Browse by UCL Departments and Centres
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Number of items: 109.
A
Allsopp, Jennifer;
Chase, Elaine;
Pherali, Tejendra;
(2024)
Critical Rights Literacy as Foundational Learning: Lessons from Indigenous Migrant Communities.
Norrag Special
, 9
pp. 77-80.
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Archer, Louise;
(2024)
Misfits or misrecognition? Exploring STEMM degree students' concerns about non-completion.
Science Education
, 107
(4)
pp. 912-938.
10.1002/sce.21794.
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Archer, Louise;
Francis, Becky;
Henderson, Morag;
Holmegaard, Henriette;
Macleod, Emily;
Moote, Julie;
Watson, Emma;
(2024)
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21.
British Journal of Sociology of Education
, 44
(5)
pp. 843-859.
10.1080/01425692.2023.2211234.
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Archer, Louise;
King, Heather;
Godec, Spela;
Chowdhuri, Meghna Nag;
(2024)
Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach.
London Review of Education
, 22
(1)
pp. 1-14.
10.14324/lre.22.1.07.
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B
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Barker, Meghanne;
(2024)
Higher truths and so‐called lies: Documentary's animated authenticity.
Visual Anthropology Review
, 40
(1)
pp. 25-38.
10.1111/var.12315.
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Barker, Meghanne;
(2024)
Throw Your Voice Suspended Animations in Kazakhstani Childhoods.
[Book].
Cornell University Press: Ithaca, USA.
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Barker, Meghanne;
(2024)
You Have Been Misconnected.
Critical Inquiry
, 50
(2)
pp. 201-224.
10.1086/727641.
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Barone, Sabina;
(2024)
Returnees' Trajectories between North and West Africa.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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Barone, Sabina;
(2024)
Returns Upturned: A critical ethnography of the IOM’s ‘Assisted Voluntary Return and Reintegration’ programme from Morocco towards West and Central Africa.
Doctoral thesis (Ph.D), UCL (University College London).
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Bennett, Philip (Pip) Seton;
(2024)
Caring educators: a philosophical contribution.
Doctoral thesis (Ph.D), UCL (University College London).
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Bergel, Erin Simpson;
(2024)
Hypervigilant Enactment: What the Covid years can tell us about datafication, performativity and support for English learners around high stakes tests in primary schools in England and California.
Doctoral thesis (Ph.D), UCL (University College London).
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Blitz, Brad;
(2024)
Citizenship and statelessness.
In: Cabeza, Marisol García and Faist, Thomas, (eds.)
Encyclopedia of Citizenship Studies.
(pp. 192-197).
Edward Elgar Publishing: Cheltenham, UK.
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Bradbury, Alice;
Vince, Sharon;
(2024)
Food banks in early years settings:
The impact on children, families and staff.
Helen Hamlyn Centre for Pedagogy (0-11 years), UCL Institute of Education: London, UK.
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Brady, Alison;
(2024)
Cultivating slowness as contemplative practice: literature in the modern university.
In:
Proceedings - PES 2024 Conference.
Philosophy of Education Society: Salt Lake City, UT, USA.
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Brady, Alison;
(2024)
Experimental Literature and Post-Critique: Reflections on Italo
Calvino’s Invisible Cities.
Journal of Philosophy of Education
(In press).
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Bragg, Sara;
(2024)
A logic of care in / of / for voice: tuning-in, enacting and assembling in student voice practices and education.
Education 3-13
10.1080/03004279.2024.2331955.
(In press).
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Brewis, Georgina;
(2024)
Humanitarian and Youth Activism across Time and Space.
International Review of Social History
pp. 1-4.
10.1017/s0020859024000105.
(In press).
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Brewis, Georgina;
(2024)
Teaching the History of Charity and Philanthropy through Objects: A DIY Approach.
The Public Historian
, 46
(2)
pp. 16-36.
(In press).
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Brooks, Rachel;
Rensimer, Lee;
(2024)
Higher education actors’ responses to the Ukraine-Russia conflict: an analysis of geopolitical spatial imaginaries.
Journal of Education Policy
pp. 1-19.
10.1080/02680939.2024.2334945.
(In press).
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C
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Callender, Claire;
(2024)
The Consequences of Income-Contingent Student Loan Debt for Graduates’ Lives in England.
International Higher Education
, 118
(Spring)
pp. 16-18.
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Campbell, K.;
(2024)
Labelling in the academy: identity renegotiation among postgraduate teaching assistants.
London Review of Education
, 22
(1)
, Article 16. 10.14324/LRE.22.1.16.
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Carpentier, Vincent;
Courtois, Aline;
(2024)
Higher education and the public good in France.
Higher Education
10.1007/s10734-024-01293-z.
(In press).
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Cheng, Yutong;
(2024)
Digital Inequalities and Student Engagement in Higher Education: Understanding the Experience of Students Through Digital Ethnographic Approaches.
In:
Proceedings of the Fourteenth International Conference on Networked Learning Vol. 14 (2024).
Aalborg University Open Publishing
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Cheung, Kason Ka Ching;
Long, Yun;
Liu, Qian;
Chan, Ho-Yin;
(2024)
Unpacking Epistemic Insights of Artificial Intelligence (AI) in Science Education: A Systematic Review.
Science and Education
10.1007/s11191-024-00511-5.
(In press).
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Clements, Jenny;
(2024)
An exploratory study of supervisory experiences between students and teachers at key stage 3.
Doctoral thesis (Ed.D), UCL (University College London).
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Collet-Sabe, Jordi;
Ball, Stephen J;
(2024)
Without School: Education as Common(ing) Activities in Local Social Infrastructures – An Escape from Extinction Ethics.
British Journal of Educational Studies
10.1080/00071005.2023.2298776.
(In press).
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Coughlin, Annika;
(2024)
Mature students and their pathways into higher education: a mixed methods investigation using the 1958 British Birth Cohort Study.
Doctoral thesis (Ph.D), UCL (University College London).
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D
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Daniels, K;
Duncan, S;
Harmey, S;
Taylor, L;
(2024)
Editorial.
Literacy
, 58
(1)
pp. 1-2.
10.1111/lit.12362.
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Datzberger, Simone;
Parkes, Jenny;
Bhatia, Amiya;
Nagawa, Rehema;
Kasidi, Joan Ritar;
Musenze, Brian Junior;
Devries, Karen;
(2024)
Young people’s experiences of informal kinship care in Luwero, Uganda.
Children and Youth Services Review
, 159
, Article 107527. 10.1016/j.childyouth.2024.107527.
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DeWitt, Jen;
Archer, Louise;
Nag Chowdhuri, Meghna;
Freedman, Esme;
Liu, Qian;
(2024)
Equitable Youth Outcomes Framework.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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DeWitt, Jen;
Archer, Louise;
Nag Chowdhuri, Meghna;
Freedman, Esme;
Liu, Qian;
(2024)
Equity Barometer Survey.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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DeWitt, Jen;
Archer, Louise;
Nag Chowdhuri, Meghna;
Freedman, Esme;
Liu, Qian;
(2024)
Quick Check Surveys: Measuring equitable outcomes.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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Duncan, Samantha;
Cullinan, Claire;
Kelly, Esther;
(2024)
Reading the way: a social practice approach to reading development in prisons.
Research and Practice in Adult Literacies (RaPAL) Journal
, 109
(Summer)
pp. 23-33.
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E
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Emms, Katherine;
Kersh, Natasha;
Laczik, Andrea;
(2024)
Fostering practically based learning spaces through industry-engaged higher education models.
London Review of Education
, 22
(1)
, Article 32. 10.14324/lre.22.1.32.
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F
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Fang, C;
Baz, SA;
Sheard, L;
Carpentieri, JD;
(2024)
“They seemed to be like cogs working in different directions”: a longitudinal qualitative study on Long COVID healthcare services in the United Kingdom from a person-centred lens.
BMC Health Services Research
, 24
, Article 406. 10.1186/s12913-024-10891-7.
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Firth, Rhiannon;
(2024)
Afterword.
In: Donaghey, Jim, (ed.)
Fight for a New Normal: anarchist responses to the Covid-19 pandemic crisis.
Freedom Press: London.
(In press).
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G
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Ging, Debbie;
Ringrose, Jessica;
Milne, Betsy;
Horeck, Tanya;
Mendes, Kaitlynn;
Castellini da Silva, Ricardo;
(2024)
Moving beyond masculine defensiveness and anxiety in the classroom: exploring gendered responses to sexual and gender based violence workshops in England and Ireland.
Gender and Education
, 36
(3)
pp. 230-247.
10.1080/09540253.2024.2315052.
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Green, Francis;
(2024)
Private schools and inequality.
Oxford Open Economics
, 3
(Suppl 1)
i842-i849.
10.1093/ooec/odad036.
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Green, Francis;
Lee, Sangwoo;
(2024)
'Bad Jobs' in Europe: Derivation and Analysis of a Wellbeing-Related Job Quality Threshold.
Applied Research in Quality of Life
10.1007/s11482-024-10384-z.
(In press).
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Guile, David;
Popov, Jelena;
(2024)
Machine learning and human learning: a socio-cultural and -material perspective on their relationship and the implications for researching working and learning.
AI and Society
10.1007/s00146-024-01891-6.
(In press).
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Guo, Enze;
(2024)
Pedagogy of hope for global social justice: sustainable futures for people and the planet:
edited by Douglas Bourn and Massimiliano Tarozzi, London, Bloomsbury Academic, 2023, 288 pp., £90.00 (hardback), ISBN 9781350326262.
[Review].
Compare: A Journal of Comparative and International Education
10.1080/03057925.2024.2392403.
(In press).
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H
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Hari, N;
Nyamapfene, A;
Mitchell, J;
(2024)
How can a Holistic Approach to Practice, Research and Policy for Sustainable Engineering Education be Developed? An Investigation.
In: Baligar, P and Mallibhat, K and Kandakatla, R and Amashi, R, (eds.)
10th Research in Engineering Education Symposium: Connecting Research-Policy-Practice for Transforming Engineering Education, REES 2024.
(pp. pp. 236-245).
Curran Associates: Hubballi, India.
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Haslop, Craig;
Ringrose, Jessica;
Cambazoglu, Idil;
Milne, Betsy;
(2024)
Mainstreaming the Manosphere’s Misogyny Through Affective Homosocial Currencies: Exploring How Teen Boys Navigate the Andrew Tate Effect.
Social Media + Society
, 10
(1)
pp. 1-11.
10.1177/20563051241228811.
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Henseke, Golo;
Felstead, Alan;
Gallie, Duncan;
Green, Francis;
(2024)
Degrees of demand: a task-based analysis of the British graduate labour market.
Oxford Economic Papers
, Article gpae020. 10.1093/oep/gpae020.
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Heslop, Joanne Rachel;
(2024)
Reaching across boundaries to strengthen meaningful research, policy and practice in school-related gender-based violence: Reflections from collaborations in five African countries.
Doctoral thesis (Ph.D), UCL (University College London).
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Holloway, Sarah L;
Pimlott‐Wilson, Helena;
Whewall, Sam;
(2024)
Geographies of supplementary education: Private tuition, classed and racialised parenting cultures, and the neoliberal educational playing field.
Transactions of the Institute of British Geographers
10.1111/tran.12666.
(In press).
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Holmegaard, H;
Archer, L;
Godec, S;
Watson, E;
MacLeod, E;
Dewitt, J;
Moote, J;
(2024)
Feeling the weight of the water: a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21.
Computer Science Education
10.1080/08993408.2024.2320009.
(In press).
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Hoskins, Bryony;
Janmaat, Jan Germen;
(2024)
Intergenerational transmission and the reinforcement of the political engagement gap: Identifying how university-educated parents enable their children to become more politically interested during early adolescence.
British Educational Research Journal
10.1002/berj.4002.
(In press).
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Howard‐Merrill, Lottie;
(2024)
What can curriculum contribute to preventing forced marriage?
The Curriculum Journal
10.1002/curj.255.
(In press).
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J
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Jideonwo, Obiamaka;
(2024)
An exploration of the relationships between the dyslexic experiences, reading and writing attitude, and attribution beliefs of adult female dyslexic offenders.
Doctoral thesis (Ph.D), UCL (University College London).
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K
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Keating, Avril;
Benchekroun, Rachel;
Cameron, Claire;
Whewall, Sam;
(2024)
Movers, returners and stayers: the role of place in shaping the (im)mobility aspirations of young people in coastal towns.
Journal of Youth Studies
10.1080/13676261.2024.2337932.
(In press).
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Kim, Min Ji;
(2024)
Scripting solutions for the future: the OECD’s advocacy of happiness and well-being.
Comparative Education
10.1080/03050068.2024.2354638.
(In press).
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King, B;
Swain, J;
(2024)
Trajectories in and exits out for young men involved with violence on an inner-city housing estate.
Journal of Gender Studies
10.1080/09589236.2024.2387195.
(In press).
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King, Simon John;
(2024)
Do teachers in low-income countries avoid implementing Early Grade Reading Programs? Using a behavioral science lens to study teacher response to educational change in rural Tanzania.
Doctoral thesis (Ed.D), UCL (University College London).
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L
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Laqua, Daniel;
Brewis, Georgina;
(2024)
Rehearsals for democracy: Student life in Central and Eastern Europe, 1919–1923.
BERA: London, UK.
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Liu, Qian;
Archer, Louise;
(2024)
Improving diversity in computing: A future research agenda.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/research/engagement-and-...
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Longlands, Helen;
Peppin Vaughan, Rosie;
Unterhalter, Elaine;
(2024)
Gender, missing data and SDG 4.
In: Delprato, Marcos and Shepherd, Daniel D, (eds.)
Achieving Equitable Education: Missing Education Data and the SDG 4 Data Regime.
(pp. 138-155).
Edward Elgar Publishing: Cheltenham, UK.
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M
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Mace, Rebecca;
(2024)
#Know Thyself @selfiegeneration: Philosophical Foundations of Self-knowledge expressed through social media.
Doctoral thesis (Ph.D), UCL (University College London).
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Magee, Coirle;
(2024)
Review of Giulia Pepe, New Migrations, New Multilingual Practices, New Identities: The Case of Post-2008 Italian Migrants in London.
[Review].
Language in Society
(In press).
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Malloy, Meaghan;
Unterhalter, Elaine;
Peppin Vaughan, Rosie;
Longlands, Helen;
(2024)
Sustainability, gender equality and girls' education: Reflections from approaches to MEL (Monitoring, Evaluation and Learning) in Girls' Education Challenge projects in Kenya.
Accountability for Gender Equality in Education (AGEE): London, UK.
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Mao, Jingyu;
Zhu, Yan;
(2024)
‘Friends are those who can help you out’: unpacking the understanding and experiences of friendship among young migrant workers in China.
Families, Relationships and Societies
, 13
(1)
pp. 17-33.
10.1332/204674321X16770752617895.
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Murray, Emily T;
Keating, Avril;
Cameron, Claire;
Benchekroun, Rachel;
Whewall, Sam;
Booker, Cara;
Jivraj, Stephen;
(2024)
Residence in coastal communities in adolescence and health in young adulthood: An 11-year follow-up of English UKHLS youth questionnaire respondents.
Health & Place
, 87
, Article 103239. 10.1016/j.healthplace.2024.103239.
(In press).
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N
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Nag Chowdhuri, Meghna;
Archer, Louise;
Freedman, Esme;
DeWitt, Jen;
Liu, Qian;
(2024)
Towards equitable makerspaces: A guide to the 3-STEP Approach.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
|
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Nag Chowdhuri, Meghna;
Archer, Louise;
Freedman, Esme;
DeWitt, Jen;
Liu, Qian;
(2024)
Towards equitable makerspaces: A guide to the 3-STEP Approach (Arabic).
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
|
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Nag Chowdhuri, Meghna;
Archer, Louise;
Freedman, Esme;
DeWitt, Jen;
Liu, Qian;
(2024)
Towards equitable makerspaces: A guide to the 3-STEP Approach (Nepali).
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
|
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Nag Chowdhuri, Meghna;
Archer, Louise;
Freedman, Esme;
DeWitt, Jen;
Liu, Qian;
(2024)
Towards equitable makerspaces: A guide to the 3-STEP Approach (Slovenian).
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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Nag Chowdhuri, Meghna;
Archer, Louise;
Freedman, Esme;
DeWitt, Jen;
Liu, Qian;
(2024)
Towards Equitable Makerspaces: Activity Booklet.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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Nag Chowdhuri, Meghna;
Archer, Louise;
Freedman, Esme;
DeWitt, Jen;
Liu, Qian;
(2024)
Towards Equitable Makerspaces: Practitioner Poster.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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Nag Chowdhuri, Meghna;
Archer, Louise;
Freedman, Esme;
DeWitt, Jen;
Liu, Qian;
(2024)
Towards Equitable Makerspaces: Practitioner reflection sheets.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...
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O
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Oketch, Moses;
(2024)
SDG 4 targets: Neglected questions on conditions and circumstances for education reforms in Africa.
International Journal of Educational Development
, 106
, Article 102999. 10.1016/j.ijedudev.2024.102999.
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P
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Parkes, Jenny;
Datzberger, Simone;
Nagawa, Rehema;
Musenze, Junior Brian;
Kasidi, Joan Ritar;
Bhatia, Amiya;
Naker, Dipak;
(2024)
Unintended pregnancies in the lives of young people in Luwero, Uganda: a narrative analysis.
Culture, Health & Sexuality
10.1080/13691058.2024.2305820.
(In press).
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Pawlik, M;
Kitagawa, K;
Shiroshita, H;
Jayaratne, R;
Nomoto, S;
Okumura, Y;
Kono, K;
(2024)
Proposing Thematic Mapping for Integrated Risk Communication: A study of British & Japanese perspectives in flood-prone communities.
International Journal of Disaster Risk Reduction
, 107
, Article 104472. 10.1016/j.ijdrr.2024.104472.
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Pensiero, Nicola;
Janmaat, Jan Germen;
(2024)
Why do women develop lower levels of political interest? Examining the influence of education, family socialisation and adult roles.
Acta Politica
10.1057/s41269-024-00349-3.
(In press).
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Pherali, T;
Bragg, S;
Borra, C;
Jones, P;
(2024)
Research ethics in social science research during health pandemics: what can we learn from COVID-19 experiences?
Research Ethics
10.1177/17470161241252414.
(In press).
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Pichon, Marjorie;
Buller, Ana Maria;
Gimunta, Veronicah;
Rutenge, Oscar;
Thiaw, Yandé;
Sono, Revocatus;
Howard-Merrill, Lottie;
(2024)
Qualitative evaluation of an edutainment intervention to prevent age-disparate transactional sex in Tanzania: Changes in educational aspirations and gender equitable attitudes towards work.
PLOS Global Public Health
, 4
(4)
, Article e0002527. 10.1371/journal.pgph.0002527.
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Poderi, Giacomo;
Popov, Jelena;
Møller, Jeppe Kilberg;
(2024)
In search of time: Higher education teachers' experience of an online professional development course.
European Journal of Education
, Article e12685. 10.1111/ejed.12685.
(In press).
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R
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Reagan, Isobel;
(2024)
Drawing from Perspective: An Exploration of
Children’s and Teacher’s Perceptions of Visual
Art in the Early Childhood Curriculum.
Doctoral thesis (Ph.D), UCL (University College London).
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Remy, Cécile;
(2024)
Looking For The ‘Rich Child’ In Residential Child Care Workers’ Everyday Practice: A case study investigating the use of the ‘image of the Rich Child’ in a team of residential care workers’ justifications for the decisions they make in the everyday.
Doctoral thesis (Ph.D), UCL (University College London).
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Renold, EJ;
Bragg, Sara;
Ringrose, Jessica;
Milne, Betsy;
McGeeney, Ester;
Timperley, Vicky;
(2024)
Attune, animate and amplify: Creating youth voice assemblages in pARTicipatory sexuality education research.
Children and Society
10.1111/chso.12862.
(In press).
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Rensimer, Lee;
Brooks, Rachel;
(2024)
The European Universities Initiative: further stratification in the pursuit of European cooperation?
Compare: A Journal of Comparative and International Education
10.1080/03057925.2024.2307551.
(In press).
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Ringrose, Jessica;
Mendes, Kaitlynn;
Horeck, Tanya;
Desborough, Karen;
Milne, Betsy;
(2024)
Equipping Young People to Navigate Post-digital Sexual Violence Final Report – AHRC Follow on Funding for Impact and Engagement Project School Based Digital Defence and Activism Lessons.
UCL Institute of Education: London, UK.
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Rong, L;
Deng, F;
Zhong, Z;
Spours, K;
(2024)
Impact Analysis of Chinese Government Leadership in the Construction of a Public Service System of Preschool Education.
Education and Urban Society
, 56
(7)
pp. 881-905.
10.1177/00131245241226671.
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Rose, Judith Margaret;
(2024)
From A Right to Read to Access for All:
understanding the relationship
between adult literacy education and
education for people with learning
difficulties in England 1970–2010.
Doctoral thesis (Ph.D), UCL (University College London).
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S
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Santibáñez-Rodríguez, Pablo;
(2024)
La Larga Marcha: una aproximación al análisis de las transformaciones educativas del Movimiento Estudiantil Chileno (2006-2015).
Trashumante. Revista Americana De Historia Social
, 24
pp. 282-304.
10.17533/udea.trahs.n24a13.
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Shar, Noor Hussain;
(2024)
Global Citizenship Education in Government Secondary Schools: A case study of government secondary schools in northern Sindh.
Doctoral thesis (Ed.D), UCL (University College London).
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Shiroshita, H;
Jayaratne, R;
Kitagawa, K;
(2024)
Integrating communities’ perspectives in understanding disaster risk.
Natural Hazards
10.1007/s11069-024-06452-0.
(In press).
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Spinuzzi, C;
Guile, D;
(2024)
Value Propositions as Fractional Objects: Searching for Strands of Stabilization in a Startup's Arguments.
In:
2024 IEEE International Professional Communication Conference (ProComm).
(pp. pp. 16-24).
IEEE
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Spours, Ken;
(2024)
From Learning Ecologies to a Social Ecosystem Model for Learning and Skills.
Systems
, 12
(9)
, Article 324. 10.3390/systems12090324.
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Spours, Ken;
(2024)
Transitioning vocational education and training in Africa: a social skills ecosystem perspective, VET Africa 4.0 Collective.
Journal of Vocational Education and Training
, 76
(3)
pp. 747-755.
10.1080/13636820.2023.2230037.
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Spours, Ken;
Grainger, Paul;
(2024)
The mediating role of further and higher education in a Just Transition social ecosystem.
Journal of Vocational Education and Training
, 76
(2)
pp. 307-330.
10.1080/13636820.2023.2258521.
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