Browse by UCL Departments and Centres
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Number of items: 28.
A
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Addison, N;
(2003)
Iconoscepticism: the value of images in education.
In: Addison, N and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 122-133).
Routledge: London.
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Addison, N;
(2003)
Productive tensions: residencies in research.
In: Addison, N and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 61-71).
Routledge: London.
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Addison, N;
Asbury, M;
Chittenden, T;
de Souza, P;
Georgaki, M;
Hulks, D;
Papazafiriou, G;
... Trowell, J; + view all
(2003)
Art Critics and Art Historians in Schools: A Synoptic Report of an Interdisciplinary Research Project.
Art, Design & Museology Department, Institute of Education, University of London, London.
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Addison, N;
Burgess, L;
(2003)
Challenging Orthodoxies through Partnership: PGCE Students as agents of change.
In: Addison, N and Burgress, L and Burgess, L, (eds.)
Issues in art and design teaching.
(pp. 158-163).
Routledge: London.
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Alderson, P;
Alderson, P;
(2003)
Die Autonomie des Kindes: uber die Selbstbestimmungsfahigkeit von Kindern in der Medizin.
In: Simon, A and Simon, A, (eds.)
Das Kind als Patient: Ethische Konflickte zwichsen Kinderwohl und Kindeswille.
(pp. 28-47).
Campus Verlag: Frankfurt, Germany.
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Alderson, P;
Alderson, P;
(2003)
Some unanswered questions.
In: Ward, L and Ward, L, (eds.)
Considered choices?: the new genetics, prenatal testing and people with learning difficulties.
(pp. 63-71).
British Institute of Learning Disabilities: Kidderminster, United Kingdom.
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Alderson, P;
Phillips, B;
(2003)
Beyond ‘AntiSmacking’:
Challenging Parental
Violence and
Coercion.
Child Abuse Review
, 12
(5)
pp. 282-291.
10.1002/car.813.
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B
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Beard, R;
(2003)
Not the Whole Story of the National Literacy Strategy: A Response to Dominic Wyse.
British Educational Research Journal
, 29
(6)
pp. 917-928.
10.1080/0141192032000137385.
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Beard, R;
(2003)
Uncovering the key skills of reading.
In:
Handbook of Early Childhood Literacy.
(pp. 199-208).
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Beard, R;
(2003)
Diversity and Synergy? The International Context of the English Literacy Strategy.
In: Shiel, G and Dhalaigh, UN, (eds.)
(Proceedings) 12th European Conference on Reading.
(pp. pp. 56-64).
Reading Association of Ireland
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Black, P;
Wiliam, D;
(2003)
'In praise of educational research': formative assessment.
British Educational Research Journal
, 29
(5)
pp. 623-637.
10.1080/0141192032000133721.
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Black, P;
Wiliam, D;
(2003)
The Development of Formative Assessment.
In: Davis, B and West-Burnham, J, (eds.)
Handbook of Educational Leadership and Management.
(pp. 409-418).
Pearson Education: London.
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Buckingham, D;
Scanlon, M;
(2003)
Learning online: e-learning and the domestic market in the UK: Full report of research activities and results.
Unknown, Swindon.
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C
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Campbell, C;
Whitty, G;
Carpentier, V;
(2003)
Educational financing and improvement: conceptual issues and policy debates in the UK.
Revue Suisse des Sciences de l'Education
, 25
(3)
pp. 455-477.
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E
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Evans, K;
(2003)
Learning for a living?: the powerful, the dispossessed and the learning revolution.
100 years of excellence in education.
Institute of Education, University of London: London.
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G
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Gough, D;
Kiwan, D;
Sutcliffe, K;
Simpson, G;
Houghton, N;
(2003)
A systematic map and synthesis review of the effectiveness of personal development planning for improving student learning.
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London: London, UK.
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H
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Hallam, S;
Ireson, J;
Lister, V;
Chaudhury, IA;
Davies, J;
(2003)
Ability grouping practices in the primary school: A survey.
Educational Studies
, 29
(1)
pp. 69-83.
10.1080/03055690303268.
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Hallam, S;
Ireson, J;
(2003)
Secondary school teachers' attitudes to and beliefs about ability grouping.
British Journal of Educational Psychology
, 73
(3)
pp. 343-356.
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Hansen, K;
(2003)
Education and the crime-age profile.
British Journal of Criminology
, 43
pp. 141-168.
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P
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Phillips, B;
Alderson, P;
(2003)
Beyond 'anti-smacking': Challenging violence and coercion in parent-child relations.
International Journal of Children's Rights
, 11
(2)
pp. 175-197.
10.1163/092755603322397250.
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R
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Radford, J;
Band, S;
Gascoigne, M;
Law, J;
Lindsay, G;
Peacey, N;
Soloff, N;
(2003)
Collaboration between LEA and SLT managers for the planning of services to children with speech and language needs.
Educational Management and Administration
, 31
(1)
pp. 83-95.
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S
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Simon, A;
Owen, C;
Moss, P;
Cameron, C;
(2003)
Mapping the Care Workforce. Supporting Joined-Up Thinking. Secondary Analysis of the Labour Force Survey for childcare and social care work.
UCL Institute of Education, London, UK.
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Stuart, M;
Dixon, M;
Masterson, J;
Gray, B;
(2003)
Children's early reading vocabulary: description and word frequency lists.
British Journal of Educational Psychology
, 73
(4)
pp. 585-598.
10.1348/000709903322591253.
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V
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Van de Werfhorst, HG;
Sullivan, A;
Cheung, SY;
(2003)
Social class, ability and choice of subject in secondary and tertiary education in Britain.
BRITISH EDUCATIONAL RESEARCH JOURNAL
, 29
(1)
pp. 41-62.
10.1080/0141192032000057366.
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Venkatakrishnan, H;
Wiliam, D;
(2003)
Tracking and mixed-ability grouping in secondary school mathematics classrooms: a case study.
British Educational Research Journal
, 29
(2)
pp. 189-204.
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W
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Wiliam, D;
(2003)
National curriculum assessment: how to make it better.
Research Papers in Education
, 18
(2)
pp. 129-136.
10.1080/0267152032000081896.
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Wiliam, D;
(2003)
The impact of educational research on mathematics education.
In: Bishop, AJ and Clements, MA and Keitel, C and Kilpatrick, J and Leung, FKS and Clements, MA and Leung, FKS, (eds.)
Second International Handbook of Mathematics Education.
(pp. 471-490).
Kluwer Academic Publishers: Dordrecht, Netherlands:.
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Wiliam, D;
(2003)
Constructing difference: assessment in mathematics education.
In: Burton, L, (ed.)
Which way social justice in mathematics education?
(pp. 189-207).
Praeger: Westport; London.
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