Browse by UCL Departments and Centres
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Number of items: 194.
A
Alhouti, Ibrahim;
(2022)
The Politics of Teacher Policies Reforms in the Arab Gulf States: A Comparative Study.
Doctoral thesis (Ph.D), UCL (University College London).
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Archer, L;
Calabrese Barton, A;
Dawson, E;
Godec, S;
Mau, A;
Patel, U;
(2022)
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning.
Cultural Studies in Science Education
10.1007/s11422-021-10065-5.
(In press).
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Archer, Louise;
DeWitt, Jen;
Freedman, Esme;
Thomas, Kylo;
(2022)
Developing equitable practice with youth in makerspaces: ideas and case studies from the Making Spaces project - Executive Summary.
UCL (University College London)
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Archer, Louise;
DeWitt, Jen;
Freedman, Esme;
Thomas, Kylo;
(2022)
Developing equitable practice with youth in makerspaces: ideas and case studies from the Making Spaces project - Main Report.
UCL (University College London) - Institute of Education (IOE)
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Archer, Louise;
DeWitt, Jen;
Freedman, Esme;
Thomas, kylo;
(2022)
Makerspaces मा युवाहरूसँग समानताको व्यवहार विकसित गर्दै Making Spaces परियोजनाबाट लिइएका विचार तथा केस अध्ययनहरू - कार्यकारिणी सारांश.
IOE, UCL's Faculty of Education and Society: London, UK.
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Archer, louise;
DeWitt, Jen;
Freedman, Esme;
Thomas, kylo;
(2022)
Makerspaces मा युवाहरूसँग समानताको व्यवहार विकसित गर्दै Making Spaces परियोजनाबाट लिइएका विचार तथा केस अध््ययनहरू - मूल प्रतिवेदन.
IOE, UCL's Faculty of Education and Society: London, UK.
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Archer, louise;
DeWitt, jen;
Freedman, Esme;
Thomas, kylo;
(2022)
تطوير الممارسة المنصفة مع الشباب في ساحات الصنَّاع أفكار ودراسات حالة من مشروع Making Spaces (ساحات التصنيع) - التقرير الرئيسي.
IOE, UCL's Faculty of Education and Society: London, UK.
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Archer, Louise;
DeWitt, jen;
Freedman, Esme;
Thomas, kylo;
(2022)
Razvijanje enakopravne prakse z mladimi v ustvarjalnih prostorih Zamisli in študije primerov iz projekta Making Spaces - Glavno poročilo.
IOE, UCL's Faculty of Education and Society: London, UK.
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Archer, louise;
DeWitt, jen;
Freedman, Esme;
Thomas, kylo;
(2022)
Razvijanje enakopravne prakse z mladimi v ustvarjalnih prostorih Zamisli in študije primerov iz projekta Making Spaces - Povzetek.
IOE, UCL's Faculty of Education and Society: London, UK.
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Archer, Louise;
DeWitt, Jen;
Freedman, Esme;
Thomas, Kylo;
Designed by Nifty Fox Creative;
(2022)
Supporting equitable practice for makerspace practitioners - visual summary.
IOE - Faculty of Education and Society: London, UK.
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Archer, Louise;
DeWitt, Jenn;
Freedman, Esme;
Thomas, Kylo;
(2022)
تطوير الممارسة المنصفة مع الشباب في ساحات الصنَّاع أفكار ودراسات حالة من مشروع Making Spaces (ساحات التصنيع) - الملخص التنفيذي.
IOE, UCL's Faculty of Education and Society: London, UK.
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Archer, Louise;
Rodriguez, Paulina;
(2022)
Reproducing Privilege Through Whiteness and Beauty: An Intersectional Analysis of Elite Chilean University Students’ Practices.
British Journal of Sociology of Education
10.1080/01425692.2022.2060186.
(In press).
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ASPIRES Research;
(2022)
"Make it more relevant and practical": Young people's visions for school science in England.
IOE, UCL's Faculty of Education and Society: London, UK.
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B
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Ball, S;
Collet-Sabé, J;
(2022)
Against school: an epistemological critique.
Discourse: Studies in the Cultural Politics of Education
, 43
(6)
pp. 985-999.
10.1080/01596306.2021.1947780.
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Ball, SJ;
Grimaldi, E;
(2022)
Neoliberal education and the neoliberal digital classroom.
Learning Media and Technology
, 47
(2)
pp. 288-302.
10.1080/17439884.2021.1963980.
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Bamberger, Annette;
Kim, Min Ji;
(2022)
The OECD’s influence on national higher education policies: internationalisation in Israel and South Korea.
Comparative Education
10.1080/03050068.2022.2147635.
(In press).
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Baz, Sarah;
Fang, Chao;
Carpentieri, JD;
Sheard, Laura;
(2022)
I don't know what to do or where to go". Experiences of accessing healthcare support from the perspectives of people living with Long Covid and healthcare professionals: a qualitative study in Bradford, UK.
Health Expectations
10.1111/hex.13687.
(In press).
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Benchekroun, Rachel;
Keating, Avril;
Cameron, Claire;
Curtin, Pippa;
(2022)
Growing up in coastal towns: Intergenerational perspectives from NE Lincolnshire. Emerging findings.
UCL Centre for Global Youth: London.
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Berger-Correa, Bárbara;
Ringrose, Jessica;
Xie, Xumeng;
Cambazoglu, Idil;
(2022)
Mapping affective circuits of a Twitter trolling attack against feminist arts-based pedagogy during the COVID-19 global pandemic.
International Journal of Qualitative Studies in Education
10.1080/09518398.2022.2098410.
(In press).
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Bhatia, Amiya;
Turner, Ellen;
Akim, Aggrey;
Mirembe, Angel;
Nakuti, Janet;
Parkes, Jenny;
Datzberger, Simone;
... Devries, Karen; + view all
(2022)
Remote methods for research on violence against women and children: lessons and challenges from research during the COVID-19 pandemic.
BMJ Global Health
, 7
(11)
, Article e008460. 10.1136/bmjgh-2022-008460.
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Boatman, Angela;
Callender, Claire;
Evans, Brent;
(2022)
Comparing high school students' attitudes towards borrowing for higher education in England and the United States: Who are the most loan averse?
European Journal of Education
10.1111/ejed.12499.
(In press).
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Bols, Alexander Thomas George;
(2022)
Perceptions and perspectives on effective student representation.
Doctoral thesis (Ed.D), UCL (University College London).
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Bradbury, A;
Braun, A;
Duncan, S;
Harmey, S;
Levy, R;
Moss, G;
(2022)
Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England.
Journal of Education Policy
10.1080/02680939.2022.2097316.
(In press).
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Bradbury, Alice;
Jones, Bronwen;
(2022)
Talk at Home, Talk at School: An evaluation of Philosophy for Children Home Learning Resources.
UCL Institute of Education: London, UK.
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Bradbury, Alice;
Tereshchenko, Antonina;
Mills, Martin;
(2022)
Minoritised teachers' experiences of multiple, intersectional racisms in the school system in England: 'carrying the weight of racism'.
Race Ethnicity and Education
10.1080/13613324.2022.2069734.
(In press).
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Brady, Alison;
(2022)
Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad
Faith.
Studies in Philosophy and Education: an international quarterly
10.1007/s11217-022-09824-w.
(In press).
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Brady, Alison;
(2022)
Self-understanding and vulnerability towards others: notes on education 'from the inside'.
In:
(Proceedings) Philosophy of Education Society (North America).
Philosophy of Education Society
(In press).
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Brady, Alison M;
(2022)
Mental health, resilience and existential literature.
Journal of Philosophy of Education
Journal of Philosophy of Education.
(In press).
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Brady, AM;
(2022)
Early career anxieties in the university: The crisis of institutional bad faith.
In: Mahon, A, (ed.)
The promise of the university: reclaiming humanity, humility and hope.
(pp. 67-78).
Springer: Cham, Switzerland.
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Bragg, S;
Ponsford, R;
Bonell, C;
Meiksin, R;
Tilouche, N;
Van Dyck, L;
Sturgess, J;
... Campbell, R; + view all
(2022)
Feasibility and acceptability of a whole-school social-marketing intervention to prevent unintended teenage pregnancies and promote sexual health: evidence for progression from a pilot to a phase III randomised trial in English secondary schools.
Pilot and Feasibility Studies
, 8
, Article 52. 10.1186/s40814-022-00971-y.
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Bragg, Sara;
Ponsford, Ruth;
Meiksin, Rebecca;
Lohan, Maria;
Melendez-Torres, GJ;
Hadley, Alison;
Young, Honor;
... Bonell, Chris; + view all
(2022)
Enacting whole-school relationships and sexuality education in England: Context matters.
British Educational Research Journal
10.1002/berj.3788.
(In press).
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Bragg, Sara;
Ringrose, Jessica;
(2022)
The State of UK Boys: Understanding and Transforming Gender in the Lives of UK Boys.
Equimundo: Washington, DC.
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Brehm, Will;
(2022)
Podcasting and Education: Reflections on the Case of FreshEd.
ECNU Review of Education
10.1177/20965311221094860.
(In press).
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Brehm, Will;
Kitamura, Yuto;
(2022)
Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia.
[Book].
International Perspectives on Educational Reform Series.
Teachers College Press
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Burtonshaw, Sally Ann;
(2022)
Insurmountable Silos? A Study of School-University Relationships within Progression to Higher Education.
Doctoral thesis (Ph.D), UCL (University College London).
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Callender, Claire;
Melis, Gabriella;
(2022)
The Privilege of Choice: How Prospective College Students’ Financial Concerns Influence Their Choice of Higher Education Institution and Subject of Study in England.
The Journal of Higher Education
, 93
(3)
pp. 477-501.
10.1080/00221546.2021.1996169.
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Campbell, Kristyna;
(2022)
Shape Shifting - Autobiography as a tool for exploring boundary practices: A GTA's perspective.
Postgraduate Pedaogies
, 2
(1)
pp. 209-235.
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Cara, Olga;
(2022)
Geography Matters: Explaining Education Inequalities of Latvian Children in England.
Social Inclusion
, 10
(4)
pp. 79-92.
10.17645/si.v10i4.5809.
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Cara, Olga;
(2022)
Strategic frames. Europe, Russia, and minority inclusion in Estonia and Latvia
by Jennie L. Schulze, Pittsburgh, University of Pittsburgh Press, 2018, 416 pp., £28.94 (paperback), ISBN 978-0-8229-6511-4.
[Review].
National Identities
, 24
(5)
pp. 563-566.
10.1080/14608944.2022.2106409.
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Carpentier, Vincent;
Unterhalter, Elaine;
(2022)
Higher Education, Inequalities, and a Tetralemma: Reflections on Depictions of Neonationalism and the Knowledge Society.
Global Perspectives
, 3
(1)
, Article 38619. 10.1525/gp.2022.38619.
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Carpentier, V;
Courtois, A;
(2022)
Public good in French universities: principles and practice of the ‘republican’ model.
Compare: A Journal of Comparative and International Education
, 52
(1)
pp. 1-18.
10.1080/03057925.2020.1722943.
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Chadwick, Hilary;
(2022)
Employer Ownership: The barriers for policy makers.
Doctoral thesis (Ph.D), University College London (UCL).
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Collet-Sabé, J;
Ball, SJ;
(2022)
Beyond School. The challenge of co-producing and commoning a different episteme for education.
Journal of Education Policy
pp. 1-16.
10.1080/02680939.2022.2157890.
(In press).
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Cortés Saavedra, Andrea;
(2022)
Migrant children in a Chilean school: Habitus, discourses and otherness.
Journal of Sociology
, 58
(3)
pp. 342-358.
10.1177/14407833211071144.
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Coy, M;
Bull, A;
Libarkin, J;
Page, T;
(2022)
Who is the Practitioner in Faculty-Staff Sexual Misconduct Work?: Views from the UK and US.
Journal of Interpersonal Violence
, 37
(17-18)
NP14996-NP15019.
10.1177/08862605221106189.
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D
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Danielsson, Anna;
King, Heather;
Godec, Spela;
Nyström, Anne-Sofie;
(2022)
The identity turn in science education research: a critical review of methodologies in a consolidating field.
Cultural Studies of Science Education
10.1007/s11422-022-10130-7.
(In press).
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Datzberger, Simone;
(2022)
Education and Empowerment: Voices from Ugandan Youth.
(ÖFSE Working Paper Series
66).
Österreichische Forschungsstiftung für Internationale Entwicklung (Austrian Foundation for Development Research): Vienna, Austria.
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Datzberger, Simone;
(2022)
Lost in transition? Modernization, formal education and violence in Karamoja.
World Development
, 158
, Article 106013. 10.1016/j.worlddev.2022.106013.
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Datzberger, Simone;
Musenze, Brian Junior;
(2022)
Ebola: Uganda’s schools were closed for two years during COVID, now they face more closures – something must change.
[Digital scholarly resource].
https://theconversation.com/ebola-ugandas-schools-...
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Datzberger, Simone;
Parkes, Jenny;
Bhatia, Amiya;
Nagawa, Rehema;
Kasidi, Joan Ritar;
Musenze, Brian Junior;
Naker, Dipak;
(2022)
Intensified inequities: Young people's experiences of Covid‐19 and school closures in Uganda.
Children & Society
10.1111/chso.12627.
(In press).
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Davis-Singaravelu, S;
(2022)
The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement.
Education Sciences
, 12
(1)
, Article 33. 10.3390/educsci12010033.
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de Andrade, Matheus O;
Zurita, Mariana;
Burova, Iva;
Nyamapfene, Abel;
(2022)
Assessing higher levels of learning through real-life problems in engineering mathematics.
In: Kallel, I and Kammoun, HM and Akkari, A and Hsairi, L, (eds.)
Proceedings of the 2022 IEEE Global Engineering Education Conference (EDUCON 2022).
(pp. pp. 2002-2006).
IEEE: Tunis, Tunisia.
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Dean, Marco;
(2022)
Including multiple perspectives in participatory multi-criteria analysis: A framework for investigation.
Evaluation
, 28
(4)
pp. 505-539.
10.1177/13563890221123822.
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Deng, Zechuan;
Arim, Rubab;
Henseke, Golo;
Schoon, Ingrid;
Dietrich, Hans;
Murray, Aisling;
Smyth, Emer;
(2022)
Youth unemployment in Canada, Germany, Ireland, and the United Kingdom in times of COVID-19.
Economic and Social Reports
, 2
(3)
pp. 1-5.
10.25318/36280001202200300003-eng.
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Derrick, J;
Willems, T;
Wang, PK;
(2022)
Researching informal workplace learning in the context of remote working in the post COVID-19 world.
Hungarian Educational Research Journal
10.1556/063.2021.00094.
(In press).
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Devries, KM;
Ward, CH;
Naker, D;
Parkes, J;
Bonell, C;
Bhatia, A;
Tanton, C;
... Naved, RT; + view all
(2022)
School violence: where are the interventions?
The Lancet Child & Adolescent Health
, 6
(1)
pp. 5-7.
10.1016/S2352-4642(21)00329-1.
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Epstein, Andrew;
Rensimer, Lee;
Abuomair, Maymoona;
Khalaf, Mariam;
(2022)
Nonstate & Low-cost Private Primary Schools in Jordan.
Social Impact, Inc.: Washington, D.C..
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Eten Angyagre, Simon;
Hannam, Ysabel;
(2022)
Cultures of Decolonisation at UCL.
UCL's Grand Challenge of Cultural Understanding Working Group: London, UK.
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Fang, Chao;
Tanaka, Miho;
(2022)
An exploration of person-centred approach in end-of-life care policies in England and Japan.
BMC Palliative Care
, 21
(1)
, Article 68. 10.1186/s12904-022-00965-w.
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Firth, Rhiannon;
(2022)
Disaster Anarchy Mutual Aid and Radical Action.
Pluto Press: London, UK.
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Flouri, E;
Ji, D;
Roiser, JP;
(2022)
The role of urban greenspace in children’s reward and punishment sensitivity.
Landscape Research
10.1080/01426397.2021.2021160.
(In press).
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Fumasoli, T;
(2022)
The irresistible rise of managerial control? The case of workload allocation models in British universities.
In: Sarrico, C and Rosa, MJ and Carvalho, T, (eds.)
Research Handbook on Academic Careers and Managing Academics.
(pp. 298-309).
Edward Elgar Publishing: Cheltenham, UK.
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Green, Andrew;
Munoz-Chereau, Bernadita;
Gough, David;
Allen, Jerry;
de Genara, Alice;
Harkness, Fran;
Laybourne, Anne;
+ view all
(2022)
Report on the ISIKLE Project: Increasing and Evaluating Student Impact in Knowledge and Learning Exchange (ISIKLE).
(Occasional Paper, Centre for Learning and Life Chances
, pp. pp. 1-173
).
UCL Institute of Education: London, UK.
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Green, Andy;
Kaye, Neil;
(2022)
The effects of system type and characteristics on skills inequalities during upper secondary education: a quasi-cohort analysis of OECD data.
Research Papers in Education
10.1080/02671522.2022.2150884.
(In press).
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Green, Francis;
Henseke, Golo;
Schoon, Ingrid;
(2022)
Perceived effects of the Covid-19 pandemic on educational progress and the learning of job skills: new evidence on young adults in the United Kingdom.
Journal of Education and Work
10.1080/13639080.2022.2092608.
(In press).
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Grey, S;
Morris, P;
(2022)
Capturing the spark: PISA, twenty-first century skills and the reconstruction of creativity.
Globalisation, Societies and Education
pp. 1-16.
10.1080/14767724.2022.2100981.
(In press).
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Guile, D;
Unwin, L;
(2022)
Expertise as a ‘capacity for action’: reframing vocational knowledge from the perspective of work.
Journal of Vocational Education & Training
, 74
(1)
pp. 31-49.
10.1080/13636820.2020.1858939.
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Guile, David;
(2022)
Professional-Scientific Education: Rethinking the Concept of Knowledge: a Cultural-historical ‘Recontextualization’ Perspective.
In:
Professional-scientific education: discourses, perspectives, implications, and options for science and practice.
Verlag Barbara Budrich
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Guile, David;
Mitchell, John;
(2022)
Fusion Skills and Industry 5.0: Conceptions and Challenges.
In: Bouezzeddine, Montaha, (ed.)
Insights Into Global Engineering Education After the Birth of Industry 5.0.
Intech Open Books: London, UK.
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Hamilton Clark, Charlotte H;
(2022)
Classification and stigma: Theorising the identity impact of dyslexia for students in UK higher education.
Doctoral thesis (Ph.D), UCL (University College London).
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Haynes, J;
Suissa, J;
(2022)
Creating and sustaining democratic spaces in education.
Journal of Philosophy of Education
, 56
(6)
pp. 939-942.
10.1111/1467-9752.12710.
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Henderson, Morag;
Anders, Jake;
Green, Francis;
Henseke, Golo;
(2022)
Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood.
Cambridge Journal of Education
pp. 1-15.
10.1080/0305764x.2022.2040951.
(In press).
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Henseke, Golo;
Green, Francis;
Schoon, Ingrid;
(2022)
Living with COVID-19: Subjective Well-Being in the Second Phase of the Pandemic.
Journal of Youth and Adolescence
10.1007/s10964-022-01648-8.
(In press).
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Hockham, David;
(2022)
What are the Implications for HEI Pedagogy and Learning when Production and Technical Theatre Practices are Re-orientated as Practices of Scenography? Investigating Technical Theatre Training, in Higher Education Institutions (HEI) levels 4-6 within the United Kingdom (UK).
Doctoral thesis (Ph.D), UCL (University College London).
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Howson, CK;
Lall, M;
(2022)
Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum.
Education Sciences
, 12
(3)
, Article 194. 10.3390/educsci12030194.
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Htut, KP;
Lall, M;
Howson, CK;
(2022)
Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?
Education Sciences
, 12
(2)
, Article 67. 10.3390/educsci12020067.
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I
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Inon, Magen;
(2022)
Benign Manipulation in Education.
Doctoral thesis (Ph.D), UCL (University College London).
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J
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Janmaat, Jan Germen;
Green, Andy;
(2022)
Liberal, Republican, Conservative and Social-Democratic Mindsets? Exploring the Existence of Citizenship Regimes in Civic Attitudes.
Social Indicators Research
10.1007/s11205-022-02926-5.
(In press).
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Janmaat, JG;
(2022)
School social segregation and social inequalities in political engagement among 16 to 20 year olds in fourteen countries.
Research Papers in Education
, 37
(1)
pp. 52-73.
10.1080/02671522.2020.1789716.
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Janmaat, JG;
Mons, N;
(2022)
Tracking and political engagement: an investigation of the mechanisms driving the effect of educational tracking on voting intentions among upper secondary students in France.
Research Papers in Education
10.1080/02671522.2022.2028890.
(In press).
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Joiko, Sara;
Cortés Saavedra, Andrea;
(2022)
Jerarquías, asimilacionismo y resistencias: Experiencias migratorias en el campo escolar del Norte Grande de Chile.
Psicoperspectivas: Individuo y Sociedad
, 21
(1)
10.5027/psicoperspectivas-vol21-issue1-fulltext-2525.
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Jones, BMA;
Ball, SJ;
(2022)
The neoliberal dispositif: understanding the transformation of the social and ethical space of education.
In:
International Encyclopedia of Education: Fourth Edition.
(pp. 60-69).
Elsevier
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Jones, Bronwen MA;
Bradbury, Alice;
(2022)
Policy disruptors or entrepreneurs? The tensions emerging from a network of philosophy educators.
International Journal of Educational Research
, 116
, Article 102087. 10.1016/j.ijer.2022.102087.
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Kadiwal, Laila;
Jain, Manish;
Nayanpally, Sadashiv;
Andrabi, Ruhail;
Sharma, Parikshit;
Khandelwal, Chaitnya;
Arif, Warda;
(2022)
Contesting authoritarianism, redefining democracy: Youth and citizenship in contemporary India.
Citizenship Teaching and Learning
, 17
(3)
pp. 341-362.
10.1386/ctl_00097_1.
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Kakoulidou, Myrofora;
(2022)
Understanding the Role of Motivation in the Reading of Children With ADHD-related Characteristics.
Doctoral thesis (Ph.D), UCL (University College London).
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Kerr, Sarah-Jane;
(2022)
A Genealogy of Wealtherty through the Lens of Social Policy.
Doctoral thesis (Ph.D), UCL (University College London).
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Kersh, Natalia;
Laczik, Andrea;
(2022)
Reconsidering the nature of the learning space in practically-based higher education: Innovative approaches to higher education in the UK context.
Hungarian Educational Research Journal
, 12
(4)
pp. 370-383.
10.1556/063.2021.00095.
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Kim, Min Ji;
(2022)
Happiness, politics and education reform in South Korea: building ‘happy human capital’ for the future.
Comparative Education
10.1080/03050068.2022.2147633.
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Wetheridge, Louise;
(2022)
Negotiated Realities: adolescent girls, formal schooling, and early marriage in Kaduna state, North West Nigeria.
Doctoral thesis (Ph.D), UCL (University College London).
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Wheaton, Alison Thompson;
(2022)
An investigation of influences on and dimensions of English university governing body roles.
Doctoral thesis (Ph.D), UCL (University College London).
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White, John Peter;
White, Patricia;
(2022)
Richard Peters and his legacy.
London Review of Education
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pp. 1-11.
10.14324/LRE.20.1.20.
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Whittle, Laura Anne;
(2022)
Narratives of Education, Family and Class in 1980s Essex.
Doctoral thesis (Ph.D), UCL (University College London).
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Wint, N;
Nyamapfene, A;
(2022)
The development of engineering education research: a UK based case study.
European Journal of Engineering Education
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pp. 1-24.
10.1080/03043797.2022.2121686.
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Woodin, Tom;
Gristy, Cath;
(2022)
Democracy and schooling: The paradox of co‐operative schools in a neoliberal age?
Journal of Philosophy of Education
10.1111/1467-9752.12690.
(In press).
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Woodley, Theonie;
(2022)
‘Taking an Interdisciplinary Approach to Designing the Theoretical Part of a Level 5 Initial Teacher Education Programme Based on the ‘Triple Professionalism’ Concept, for Adult Community Learning Teachers in Essex’.
Doctoral thesis (Ed.D), UCL (University College London).
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Wyse, D;
Bradbury, A;
(2022)
The passion, pedagogy and politics of reading.
English in Education
10.1080/04250494.2022.2091987.
(In press).
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Xie, Ping;
Liu, Qian;
Wang, Xinwei;
(2022)
The Connotation, Condition and Evaluation of Teachers’Continuing Professional Learning and Development: An Interview with Emeritus Professor Christopher Day at University of Nottingham [教师持续专业学习与发展：内涵、条件与评估——专访英国诺丁汉大学荣休教授戴杰思.].
Teacher Professional Development Research
, 6
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pp. 13-22.
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Xie, X;
Ringrose, J;
Cambazoglu, I;
Berger-Correa, B;
(2022)
Anti-feminist Misogynist Shitposting: The Challenges of Feminist Academics Navigating Toxic Twitter.
In: Burk, PJ and Coffey, J and Gill, R and Kanai, A, (eds.)
Gender in an Era of Post-Truth Populism: Pedagogies, Challenges and Strategies.
(pp. 131-156).
Bloomsbury: London, UK.
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YESTEM Project Team;
(2022)
YESTEM Insight: How to set up and run an equitable youth board.
YESTEM
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YESTEM Project Team;
(2022)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – Funders Edition.
YESTEM
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YESTEM Project Team;
(2022)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – STEM Ambassadors Edition.
YESTEM
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You, Yun;
Nussey, Charlotte;
(2022)
The resurgence of ‘ignorance is women’s virtue’: ‘Leftover women’ and constructing ‘ideal’ levels of female education in China.
Gender and Education
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pp. 1058-1073.
10.1080/09540253.2022.2123897.
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Zammit, Lydia;
(2022)
The Philosophy of a Higher Literary Education in a Scientific World: Morality and Social Criticism in Murdoch and Calvino.
Doctoral thesis (Ph.D), UCL (University College London).
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Zhao, Vicky Yiran;
Bhattacharjea, Suman;
Alcott, Benjamin;
(2022)
A slippery slope: early learning and equity in rural India.
Oxford Review of Education
10.1080/03054985.2022.2101442.
(In press).
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Zhou, X;
Mau, A;
Jordan, L;
(2022)
Gaming the no-choice system? School choice and persistent educational inequality in China.
Research Papers in Education
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pp. 134-152.
10.1080/02671522.2020.1814849.
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Zhu, Yan;
(2022)
Same-gender intimate friends in Chinese girls’ romantic adventures in a boarding school context.
Childhood
10.1177/09075682221122967.
(In press).
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Zhu, Yan;
Liu, Chong;
Elley, Sharon;
(2022)
Relationships with opposite-gender peers: the 'fine line' between an acceptable and unacceptable 'liking' amongst children in a Chinese rural primary school.
Children's Geographies
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pp. 714-727.
10.1080/14733285.2021.1970717.
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