UCL (University College London).
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Bailey, Nicola;
(2019)
What is the legacy for the women who accessed support from the full service extended school initiative?
Doctoral thesis (Ph.D), UCL (University College London).
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Bussey, Maria;
(2019)
Judgement, Capabilities and Practice: Exploing how clinical supervisors make trust judgements and whether they can be captured by a capability model.
Doctoral thesis (Ph.D), UCL (University College London).
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Derrick, Jay;
(2019)
Learning, Innovation and ‘tacit pedagogy’ in workplace practice: a comparison of two high-performing organisations in different sectors.
Doctoral thesis (Ed.D), UCL (University College London).
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Gordon, Erica Donna;
(2019)
Problems, pressures and policies affecting the progress of the Caribbean Examinations Council examinations: a postcolonial response to secondary education in Jamaica.
Doctoral thesis (Ph.D), UCL (University College London).
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Graves, Robert;
(2019)
Exploring the contribution of emotional intelligence and value systems to outcomes for vulnerable students in their final year of formal education in a Pupil Referral Unit setting.
Doctoral thesis (Ph.D), UCL (University College London).
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Grief, Susan Marion;
(2019)
The Uses of Writing in Microbusinesses.
Doctoral thesis (Ph.D), UCL (University College London).
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Groves, Michelle Marie;
(2019)
Mapping Professional Identities of Dance Teachers across Time, Space and Practice: towards a model of professional identity formation.
Doctoral thesis (Ed.D), UCL (University College London).
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Kamuli, Khabusi Emmanuel;
(2019)
An exploration of drop-in among students who are at risk of dropping out of lower secondary school in Eritrea.
Doctoral thesis (Ed.D), UCL (University College London).
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Nussey, Charlotte;
(2019)
Adult Education, Gender and Violence in rural KwaZulu-Natal, South Africa.
Doctoral thesis (Ph.D), UCL (University College London).
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Patterson, Valerie;
(2019)
Supplementary Schools: Sites of Social Capital?
Doctoral thesis (Ed.D), UCL (University College London).
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Peruzzo, Francesca;
(2019)
The government of disability in times of austerity: disability dispositif in Italian higher education.
Doctoral thesis (Ph.D), UCL (University College London).
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Popov, Jelena;
(2019)
Graduate transition to work: from qualifications and skills towards horizontal expertise.
Doctoral thesis (Ph.D), UCL (University College London).
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Portugal, Andrea;
(2019)
A critical analysis of contemporary early childhood policies: The experience of the ‘Cuna Mas’ National Programme.
Doctoral thesis (Ph.D), UCL (University College London).
|
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Rensimer, Lee William;
(2019)
Going Global: Representation and Sense-Making in the British International Branch Campuses of the United Arab Emirates.
Doctoral thesis (Ph.D), University of Wisconsin-Madison.
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Sakata, Nozomi;
(2019)
Learner-Centred Pedagogy and its Implications for Pupils' Schooling Experiences and Learning Outcomes: A Mixed-Methods Case Study in Tanzania.
Doctoral thesis (Ph.D), UCL (University College London).
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Sarin, Meera Nath;
(2019)
The Right of Children to Free and Compulsory Education Act (RTE) in India.
Doctoral thesis (Ed.D), UCL (University College London).
|
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Twumasi-Ankrah, Yvette;
(2019)
Being Black, Being British, Being Ghanaian: Second Generation Ghanaians, Class, Identity, Ethnicity and Belonging.
Doctoral thesis (Ph.D), UCL (University College London).
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Webb, Sheila;
(2019)
Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind.
Doctoral thesis (Ph.D), UCL (University College London).
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Digital scholarly resource
|
Brehm, W;
(2019)
Researching National and Regional identity in Southeast Asian Schools.
[Digital scholarly resource].
https://www.waseda.jp/inst/wias/news-en/2019/04/09...
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Spours, K;
(2019)
Uncertain Terrain: Realignment of the political blocs and the Regressive Alliance.
[Digital scholarly resource].
https://www.compassonline.org.uk/publications/unce...
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Spours, K;
Mahony, N;
Foley, F;
(2019)
Common Platforms: A New Stage of Alliance-Based and Participatory Politics.
[Digital scholarly resource].
https://www.compassonline.org.uk/publications/comm...
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Journal (full / special issue)
|
Pherali, T (Ed).
(2019)
Theories and conceptual frameworks in education, confict and peacebuilding.
[Whole issue].
Education and Conflict Review
, 2
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