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Article

Abdelnour, S; Abu Moghli, M; (2021) Researching violent contexts: A call for political reflexivity. Organization 10.1177/13505084211030646. (In press). Green open access
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Abu Moghli, M; Kadiwal, L; (2021) Decolonising the curriculum beyond the surge: Conceptualisation, positionality and conduct. London Review of Education , 19 (1) pp. 1-16. 10.14324/LRE.19.1.23. Green open access
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Anand, K; Lall, M; (2021) Teachers’ Digital Agency and Pedagogy during the COVID-19 Crisis in Delhi. NORRAG Special Issue (6) pp. 64-66. Green open access
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Andrabi, R; Kadiwal, L; (2021) Education under surveillance in Kashmir in the era of Covid-19. NORRAG Special Issue (6) pp. 85-88. Green open access
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Archer, MO; DeWitt, J; (2021) "Thanks for helping me find my enthusiasm for physics": the lasting impacts "research in schools" projects can have on students, teachers, and schools. Geoscience Communication , 4 (2) pp. 169-188. 10.5194/gc-4-169-2021. Green open access
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Archer, MO; Dewitt, J; Thorley, C; Keenan, O; (2021) Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE "research in schools" programme. Geoscience Communication , 4 (2) pp. 147-168. 10.5194/gc-4-147-2021. Green open access
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Archer, L; Godec, S; Calabrese Barton, A; Dawson, E; Mau, A; Patel, U; (2021) Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programmes. Science Education , 105 (1) pp. 166-203. 10.1002/sce.21602. Green open access
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Auld, E; Morris, P; (2021) A NeverEnding story: tracing the OECD's evolving narratives within a global development complex. Globalisation, Societies and Education , 19 (2) pp. 183-197. 10.1080/14767724.2021.1882959. Green open access
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Azada-Palacios, RA; (2021) Hybridity and national identity in post-colonial schools. Educational Philosophy and Theory 10.1080/00131857.2021.1920393. (In press). Green open access
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Azada‐Palacios, R; (2021) Schools as social spaces: Towards an Arendtian consideration of multicultural education. Journal of Philosophy of Education 10.1111/1467-9752.12577. (In press). Green open access
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Bailey, P; (2021) Teach First as affective governmentality: The shaping of the hyper-performative, affected and committed teacher. Foro de Educacion , 19 (1) pp. 55-80. 10.14516/fde.820. Green open access
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Ball, SJ; (2021) Response: policy? Policy research? How absurd? Critical Studies in Education , 62 (3) pp. 387-393. 10.1080/17508487.2021.1924214. Green open access
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Bamberger, A; Kim, T; Morris, P; Rizvi, F; (2021) Diaspora, Internationalization and Higher Education. British Journal of Educational Studies , 69 (5) pp. 501-511. 10.1080/00071005.2021.1966282. Green open access
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Barbato, G; Fumasoli, T; Turri, M; (2021) The role of the organisational dimension in university positioning: a case-study approach. Studies in Higher Education , 46 (7) pp. 1356-1370. 10.1080/03075079.2019.1688284. Green open access
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Barker, Meghanne; (2021) From Stage to Page and Back Again: Remediating Petrushka in Early Soviet Children's Culture. The Russian Review , 80 (3) pp. 375-401. 10.1111/russ.12318.

Bertolin, J; McCowan, T; Bittencourt, HR; (2021) Expansion of the Distance Modality in Brazilian Higher Education: Implications for Quality and Equity. Higher Education Policy 10.1057/s41307-021-00252-y. (In press). Green open access
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Blaisdell, Caralyn; Kustatscher, Marlies; Zhu, Yan; Tisdall, E Kay M; (2021) The emotional relations of children's participation rights in diverse social and spatial contexts: Advancing the field. Emotion, Space and Society , 40 , Article 100816. 10.1016/j.emospa.2021.100816. Green open access
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Bradbury, A; Braun, A; Quick, L; (2021) Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools. British Journal of Sociology of Education , 42 (2) pp. 147-163. 10.1080/01425692.2021.1878873. Green open access
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Bradbury, A; Hoskins, K; Fogarty, L; (2021) Policy actors in a hostile environment: the views of staff in maintained nursery schools in England. Education 3-13 10.1080/03004279.2021.1956561. (In press). Green open access
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Bragg, S; (2021) Student voice in education. Journal of the British Academy , 8 (4) 041-051. 10.5871/jba/008s4.041. Green open access
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Bragg, S; Ponsford, R; Meiksin, R; Crichton, J; Emmerson, L; Tancred, T; Tilouche, N; ... Bonell, C; + view all (2021) Co-production of two whole-school sexual health interventions for English secondary schools: Positive Choices and Project Respect. Pilot and Feasibility Studies (In press). Green open access
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Brehm, W; Unterhalter, E; Oketch, M; (2021) States of Emergency: Education in the Time of COVID-19. NORRAG Special Issue (6) pp. 8-13. Green open access
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Brewis, G; Ellis Paine, A; Hardill, I; Lindsey, R; Macmillan, R; (2021) Co-curation: Archival interventions and voluntary sector records. Area 10.1111/area.12768. (In press). Green open access
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Brewis, G; Freeman, M; McCulloch, G; Williams, MP; (2021) Education and the life course: guest editors' introduction. History of Education , 50 (4) pp. 465-467. 10.1080/0046760X.2021.1907453. Green open access
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Brooks, R; (2021) Europe as spatial imaginary? Narratives from higher education ‘policy influencers’ across the continent. Journal of Education Policy , 36 (2) pp. 159-178. 10.1080/02680939.2019.1672212. Green open access
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Buchanan, D; Warwick, I; (2021) First do no harm: using 'ethical triage' to minimise causing harm when undertaking educational research among vulnerable participants. Journal of Further and Higher Education , 45 (8) pp. 1090-1103. 10.1080/0309877X.2021.1890702. Green open access
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Bull, A; Calvert-Lee, G; Page, T; (2021) Discrimination in the complaints process: introducing the sector guidance to address staff sexual misconduct in UK higher education. Perspectives: Policy and Practice in Higher Education , 25 (2) pp. 72-77. 10.1080/13603108.2020.1823512. Green open access
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Bull, A; Page, T; (2021) Students' accounts of grooming and boundary-blurring behaviours by academic staff in UK higher education. Gender and Education , 33 (8) pp. 1057-1072. 10.1080/09540253.2021.1884199. Green open access
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Bull, A; Page, T; (2021) The Governance of Complaints in UK Higher Education: Critically Examining ‘Remedies’ for Staff Sexual Misconduct. Social & Legal Studies 10.1177/09646639211002243. (In press). Green open access
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Calabrese Barton, A; Greenberg, D; Kim, WJ; Brien, S; Roby, RA; Balzer, M; Turner, C; (2021) Disruptive moments as opportunities towards justice-oriented pedagogical practice in Informal Science Learning. Science Education 10.1002/sce.21682. (In press). Green open access
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Carpentier, V; (2021) Three stories of institutional differentiation: resource, mission and social inequalities in higher education. Policy Reviews in Higher Education , 5 (2) pp. 197-241. 10.1080/23322969.2021.1896376. Green open access
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Carpentier, V; (2021) Structuration et sélections dans les systèmes éducatifs accessibilité, disponibilité et atteignabilité de l’enseignement supérieur au Royaume-Uni. Céreq Echanges , 16 pp. 29-42. Green open access
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Carr, S; Fang, C; (2021) A gradual separation from the world: a qualitative exploration of existential loneliness in old age. Ageing and Society pp. 1-21. 10.1017/s0144686x21001252. (In press). Green open access
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Carr, S; Fang, C; (2021) “We are good neighbours, but we are not carers!”: Lived experiences of conflicting (in)dependence needs in retirement villages across the United Kingdom and Australia. The Gerontologist 10.1093/geront/gnab164. (In press). Green open access
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Cashman, L; Sabates, R; Alcott, B; (2021) Parental involvement in low-achieving children's learning: The role of household wealth in rural India. International Journal of Educational Research , 105 , Article 101701. 10.1016/j.ijer.2020.101701. Green open access
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Chankseliani, M; McCowan, T; (2021) Higher education and the Sustainable Development Goals. Higher Education , 81 (1) pp. 1-8. 10.1007/s10734-020-00652-w. Green open access
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Cheong, MC; Azada-Palacios, R; Beye, K; Lang, AP; Saud, NB; Tong, Y; (2021) Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis. Perspectives in Education , 39 (1) pp. 304-322. 10.18820/2519593X/pie.v39.i1.19. Green open access
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Chowdhuri, Meghna Nag; (2021) Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi. Contemporary Education Dialogue , 18 (1) pp. 117-147. 10.1177/0973184920984517. Green open access
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Conrad, Dianne; Witthaus, Gabi; (2021) Reimagining and reexamining assessment in online learning. Distance Education , 42 (2) pp. 179-183. 10.1080/01587919.2021.1915117. Green open access
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Cooper, K; Burchardt, T; (2021) How divided is the attitudinal context for policymaking? Changes in public attitudes to the welfare state, inequality and immigration over two decades in Britain. Social Policy & Administration 10.1111/spol.12739. Green open access
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De Gayardon, A; Callender, C; Desjardins, SL; (2021) Does Student Loan Debt Structure Young People’s Housing Tenure? Evidence from England. Journal of Social Policy 10.1017/s004727942000077x. (In press). Green open access
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Dekker, R; Oliver, C; Geuijen, K; (2021) Can community involvement policies mitigate NIMBYism and local opposition to asylum seeker centres? Policy & Politics , 49 (4) pp. 553-571. 10.1332/030557321X16305840835010. Green open access
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Dekker, R; Geuijen, K; Oliver, C; (2021) Tensions of evaluating innovation in a living lab: Moving beyond actionable knowledge production. Evaluation 10.1177/1356389021997848. (In press). Green open access
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Derrick, J; Harris, T; (2021) Affect and Informal Learning Through Adaptation of Workplace Practice. NORRAG Special Issue (6) pp. 107-109. Green open access
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DeWitt, J; Archer, M; Davenport, C; Keenan, O; Coghill, L; Christodoulou, A; Durbin, S; ... Hou, L; + view all (2021) Going beyond the one-off: How can STEM engagement programmes with young people have real lasting impact? Research for All , 5 (1) pp. 67-85. 10.14324/RFA.05.1.07. Green open access
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Fang, C; Carr, S; (2021) ‘They’re Going to Die at Some Point, but We’re all Going to Die’ – A Qualitative Exploration of Bereavement in Later Life. OMEGA - Journal of Death and Dying 10.1177/00302228211053058. (In press). Green open access
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Fang, C; Comery, A; (2021) Understanding Grief During the First-Wave of COVID-19 in the United Kingdom—A Hypothetical Approach to Challenges and Support. Frontiers in Sociology , 6 , Article 607645. 10.3389/fsoc.2021.607645. Green open access
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Ferary, D; (2021) On Ki Hadjar Dewantara's philosophy of education. Nordic Journal of Comparative and International Education , 5 (2) pp. 65-78. 10.7577/njcie.4156. Green open access
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Fuller, K; Moorosi, P; Showunmi, V; Shah, S; (2021) Editorial: Ways of Seeing Women’s Leadership in Education—Stories, Images, Metaphors, Methods and Theories. Frontiers in Education , 6 , Article 781049. 10.3389/feduc.2021.781049. Green open access
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Fumasoli, T; (2021) Positioning Higher Education Quarterly: a scholarly journal on policy, organisation, leadership and the professions in higher education. HIgher Education Quarterly , 75 (2) pp. 195-198. 10.1111/hequ.12327. Green open access
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Fumasoli, T; (2021) Purposive design or ecology? A critique of teleological perspectives on internationalisation in higher education. European Journal of Education , 56 (2) pp. 151-156. 10.1111/EJED.12453. Green open access
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Fumasoli, T; Rossi, F; (2021) The role of higher education institutions in transnational networks for teaching and learning innovation: The case of the Erasmus+ programme. European Journal of Education , 56 (2) 10.1111/ejed.12454. Green open access
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Gallie, Duncan; Felstead, Alan; Green, Francis; Henseke, Golo; (2021) Inequality at work and employees' perceptions of organisational fairness. Industrial Relations Journal , 52 (6) pp. 550-568. 10.1111/irj.12346. Green open access
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Godec, S; Nag Chowdhuri, M; (2021) Tackling inequality: why you need this teaching tool. Tes magazine Green open access
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Godec, S; Watson, E; (2021) Science Capital & Equity Compass: Supporting inclusive, equitable engagement. Roots , 18 (2) pp. 26-28. Green open access
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Godec, S; Archer, L; Dawson, E; (2021) Interested but not Being Served: Mapping Young People's Participation in Informal STEM Education. Research Papers in Education 10.1080/02671522.2020.1849365. (In press). Green open access
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Gourlay, L; Campbell, K; Clark, L; Crisan, C; Katsapi, E; Riding, K; Warwick, I; (2021) Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices. Journal of Interactive Media in Education , 1 , Article 15. 10.5334/jime.655. Green open access
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Green, Francis; (2021) British teachers' declining job quality: evidence from the Skills and Employment Survey. Oxford Review of Education , 47 (3) pp. 386-403. 10.1080/03054985.2020.1847719. Green open access
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Green, Francis; Felstead, Alan; Gallie, Duncan; Henseke, Golo; (2021) Working Still Harder. Industrial and Labor Relations Review 10.1177/0019793920977850. (In press). Green open access
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Green, Francis; Henseke, Golo; (2021) Europe’s evolving graduate labour markets: supply, demand, underemployment and pay. Journal for Labour Market Research , 55 (1) , Article 2. 10.1186/s12651-021-00288-y. Green open access
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Green, Francis; Henseke, Golo; (2021) Task-warranted graduate jobs and mismatch. The Singapore Economic Review 10.1142/S0217590821500399. (In press). Green open access
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Grimaldi, E; Ball, SJ; (2021) Paradoxes of freedom. An archaeological analysis of educational online platform interfaces. Critical Studies in Education , 62 (1) pp. 114-129. 10.1080/17508487.2020.1861043. Green open access
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Grimalt-Álvaro, C; Couso, D; Boixadera, E; Godec, S; (2021) “I see myself as a STEM person”: Exploring high school students’ self-identification with STEM. Journal of Research Science in Teaching 10.1002/tea.21742. (In press). Green open access
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Gruijters, RJ; Alcott, B; Rose, P; (2021) Do private schools improve learning outcomes? Evidence from within-household comparisons in East Africa and South Asia. Comparative Education Review , 65 (4) pp. 640-666. 10.1086/716448. Green open access
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Han, C; Tong, Y; (2021) STUDENTS AT THE NEXUS BETWEEN THE CHINESE DIASPORA AND INTERNATIONALISATION OF HIGHER EDUCATION: THE ROLE OF OVERSEAS STUDENTS IN CHINA’S STRATEGY OF SOFT POWER. British Journal of Educational Studies , 69 (5) pp. 579-598. 10.1080/00071005.2021.1935446. Green open access
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Henseke, Golo; Anders, Jake; Green, Francis; Henderson, Morag; (2021) Income, housing wealth, and private school access in Britain. Education Economics , 29 (3) pp. 252-268. 10.1080/09645292.2021.1874878. Green open access
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Hoskins, K; Bradbury, A; Fogarty, L; (2021) A frontline service? Nursery Schools as local community hubs in an era of austerity. Journal of Early Childhood Research 10.1177/1476718X20969850. (In press). Green open access
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Iyer, P; Rolleston, C; Huong, VTT; (2021) Equitable, Quality Education for Ethnic Minority Students? A Case of "Positive Deviance" in Vietnam. Comparative Education Review , 65 (3) pp. 467-492. 10.1086/714962. Green open access
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Janmaat, JG; Hoskins, B; (2021) The Changing Impact of Family Background on Political Engagement During Adolescence and Early Adulthood. Social Forces 10.1093/sf/soab112. (In press). Green open access
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Jayadeva, S; Brooks, R; Gupta, A; Abrahams, J; Lažetič, P; Lainio, A; (2021) Are Spanish Students Customers? Paradoxical Perceptions of the Impact of Marketisation on Higher Education in Spain. Sociological Research Online , 26 (1) pp. 185-204. 10.1177/1360780420968577. Green open access
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Ji, D; Flouri, E; Papachristou, E; (2021) Social cognition and cortisol in the general population: A systematic review and meta‐analysis. Stress & Health , 37 (3) pp. 415-430. 10.1002/smi.3013. Green open access
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Ji, D; Flouri, E; Papachristou, E; Francesconi, M; (2021) Childhood Trajectories of Hyperactivity/Inattention Symptoms and Diurnal Cortisol in Middle Adolescence: Results from a UK Birth Cohort. Journal of Attention Disorders , Article ARTN 108. 10.1177/10870547211036755. (In press). Green open access
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Johnson Ross, F; Parkes, J; (2021) Engaging with policy actors and the discursive politics of school-related gender-based violence in Ethiopia and Zambia. Discourse: Studies in the Cultural Politics of Education , 42 (4) pp. 559-571. 10.1080/01596306.2020.1724079. Green open access
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Kadiwal, Laila; (2021) Feminists against fascism: the Indian female Muslim student protest in India. Education Sciences , 11 (12) , Article 793. 10.3390/educsci11120793. Green open access
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Kakoulidou, M; Le Cornu Knight, F; Filippi, R; Filippi, R; Hurry, J; (2021) The Effects of Choice on the Reading Comprehension and Enjoyment of Children with Severe Inattention and no Attentional Difficulties. Journal of Abnormal Child Psychology , 496 pp. 1403-1417. 10.1007/s10802-021-00835-8. Green open access
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Keating, A; Melis, G; (2021) Youth Attitudes Towards Their Future: the Role of Resources, Agency and Individualism in the UK. Journal of Applied Youth Studies 10.1007/s43151-021-00061-5. (In press). Green open access
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Keating, A; (2021) Mobility for Me but Not for Others: The Contradictory Cosmopolitan Practices of Contemporary White British Youth. Sociology 10.1177/0038038521999565. (In press). Green open access
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Kersh, N; Laczik, A; (2021) Towards understanding of policy transfer and policy learning in adult education in the context of United Kingdom. Research in Comparative and International Education , 16 (4) pp. 384-404. 10.1177/17454999211061236. (In press). Green open access
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Khamis, T; Naseem, A; Khamis, A; Petrucka, P; (2021) The COVID-19 pandemic: a catalyst for creativity and collaboration for online learning and work-based higher education systems and processes. Journal of Work-Applied Management 10.1108/jwam-01-2021-0010. (In press). Green open access
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Kitagawa, K; (2021) Conceptualising ‘disaster education’. Education Sciences , 11 (5) , Article 233. 10.3390/educsci11050233. Green open access
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Lall, M; (2021) The value of Bama-saga: minorities within minorities’ views in Shan and Rakhine States. Language and Education , 35 (3) pp. 204-225. 10.1080/09500782.2020.1846553. Green open access
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Lamond, IR; Lashua, B; (2021) Leisure, activism, and the animation of the urban environment. Leisure Studies , 40 (1) pp. 1-12. 10.1080/02614367.2020.1869291. Green open access
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Lashua, B; Johnson, CW; Parry, DC; (2021) Leisure in the time of coronavirus: A rapid response special issue. Leisure Sciences , 43 (1-2) pp. 6-11. 10.1080/01490400.2020.1774827. Green open access
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Liu, L; Donbavand, S; Hoskins, B; Janmaat, JG; Kavadias, D; (2021) Measuring and Evaluating the Effectiveness of Active Citizenship Education Programmes to Support Disadvantaged Youth. Social Sciences , 10 (10) , Article 394. 10.3390/socsci10100394. Green open access
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Liu, Qian; Lin, Yongnan; (2021) Technology integration in classrooms: TPACK-informed, school-based teacher professional development model and implementation strategies [技术融合课堂:基于TPACK的校本化教师发展模式与策略]. Shanghai Techer Professional Development [上海师资培训] , 5 pp. 11-15.

Mahmut, D; Waite, E; (2021) Lost in Translation: Exploring Uyghur identity in Canada. Taboo: the Journal of Culture and Education , 20 (1) , Article 11. Green open access
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Manzano Venegas, Y; Lozic Pavez, MK; (2021) Análisis de la recepción de las ideas foucaultianas en la discusión sobre drogas en Chile. Utopía y Praxis Latinoamericana , 26 (92) pp. 89-102. 10.5281/zenodo.4404351. Green open access
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McCowan, Tristan; (2021) Desinstitucionalização e Renovação no Ensino Superior = Deinstitutionalisation and Renewal in Higher Education. Educação & Realidade , 46 (4) , Article e117607. 10.1590/2175-6236117607. Green open access
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McCowan, Tristan; Dietz, Gunther; (2021) Dentro ou Além da Universidade? Experiências de ensino superior alternativo = Within or Beyond the University? Experiences of alternative higher education. Educação & Realidade , 46 (4) 10.1590/2175-6236120754. Green open access
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McGrath, S; Rogers, L; (2021) Do less-advantaged students avoid prestigious universities? An applicant-centred approach to understanding UCAS decision-making. British Educational Research Journal 10.1002/berj.3710. (In press). Green open access
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Mishna, F; Milne, E; Cook, C; Slane, A; Ringrose, J; (2021) Unsolicited Sexts and Unwanted Requests for Sexts: Reflecting on the Online Sexual Harassment of Youth. Youth & Society 10.1177/0044118X211058226. (In press). Green open access
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Moore, R; Rolleston, C; Grijalva, A; (2021) Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India? Comparative Education Review , 65 (4) pp. 667-690. 10.1086/716339. Green open access
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Moote, J; Archer, L; DeWitt, J; Macleod, E; (2021) Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England. Research Papers in Education , 36 (4) pp. 402-422. 10.1080/02671522.2019.1678062. Green open access
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Niaz, L; Anand, K; (2021) University Spaces as Agents of National Belonging: Analysing the Visual Culture of Public Universities’ Campuses in India and Pakistan. Education Sciences , 11 (11) , Article 74. 10.3390/educsci11110741. Green open access
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Nussey, C; (2021) 'A long way from earning': (re)producing violence at the nexus of shame and blame. Oxford Development Studies , 49 (1) pp. 53-65. 10.1080/13600818.2020.1864311. Green open access
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Oketch, M; (2021) The Social Benefits of Widening Participation in Higher Education in Sub-Saharan Africa. Journal of Education Finance , 46 (4) pp. 456-476. Green open access
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Oketch, M; Rolleston, C; Rossiter, J; (2021) Diagnosing the learning crisis: What can value-added analysis contribute? International Journal of Educational Development , 87 , Article 102507. 10.1016/j.ijedudev.2021.102507. Green open access
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Orchard, J; Gaydon, P; Williams, K; Bennett, P; D'Olimpio, L; Celik, R; Shah, Q; ... Tesar, M; + view all (2021) Philosophy of education in a new key: A 'Covid Collective' of the Philosophy of Education Society of Great Britain (PESGB). Educational Philosophy and Theory , 53 (12) pp. 1215-1228. 10.1080/00131857.2020.1838274. Green open access
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Parikh, P; Kwami, CS; Khanna, R; Lall, M; Reddy, H; Benton, L; Sharma, S; ... Lakhanpaul, M; + view all (2021) Linkages between environmental factors (WASH and energy) and Infant and Young Child Feeding practices in rural India: implications for cross-sectoral interventions for child health. Journal of Water, Sanitation and Hygiene for Development , 11 (06) pp. 902-915. 10.2166/washdev.2021.005. Green open access
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Pherali, T; Abu Moghli, M; (2021) Higher Education in the Context of Mass Displacement: Towards Sustainable Solutions for Refugees. Journal of Refugee Studies , 34 (2) pp. 2159-2179. 10.1093/jrs/fez093. Green open access
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Pherali, T; (2021) Social justice, education and peacebuilding: conflict transformation in Southern Thailand. Compare: A Journal of Comparative and International Education 10.1080/03057925.2021.1951666. (In press). Green open access
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Piyatamrong, T; Derrick, J; Nyamapfene, A; (2021) Technology-Mediated Higher Education Provision during the COVID-19 Pandemic: A Qualitative Assessment of Engineering Student Experiences and Sentiments. Journal of Engineering Education Transformations , 34 (S) pp. 290-297. 10.16920/jeet/2021/v34i0/157158. Green open access
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Ponsford, R; Bragg, S; Allen, E; Tilouche, N; Meiksin, R; Emmerson, L; Van Dyck, L; ... Bonell, C; + view all (2021) A school-based social-marketing intervention to promote sexual health in English secondary schools: the Positive Choices pilot cluster RCT. Public Health Research , 9 (1) 10.3310/phr09010. Green open access
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Puhr, R; (2021) The skills debate in the context of a pandemic: Are students prepared for the workplace? Zeitschrift für Hochschulentwicklung , 16 (38) pp. 99-117. 10.3217/zfhe-16-03/06. Green open access
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Rensimer, L; (2021) Negotiating Educational Choices in Uncertain Transnational Space - South Asian Diaspora in the UAE. British Journal of Educational Studies 10.1080/00071005.2021.1935711. (In press). Green open access
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Ringrose, J; Regehr, K; Whitehead, S; (2021) 'Wanna trade?': Cisheteronormative homosocial masculinity and the normalization of abuse in youth digital sexual image exchange. Journal of Gender Studies 10.1080/09589236.2021.1947206. (In press). Green open access
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Ringrose, J; Regehr, K; Whitehead, S; (2021) Teen Girls' Experiences Negotiating the Ubiquitous Dick Pic: Sexual Double Standards and the Normalization of Image Based Sexual Harassment. Sex Roles 10.1007/s11199-021-01236-3. (In press). Green open access
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Rolleston, C; Crouch, L; (2021) Eliminating global learning poverty: The importance of equalities and equity. International Journal of Educational Development , 82 , Article 102250. 10.1016/j.ijedudev.2020.102250. Green open access
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Rolleston, C; McCowan, T; Schendel, R; Omingo, M; Adu-Yeboah, C; Tabulawa, R; (2021) Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective 'teaching culture'. Teaching in Higher Education 10.1080/13562517.2020.1852204. (In press). Green open access
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Sabates, R; Rose, P; Alcott, B; Delprato, M; (2021) Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania. Journal of Development Effectiveness , 13 (1) pp. 28-46. 10.1080/19439342.2020.1844782. Green open access
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Sakata, N; Candappa, M; Oketch, M; (2021) Pupils' experiences with learner-centred pedagogy in Tanzania. Compare: A Journal of Comparative and International Education 10.1080/03057925.2021.1941769. (In press). Green open access
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Sakata, N; Oketch, M; Candappa, M; (2021) Knitting the Comparative Case Study (CCS) with mixed methods: an attempt to extend the methodological application of CCS. International Journal of Research & Method in Education , 44 (2) pp. 193-207. 10.1080/1743727X.2020.1763944. Green open access
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Sakata, N; Oketch, M; Candappa, M; (2021) Pedagogy and History: Ujamaa and Learner-Centered Pedagogy in Tanzania. Comparative Education Review , 65 (1) pp. 56-75. 10.1086/712052. Green open access
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Scott, P; (2021) After Trow—mass higher education to high participation systems. Higher Education , 82 (2) pp. 453-458. 10.1007/s10734-021-00715-6. Green open access
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Suissa, J; (2021) The Cow in the Room. The Radical Notion , 2021 (4) Green open access
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Suissa, J; Sullivan, A; (2021) The Gender Wars, Academic Freedom and Education. Journal of Philosophy of Education , 55 (1) pp. 55-82. 10.1111/1467-9752.12549. Green open access
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Swain, S; Lashua, B; Spracklen, K; (2021) Khat-chewing, Moral Spacing and Belonging: Sociological Insights into the Cultural Space of the mafrish in the Leisure Lives of Older and Middle-aged British-Somali Males. International Journal of the Sociology of Leisure , 4 pp. 1-22. 10.1007/s41978-020-00079-8. Green open access
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Taylor, R; Fuller, A; Halford, S; Lyle, K; Teglborg, A-C; (2021) Translating employee-driven innovation in healthcare: Bricolage and the mobilization of scarce resources. Public Money & Management , 41 (5) pp. 376-386. 10.1080/09540962.2020.1824408. Green open access
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Temple, Paul; (2021) Book review: Becoming a Scholar: Cross-cultural reflections on identity and agency in an education doctorate, edited by Maria Savva and Lynn P. Nygaard. [Review]. London Review of Education , 19 (1) pp. 1-3. 10.14324/LRE.19.1.31. Green open access
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Tesar, Marek; Hytten, Kathy; Hoskins, Te Kawehau; Rosiek, Jerry; Jackson, Alecia Y; Hand, Michael; Roberts, Peter; ... Jackson, Liz; + view all (2021) Philosophy of education in a new key: Future of philosophy of education. Educational Philosophy and Theory , 54 (8) pp. 1-22. 10.1080/00131857.2021.1946792. Green open access
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Thompson, G; Lingard, B; Ball, SJ; (2021) 'Indentured autonomy': headteachers and academisation policy in Northern England. Journal of Educational Administration and History , 53 (3-4) pp. 215-232. 10.1080/00220620.2020.1850433. Green open access
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Unterhalter, E; Howell, C; (2021) Unaligned connections or enlarging engagements? Tertiary education in developing countries and the implementation of the SDGs. Higher Education , 81 pp. 9-29. 10.1007/s10734-020-00651-x. Green open access
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Vorhaus, J; (2021) Respect, cognitive capacity and profound disability. Metaphilosophy , 52 (5) pp. 541-555. 10.1111/meta.12510. Green open access
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Vorhaus, J; (2021) Bringing people down: degrading treatment and punishment. New Criminal Law Review: an international and interdisciplinary journal , 24 (3) pp. 433-466. 10.1525/nclr.2021.24.3.433. Green open access
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Whitchurch, C; Locke, W; Marini, G; (2021) Challenging career models in higher education: the influence of internal career scripts and the rise of the “concertina” career. Higher Education 10.1007/s10734-021-00724-5. Green open access
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White, JP; (2021) The frugal life and why we should educate for it. London Review of Education , 19 (1) pp. 1-12. 10.14324/LRE.19.1.13. Green open access
file

Wiborg, Susanne; (2021) The Politics of Closing Schools. Education Next

Wilde, RJ; Guile, D; (2021) Client-facing Interprofessional Project Teams: The Role of Engineers' 'Situated Judgment'. Engineering Studies 10.1080/19378629.2021.2005073. (In press). Green open access
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William, JH; Brehm, W; Kitamura, Y; (2021) Measuring what matters? mapping higher education internationalization in the Asia–Pacific. International Journal of Comparative Education and Development 10.1108/IJCED-10-2020-0071. (In press). Green open access
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Wong, B; DeWitt, J; Chiu, Y-LT; (2021) Mapping the eight dimensions of the ideal student in higher education. Educational Review 10.1080/00131911.2021.1909538. (In press). Green open access
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Yan, KCA; (2021) Understanding civic education in Hong Kong: a Bernsteinian approach. Discourse: Studies in the Cultural Politics of Education , 42 (4) pp. 615-627. 10.1080/01596306.2020.1722613. Green open access
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Zarabadi, S; (2021) Embodied Knowledge of/with the place. Review of the book: Placemaking, A New Materialist Theory of Pedagogy (Page, Tara, 2020). [Review]. Matter: Journal of New Materialist Research , 2 (2) pp. 209-212. 10.1344/jnmr.v2i2.35904. Green open access
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Zhu, Yan; (2021) Being student leaders or ‘ordinary’ students: Children's emotional experiences of relationships with others in a Chinese school. Emotion, Space and Society , 40 , Article 100810. 10.1016/j.emospa.2021.100810. Green open access
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Zhu, Yan; (2021) ‘Self’ (ziji), ‘others’ (taren) and ‘collective’ (jiti): Friendships at school embedded with China's Confucian–collectivist sociocultural values. Children & Society , 35 (6) pp. 916-929. 10.1111/chso.12473. Green open access
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Book

Brewis, G; Paine, AE; Hardill, I; Lindsey, R; Macmillan, R; (2021) Transformational Moments in Social Welfare What Role for Voluntary Action? Policy Press: Bristol, UK. Green open access
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Kersh, N; Toiviainen, H; Pitkänen, P; Zarifis, G; (2021) Young Adults and Active Citizenship Towards Social Inclusion through Adult Education. [Book]. Lifelong Learning Book Series: Vol.26. Springer Green open access
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Nag Chowdhuri, M; King, H; Archer, L; (2021) The Primary Science Capital Teaching Approach: teacher handbook. [Book]. UCL Institute of Education: London, UK. Green open access
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Woodin, T; (2021) The UCL Institute of Education. UCL Press: London, UK. Green open access
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Book chapter

Baker, D; (2021) Additional needs and disability in musical learning: Issues and pedagogical considerations. In: Hodges, D and Hallam, S and Creech, A, (eds.) Routledge international handbook of music psychology in education and the community. Routledge: London, UK. Green open access
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Blitz, BK; (2021) Protection through Revisionism? In: Land, M and Libal, K and Chambers, J, (eds.) Beyond Borders: The Human Rights of Non-Citizens at Home and Abroad. (pp. 71-93). Cambridge University Press: Cambridge, UK. Green open access
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Brehm, W; (2021) Everyday Privatization. In: Cambodia for Sale: Everyday Privatization in Education and Beyond. (pp. 17-37). Routledge: London, UK. Green open access
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Datzberger, S; Parkes, J; (2021) The Effects of Covid-19 on Education in Sub-Saharan Africa. In: Langthaler, M and Obrovsky, M and Raza, W, (eds.) COVID-19 and the Global South – Perspectives and Challenges. (pp. 45-55). Österreichische Forschungsstiftung für Internationale Entwicklung: Vienna, Austria.

Dekker, Rianne; Geuijen, Karin; Oliver, Caroline; (2021) Co-creating asylum reception in a living lab: learning from the experiences of refugees and locals. In: van Praag, Lore, (ed.) Co-creation in migration studies. (pp. 199-219). Leuven University Press: Leuven, Belgium. Green open access
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Fuller, Alison; Unwin, Lorna; (2021) (RE)Searching for 'quality' in English Apprenticeship: reflections on the past, present and future of a vulnerable model of learning. In: Dernbach-Stolz, S and Eigenmann, P and Kamm, C and Kessler, S, (eds.) Transformationen von arbeit, beruf und bildung in internationaler betrachtung. (pp. 257-276). Springer VS: Wiesbaden, Germany. Green open access
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Fuller, A; Unwin, L; (2021) Expanding skills and workplace capacity: a relational approach to industrial strategy. In: The political economy of industrial strategy in the UK. (pp. 161-168). Agenda Publishing: Newcastle-upon-Tyne, UK.

Guile, D; Lahiff, A; (2021) Rethinking the connective typology of work experience: The challenge of learning through internship. In: Kyndt, E and Beausaert, S and Zitter, I, (eds.) Developing Connectivity between Education and Work. Routledge: Abingdon, Oxford. Green open access
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Lashua, B; Owusu, Y; (2021) Decentring Liverpool’s popular music heritage: Routes jukebox. In: Music and Heritage: New Perspectives on Place-making and Sonic Identity. (pp. 69-79). Routledge: London, UK. Green open access
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Page, T; (2021) The Hopeless Hopeful Time of Caring. In: Rosenow, D and Browne, V and Danely, J, (eds.) Vulnerability and the Politics of Care: Cross- Disciplinary Dialogues. Oxford University Press: Oxford, UK. Green open access
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Purves, R; Himonides, E; (2021) Acquiring skills in music technology. In: Creech, A and Hodges, D and Hallam, S, (eds.) Routledge international handbook of music psychology in education and the community. (pp. 217-235). Routledge: New York, NY, USA. Green open access
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Ro, HK; Fernandez, F; Alcott, B; (2021) A Comprehensive Approach to Addressing Gender Equity in STEM Subjects at Four-Year Universities in England. In: Ro, HK and Fernandez, F and Ramon, E, (eds.) Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice. (pp. 85-101). Routledge: Oxford, UK. Green open access
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Santibáñez Rodríguez, Pablo; (2021) La larga marcha del movimiento estudiantil chileno: Proyecciones de las representaciones sociales del movimiento estudiantil chileno en el 18-O. In: Mendoza, Catalina and Basulto, Oscar and Ganter, Rodrigo, (eds.) Imaginarios juveniles y agenciamientos conectivos. Cuerpo, género y representaciones en escenarios chilenos y mexicanos. (pp. 231-258). RED IBEROAMERICANA DE ACADEMIAS DE INVESTIGACIÓN: Veracruz, Mexico. Green open access
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Showunmi, V; (2021) Three Intersectional Biographical Portraits of Principal Investigators from the United Kingdom in the Context of Higher Education in Pakistan. In: Wiksten, S, (ed.) Enactments of Global Citizenship Education: Social Justice in Public Spheres of Education. Routledge: London, UK. Green open access
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Showunmi, V; Gooden, M; (2021) Race and Educational Leadership. In: Courtney, S and Gunter, H and Trujillo, T, (eds.) Understanding Educational Leadership; Critical perspectives and approaches. Bloomsbury Academic: London, UK. Green open access
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Umeyama, SS; Brehm, W; (2021) The Power of Identity in Hybrid Peacebuilding: Buddhist Monks in Post-Conflict Cambodia. In: Uesugi, Y and Deekeling, A and Umeyama, SS and McDonald-Colbert, L, (eds.) Operationalisation of Hybrid Peacbuilding in Asia: From Theory to Practice. (pp. 81-97). Palgrave Macmillan: Cham, Switzerland. Green open access
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Proceedings paper

Brady, Alison; (2021) Existentialism and Education. In: (Proceedings) The Role of Philosophy of Education in Teacher and Teaching Practice. Green open access
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Liu, Qian; Zhang, Yuan; (2021) Exploring the Role of an Online Interactive Platform in Supporting Dialogue in Mathematics Classrooms. In: Wang, Jianpan, (ed.) Proceedings of the 14th International Congress on Mathematical Education. World Scientific Publishing House: Shanghai, China. (In press). Green open access
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Nägele, C; Kersh, N; Stalder, BE; (2021) Editorial. In: Nägele, C and Kersh, N and Stalder, BE, (eds.) Trends in vocational education and training research, Vol. IV. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET). (pp. iii-iii). European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET).: Geneva,Switzerland. Green open access
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Spours, K; (2021) Accelerate the Just Transition: the contribution of further and higher education to achieve net zero and climate justice. In: Proceedings of the the COP26 Green Zone Conference 2021. United Nations: Glasgow, UK. Green open access
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Wang, L; Vinod, G; Cheng, Y; Li, X; Nyamapfene, A; Derrick, J; (2021) From Students of Engineering to Students of Engineering Education Research and Practice: A Collaborative Auto-ethnographic Study. In: (Proceedings) Research in Engineering Education Network & Australasian Association for Engineering Education Conference 2021. Green open access
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Report

Baz, S; Fang, C; Carpentieri, JD; Sheard, L; (2021) Understanding the lived experience of Long Covid: A rapid literature review. (Convalescence Long-COVID Study Briefing Reports ). COVID-19 Longitudinal Health and Wellbeing National Core Study, UCL (University College London): London, UK. Green open access
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Bragg, S; Thomson, R; O'Riordan, K; (2021) Digital Intimacies and LGBT+ Youth: Celebration, Equity and Safety. University of Sussex: Brighton, UK. Green open access
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Callender, C; De Gayardon, A; (2021) Hidden Voices: Graduates’ Perspectives on the Student Loan System in England. (HEPI Report 145 , pp. pp. 3-58 ). Higher Education Policy Institute: Oxford, UK. Green open access
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Callender, Claire; Lewis, Gemma; Lewis, Glyn; McCloud, Tayla; (2021) Higher education and mental health: analyses of the LSYPE cohorts. Department of Education: London, UK. Green open access
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Cara, O; (2021) Executive Summary: Post-16 education and training outcomes for young people who use English as an Additional Language (EAL): aspirations and trajectories. UCL Institute of Education and The Bell Foundation: London, UK. Green open access
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Carpentieri, J; (2021) Reading Ahead Champions: Pilot programme 2019-20. Evaluation Report. The Reading Agency: London, UK.

Epstein, A; Mansour, S; Rensimer, L; (2021) Nonstate Schooling in the Middle East & North Africa. United States Agency for International Development (USAID): Washington, D.C., USA. Green open access
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Green, Francis; (2021) Schoolwork in lockdown: new evidence on the epidemic of educational poverty. (LLAKES Research Paper 67 ). Centre for Learning and Life Chances (LLAKES), UCL Institute of Education: London, UK. Green open access
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Green, Francis; Green, Andy; Henseke, Golo; Kaye, Neil; Phan, Hao; (2021) Skills for the Future: Analyses of Singapore's Graduate Labour Market and its Upper Secondary Education and Training System in Comparative Perspective. Centre for Learning and Life Chances (LLAKES), UCL Institute of Education: London, UK. Green open access
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Green, Francis; Henseke, Golo; Schoon, Ingrid; (2021) The Darkest Hour? New Evidence of the Learning Experiences, Well-being and Expectations of Youth During the Third National Lockdown in the UK. (COVID-19 Youth Economic Activity and Health Monitor Briefing 1 ). Centre for Learning and Life Chances (LLAKES), UCL Institute of Education: London, UK. Green open access
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Henseke, G; Schoon, I; (2021) Career Ready? UK Youth during the Covid-19 Crisis. (COVID-19 Youth Economic Activity and Health (YEAH) Monitor Briefings 2 ). UCL Institute of Education: London, UK. Green open access
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Heslop, J; Quintero Tamez, L; Parkes, J; (2021) Appraisal of data available on violence against children in and around schools (VACS). UCL Institute of Education: London, UK. Green open access
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Hutchinson, V; Tereshchenko, A; Mallows, D; Cara, O; (2021) Executive Summary: Young people, education, employment and ESOL. UCL Institute of Education and The Bell Foundation: London, UK. Green open access
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Jenkinson, A; Whitehead, S; Emmerson, L; Wiggins, A; Worton, S; Ringrose, J; Bragg, S; (2021) Good Practice Guide for Teaching Relationships and Sex(uality) Education (RSE). UCL Institute of Education: London, UK. Green open access
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Lakshman, R W. D.; Amirthalingam, K; Ekanayake, A; Blitz, BK; (2021) Gender and displacement in Jaffna, Sri Lanka. UKRI GCRF Gender, Justice and Security Hub, London School of Economics and Political Science: London, UK. Green open access
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Making Spaces Project Team; (2021) Making Spaces Phase One Impact Summary. UCL Institute of Education: London, UK. Green open access
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Making Spaces Project Team; (2021) Springboard number 2: Values. UCL Institute of Education: London, UK. Green open access
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Making Spaces Project Team; (2021) Springboard number 3: Space. UCL Institute of Education: London, UK. Green open access
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Making Spaces Project Team; (2021) Springboard number 4: Objects. UCL Institute of Education: London, UK. Green open access
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McCowan, Tristan; Leal Filho, Walter; Brandli, Luciana; (2021) Universities facing Climate Change and Sustainability. Körber-Stiftung: Hamburg, Germany. Green open access
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Moss, G; Bradbury, A; Braun, A; Duncan, S; Levy, R; (2021) Learning through Disruption: Using schools' experiences of Covid to build a more resilient education system. UCL Institute of Education: London, UK. Green open access
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Moss, G; Bradbury, A; Harmey, S; Mansfield, R; Candy, B; France, R; Vigurs, C; (2021) Mitigating impacts of the COVID-19 pandemic on primary and lower secondary children during school closures: a rapid evidence review. EPPI Centre, UCL Social Research Institute, University College London: London, UK. Green open access
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Moss, G; Webster, R; Bradbury, A; Harmey, S; (2021) UNSUNG HEROES: The role of teaching assistants and classroom assistants in keeping schools functioning during lockdown. International Literacy Centre, UCL Institute of Education: London, UK. Green open access
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Novelli, M; Benjamin, S; Çelik, A; Kane, P; Kutan, B; Pherali, T; (2021) Laboratories of Learning: Education, Learning and Knowledge-Making in Social Movements: Insights from Colombia, Nepal, South Africa and Turkey. University of Sussex: Brighton, UK. Green open access
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Oliver, C; Vincent, C; Pavlopoulou, G; (2021) The experiences of autistic young people & their parents of lockdown & the reopening of schools. (Education & Covid-19 series ). British Educational Research Association (BERA): London, UK. Green open access
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Oliver, C; Vincent, C; Pavlopoulou, G; (2021) The experiences of autistic young people and their parents of lockdown and the reopening of schools: Key messages for policy makers, schools and families. The British Educational Research Association (BERA): London, UK. Green open access
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Pherali, T; NEMAF; (2021) Knowledge Production and Learning in Nepal's Madhes Movement: Struggle, Achievements and Disappointments. University of Sussex: Brighton, UK. Green open access
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Rensimer, L; Henseke, G; Juusola, K; McCowan, T; (2021) Transnational Graduate Outcomes: A case study of the United Arab Emirates. Universities UK International: London, UK.

Ringrose, J; Regehr, K; Milne, B; (2021) Understanding and Combatting Youth Experiences of Image-Based Sexual Harassment and Abuse. Department of Education, Practice and Society, UCL Institute of Education: London, UK. Green open access
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Taylor, B; Mills, M; Elwick, A; Pillinger, C; Gronland, G; Hayward, J; Hextall, I; (2021) Addressing Extremism Through the Classroom. A Research Report from the Centre for Teachers & Teaching Research. UCL Institute of Education: London, UK. Green open access
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Tereshchenko, A; Mills, M; Bradbury, A; (2021) What makes minority ethnic teachers stay in teaching, or leave? Centre for Teachers & Teaching Research, UCL Institute of Education: London, UK. Green open access
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Tereshchenko, A; Bradbury, A; Mills, M; (2021) Improving the retention of minority ethnic teachers in England. Policy Briefing from the Centre for Teachers & Teaching Research. UCL Institute of Education: London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 1: The Equity Compass: A Tool for supporting socially just practice. Youth + Equity + TEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2: What are Core Equitable Practices in informal STEM learning? Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.1: Recognizing. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.2: Re-seeing and Re-shaping. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.3: Co-designing. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.4: Reclaiming. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.5: Shifting Narratives. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.6: Critically Being With. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.7: Embracing Humanity. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 2.8: Authority Sharing. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight 3.1: Equitable Youth Outcomes Model for informal STEM learning. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – School Leaders and Governors Edition. Youth Equity + STEM (YESTEM): London, UK. Green open access
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YESTEM Project Team; (2021) YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – Teacher Edition. Youth Equity + STEM (YESTEM): London, UK. Green open access
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Working / discussion paper

Bradbury, A; Braun, A; Duncan, S; Levy, R; Moss, G; (2021) Learning through disruption 2: schools serving high poverty communities need funding that fully reflects the work that they do. (Policy Briefing 2: Learning Through Disruption ). UCL Institute of Education: London, UK. Green open access
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Datta, S; Kingdon, G; (2021) The Myth of Teacher Shortage in India. (RISE Working Paper 21/072). Research on Improving Systems of Education (RISE): Oxford, UK. Green open access
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Datta, S; Kingdon, GG; (2021) Class Size and Learning: Has India Spent Too Much on Reducing Class Size? (RISE (Research on Improving Systems of Education) Working Paper Series 21/059). Blavatnik School of Government, University of Oxford: Oxford, UK. Green open access
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Duncan, S; Levy, R; Bradbury, A; Moss, G; (2021) Learning through disruption 3: schools engaging with families and communities during COVID. (Policy Briefing 3: Learning Through Disruption ). UCL Institute of Education: London. Green open access
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Dyer, C; Bhattacharjea, S; Alcott, B; Thomas, SE; (2021) Out of School Children: Evidence Brief #2. (Leeds/PAL Series 2). People's Action for Learning (PAL) Network: Nairobi, Kenya.

Fumasoli, T; (2021) In and Out of the ERA: System and Institutional Resilience in the UK and Switzerland: A Policy Briefing. UCL European Centre: London, UK. Green open access
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Green, A; (2021) Models of Lifelong Learning and their Outcomes. How Distinctive is the 'Nordic Model' Now? (LLAKES Research Papers 70). Centre for Learning and Life Chances (LLAKES), UCL Institute of Education: London, UK. Green open access
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Green, A; Kaye, N; Pensiero, N; Phan, H; (2021) The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training. (LLAKES Research Paper 69). Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), UCL Institute of Education: London, UK. Green open access
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Green, Francis; (2021) Decent Work and The Quality of Work and Employment. (GLO Discussion Paper Series 817). Global Labor Organization (GLO): Essen, Germany. Green open access
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McCowan, Tristan; (2021) Climate change in higher education: a curriculum topography approach. (Transforming Universities for a Changing Climate: Working Paper Series 6). Climate-U: London, UK. Green open access
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Moss, G; Bradbury, A; Braun, A; Duncan, S; Levy, R; (2021) Learning through disruption 1: why school plans for recovery from COVID must be locally led. (Policy Briefing 1: Learning Through Disruption ). UCL Institute of Education: London, UK. Green open access
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Moss, G; Bradbury, A; Duncan, S; Levy, R; (2021) Learning through disruption 4: building a more resilient education system post-COVID. (Policy Briefing 4: Learning Through Disruption ). UCL Institute of Education: London, UK. Green open access
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Pradhan, Uma; Thapa, Deepak; Baniya, Jeevan; Gurung, Yangchen; Mahato, Sanjay; Roy, Indrajit; (2021) The Politics of Social Protection in Nepal: State infrastructural power and implementation of the Scholarship Programme. (ESID Working Paper 167). Effective States and Inclusive Development Research Centre (ESID): Manchester, UK.

Rolleston, C; Glewwe, P; James, Z; Lee, J; Khoa, V; (2021) What Explains Vietnam's Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. (RISE Working Paper Series 21/078). Research on Improving Systems of Education (RISE): Oxford, UK. Green open access
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Rolleston, C; Hoddinott, J; Dawit, T; Sabates, R; Woldehanna, T; (2021) Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. (RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. Green open access
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Conference item

Brady, Alison; (2021) Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith Parrhesiastic accounts of teaching? Presented at: PESGB Annual Conference 2021, New College, Oxford, UK. Green open access
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Marini, G; Fumasoli, T; (2021) How to trace and hear from doctoral alumni. Presented at: CHES-CDE Doctoral Seminars, London, UK. Green open access
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Spours, K; (2021) Accelerate the Just Transition: the contribution of further and higher education to achieve net zero and climate justice. Presented at: Race to Net Zero: COP26 symposium, City of Glasgow College and UCL, Glasgow, UK. Green open access
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Whitchurch, C; Locke, W; Marini, G; (2021) Whither the Academic Profession? Presented at: CGHE Seminar, Oxford, UK. Green open access
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Thesis

Aldersson, Russell; (2021) An analysis of how metalinguistic terms are realised in British Sign Language in the context of teaching English to deaf learners. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Balan, Anil; (2021) Investigating the practical challenges brought about by the introduction of a vocational pedagogy into the academic traditions of university law courses. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Bellamy, Molly; (2021) A Genealogy of Reflective Practice. Doctoral thesis (Ph.D), University of London. Green open access
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Bertot, Zaneta; (2021) Forming and implementing international partnerships in the context of locally and globally engaged higher education institutions: A qualitative study of administrators' perspectives from the USA, UK, Canada. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Besevic, Zorka; (2021) The experiences of tutors teaching and assessing in UK/Chinese transnational higher education partnership programmes. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Bhorkar, Shalini S; (2021) Private Tutoring and Mainstream Education Linkages in India: A Political Economy Approach. Doctoral thesis (Ph.D), UCL (University College London).

Brew-Riverson, Irene; (2021) Staff perspectives on enterprise culture - A tale of two colleges 2011-2016. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Brown, Annabel; (2021) An exploration of academic and professional staff perceptions of their positioning within one UK university and its impact on their workplace identities and relationships. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Campbell-Day, Mary; (2021) Mary Gurney (1836 - 1917) and the reform of English female education. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Carroll, Joy; (2021) The Conceptual Understanding of a Primary Initial Teacher Training (ITT) Partnership within a School-led ITT system: Pulling Together or Pulling Apart? Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Chen, Jiexiu; (2021) Chinese rural students’ social mobility experiences through higher education across four decades: from 1980s to 2010s. Doctoral thesis (Ph.D), UCL (University College London).

Dixon, Wendy; (2021) The Construction of a Professional Identity: from Teaching Assistant to Teacher. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Edera, Cat; (2021) An empirical examination of knowledge and community within the higher education matrix. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Fitzsimons, Joanne; (2021) An exploration into the use of smell as a support to the education of pupils with Profound and Multiple Learning Disabilities (PMLD). Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Goren, Heela; (2021) Global Citizenship Education in and for Israel. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Hassan Zarabadi, Shiva; (2021) Racialising assemblages and affective events: A feminist new materialism and posthuman study of Muslim schoolgirls in London. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Hoo, Cher Liek; (2021) Singaporean students' experiences of flow in the primary and secondary school music classroom. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Jeanes, Julia; (2021) Learning to become an Art and Design teacher in a College of Further Education in England. Doctoral thesis (Ph.D), UCL (University College London).

Joyner, Alison; (2021) Enabling teachers through action research: A case study of building social and emotional skills for the Kenya Competency-Based Curriculum. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Kinuthia, Heather Jane; (2021) Teacher Professionalism, Education Reform and 21st Century Skills in the United Arab Emirates. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Lagos-Serrano, María José; (2021) The intersubjective production of Chilean early childhood educators: a free associative group exploration of the unconscious aspects of professional subjectivities. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Li, Xiaomin; (2021) PISA and PISA for ‘development’: an inquiry into the OECD’s expansion into low- and middle-income countries. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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López Murillo, Karla Alejandra; (2021) Experiences of Mexican doctoral students supported by the CONACYT international mobility scholarship programme. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Odhiambo, Sulumenty Onyango; (2021) The role of the Pupil Premium grant in promoting educational achievements of disadvantaged Black girls of African and Caribbean descents in secondary schools in London. A critical analysis using the Capability Approach. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Otegbeye, Comfort Urowoli; (2021) Rethinking Teacher Professionalism and Policy Reforms in the Nigerian Educational Context. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Palacios, Rowena Anthea; (2021) Teaching National Identity in Post-colonial Contexts: An Arendtian Reimagination. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Pocock, Jeffrey; (2021) Problematising the concept of ‘experience’ in educational contexts: the case of school-based teacher training and school inspection. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Rose-Hamilton, Jennifer; (2021) Designing and delivering undergraduate law courses in the shadow of the UK consumer protection legislation. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Rude, Monica Katherine; (2021) The Admissions “Crisis” at Princeton University 1963-1971. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Sahar, Arif; (2021) Education, Violence, and Radicalisation in post-2001 Afghanistan: A political economy analysis. Doctoral thesis (Ph.D), UCL (University College London).

Sanchez, Lorena; (2021) Literacy for life and work: an exploration of an Indigenous bilingual education programme for adults in Mexico. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Sun, Chien-Ya; (2021) A modern malaise and Greek philosophical traditions: Platonism, Epicurianism and Stoicism. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Turner, Ellen; (2021) Doing and undoing gender violence in schools: An examination of gender violence in two primary schools in Uganda and approaches for sustainable prevention. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Von Berg, Piers; (2021) Cultivating the civic identities and agency of undergraduates at a university in the UK. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Zamorano Figueroa, Francisco; (2021) The continuity and discontinuity of education policy: a study of change in the Chilean debate about higher education. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Digital scholarly resource

Jenkinson, A; Bragg, S; Ringrose, J; Wiggins, A; Boldry, K; (2021) UCL Community Engaged Learning Project: School Uniform Guidance. [Digital scholarly resource]. https://static1.squarespace.com/static/57dbe276f7e... Green open access
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Longlands, H; Unterhalter, E; Peppin Vaughan, R; (2021) COP26 and gender equality in education: mobilising data for sustainable change. [Digital scholarly resource]. https://blogs.ucl.ac.uk/ceid/2021/11/09/longlands-... Green open access
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Journal (full / special issue)

Brehm, W and Unterhalter, E and Oketch, M (Eds). (2021) States of Emergency: Education in the Time of COVID-19. [Whole issue]. NORRAG Special Issue (6). Green open access
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This list was generated on Mon Mar 25 00:16:54 2024 GMT.