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Number of items: 101.

A

Alkubaisi, H; (2018) Decentralised Management in Independent Secondary Schools in Qatar’s Educational Reform Initiative. Doctoral thesis (Ph.D), UCL (University College London).

Allen, R; Higham, R; (2018) Quasi-markets, school diversity and social selection: Analysing the case of free schools in England, five years on. London Review of Education , 16 (2) 10.18546/LRE.16.2.02. Green open access
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Allen, RF; Sims, S; (2018) Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education , 44 (4) pp. 441-458. 10.1080/03054985.2017.1421152. Green open access
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Allen, RF; Sims, S; (2018) Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review , 243 (1) R27-R36. 10.1177/002795011824300112. Green open access
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Amott, P; (2018) Identification – A process of self-knowing realised within narrative practices for education professionals during times of transition. Professional Development in Education , 44 pp. 476-491. 10.1080/19415257.2017.1381638. Green open access
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Amott, PM; (2018) Developing a theoretical model of professional identity transformation for early career teacher educators. Presented at: 9th TEAN Conference - The Ambition of Teacher Education, Birmingham, UK. Green open access
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Anders, J; (2018) Educational Systems and Inequalities: International Comparisons. [Review]. Journal of Social Policy , 47 (4) pp. 861-863. 10.1017/S0047279418000466. Green open access
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Anders, J; Henderson, M; Moulton, V; Sullivan, A; (2018) Incentivising Specific Combinations of Subjects – Does It Make Any Difference to University Access? National Institute Economic Review , 243 (1) R37-R52. 10.1177/002795011824300113. Green open access
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Anders, JD; Moulton, V; Henderson, M; Sullivan, A; (2018) The role of schools in explaining individuals' subject choices at age 14. Oxford Review of Education , 44 , Article Special Issue: Inequalities and the Curriculum. 10.1080/03054985.2018.1409973. Green open access
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Anders, JD; Stokes, L; Hudson-Sharp, N; Dorsett, R; Rolfe, H; George, A; Buzzeo, J; (2018) Mathematical Reasoning: Evaluation report and executive summary. Education Endowment Foundation: London, UK. Gold open access
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Ang, L; (2018) A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualisations of Early Childhood for Global Sustainable Development. Asia-Pacific Journal of Research in Early Childhood Education , 12 (1) pp. 1-21. 10.17206/apjrece.2018.12.1.1. Green open access
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Ang, L; (2018) Methodological reflections on the use of systematic reviews in early childhood research. Journal of Early Childhood Research , 16 (1) pp. 18-31. 10.1177/1476718X17750206. Green open access
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Ang, L; Tabu, M; (2018) Conceptualising Home-Based Child Care: A Study of Home-Based Settings and Practices in Japan and England. International Journal of Early Childhood 10.1007/s13158-018-0218-8. (In press). Green open access
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B

Bernardinelli, D; Rutt, S; Greany, T; Higham, R; (2018) Multi-academy Trusts: do they make a difference to pupil outcomes? UCL IOE Press: London, UK. Green open access
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Booth, P; Clenton, J; Van Herwegen, J; (2018) L1-L2 semantic and syntactic processing: The influence of language proximity. System , 78 pp. 54-64. 10.1016/j.system.2018.07.011. Green open access
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Bradford, Helen; (2018) Co-constructing Writing Pedagogy with Two-and-Three-Year-Old Children. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Brannen, JM; (2018) Transitions to adulthood: an intergenerational sociological lens. In: lange, A, (ed.) Handbuch Kindheits- und Jugendsoziologie. Springer

Brett, Ashley Marcel; (2018) Primary school leaders creating conditions for teacher learning associated with change: developing an understanding with reference to transformative learning theory. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Bubb, S; Earley, P; (2018) Leader development - it's personal! Professional Development Today (20.1) pp. 14-22. Green open access
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Bukhatir, S; (2018) Professionalism in Education: An overview. London Centre for Leadership in Learning, UCL Institute of Education: London, UK. Green open access
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C

Callender, CC; (2018) Needles in a Haystack: An Exploratory Study of Black Male Teachers in England. Management in Education , 32 (4) pp. 167-175. 10.1177/0892020618791656. Green open access
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Callender, CC; Miller, PW; (2018) Black leaders matter: agency, progression and the sustainability of BME school leadership in England. Journal for Multicultural Education , 12 (2) pp. 183-196. 10.1108/JME-12-2016-0063. Green open access
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Colman, Alyson; (2018) School leadership and the school inspection regime: an examination of policy enactment in a coastal area of deprivation. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Costa, HM; Nicholson, B; Donlan, C; Van Herwegen, J; (2018) Low performance on mathematical tasks in preschoolers: the importance of domain-general and domain-specific abilities. Journal of Intellectual Disability Research , 62 (4) pp. 292-302. 10.1111/jir.12465. Green open access
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Cowan, K; (2018) Multimodal technologies in LEGO House: A social semiotic perspective. Multimodal Technologies and Interaction , 2 (4) , Article 70. 10.3390/mti2040070. Green open access
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Cowan, Kate; (2018) Visualising young children's play: exploring multimodal transcription of video-recorded interaction. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Cremin, T; Moss, G; (2018) Reading for pleasure: supporting reader engagement. Literacy , 52 (2) pp. 59-61. 10.1111/lit.12156. Green open access
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D

Day, C; Gu, Q; (2018) How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography. Leadership and Policy in Schools , 17 (3) pp. 332-344. 10.1080/15700763.2018.1496339. Green open access
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Draper, Clair Naomi; (2018) A study of children’s experiences of transition into a British international primary school in Vietnam: perspectives of children and parents in the first year. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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E

Elliott, H; Parsons, SJ; Brannen, J; Elliott, J; Phoenix, A; (2018) Narratives of fathering young children in Britain: linking quantitative and qualitative analyses. Community, Work & Family , 21 (1) 10.1080/13668803.2016.1241758. Green open access
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F

Flewitt, R; Jones, P; Potter, J; Domingo, M; Collins, P; Munday, E; Stenning, K; (2018) 'I enjoyed it because…you could do whatever you wanted and be creative': three principles for participatory research and pedagogy. International Journal of Research and Method in Education , 41 (4) pp. 372-386. 10.1080/1743727X.2017.1405928. Green open access
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Forrest, C; Gibson, JL; Halligan, SL; St Clair, MC; (2018) A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study. Autism & Developmental Language Impairments , 3 pp. 1-15. 10.1177/2396941518795392. Green open access
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G

Godfrey, D; (2018) Desarrollando la investigación en las escuelas y la enseñanza. Presented at: Evidence informed teaching, Catholic University of Valparaiso, Chile.

Godfrey, D; (2018) Polycentric Inspections of Networks of schools. The English Case Studies (Peer Review Strand). Presented at: ICSEI: Deepening school change for scaling: principles, pathways and partnerships, Singapore. Green open access
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Godfrey, D; (2018) Research-informed peer review. Presented at: ICSEI: Deepening school change for scaling: principles, pathways and partnership, Singapore. Green open access
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Godfrey, D; (2018) Revisión entre pares basada en investigación: Una estrategia de aprendizaje y mejora en la escuela. Presented at: Mejoramiento escolar, University of Concepcion, Chile. Green open access
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Godfrey, D; Brown, C; (2018) How effective is the research and development ecosystem for England's schools? London Review of Education , 16 (1) pp. 137-153. 10.18546/LRE.16.1.12. Green open access
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Godfrey, D; Brown, C; (2018) Leadership of a research-informed school ecosystem – what are the necessary elements? Presented at: Belmas: Education Policy and Sustainability: global perspectives from the field of educational leadership, Windsor, UK.

Greany, T; Higham, R; (2018) Hierarchy, Markets and Networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools. UCL Institute of Education Press: London, UK. Green open access
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Gu, Q; Sammons, P; Chen, J; (2018) How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders. Leadership and Policy in Schools , 17 (3) pp. 373-390. 10.1080/15700763.2018.1496344. Green open access
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H

Hall, M; Levy, R; Preece, J; (2018) '"No-one would sleep if we didn't have books"; Understanding shared reading as family practice and family display'. Journal of Early Childhood Research , 16 (4) pp. 363-377. 10.1177/1476718X18809389. Green open access
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Harmey, S; Kabuto, B; (2018) Metatheoretical Differences between Running Records and Miscue Analysis: Implications for Analysis of Oral Reading Behaviors. Research in the Teaching of English , 53 (1) pp. 11-33. Green open access
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Hayward, L; Higgins, S; Livingston, K; Wyse, D; (2018) Reclaiming education: ‘fake news’, research and social justice. The Curriculum Journal , 29 (1) pp. 1-3. 10.1080/09585176.2018.1436252. Green open access
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Heilbronn, R; Doddington, C; Higham, R; (2018) Dewey and Education in the 21st Century Fighting Back. [Book]. Emerald Publishing Limited: Bingley, UK. Green open access
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Heilbronn, R; Doddington, C; Higham, RJE; (2018) Editors' introduction: the book, the conference, and fighting back. In: Heilbronn, R and Doddington, C and Higham, R, (eds.) Dewey and Education in the 21st Century: Fighting Back. Emerald: Bingley, UK. Green open access
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Henderson, M; Sullivan, A; Anders, J; Moulton, V; (2018) Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14. Curriculum Journal , 29 (3) pp. 298-318. 10.1080/09585176.2017.1406810. Green open access
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Higham, R; (2018) 'To Be Is To Respond': Realising a Dialogic Ontology For Deweyan Pragmatism. Journal of Philosophy of Education , 52 (2) pp. 345-358. 10.1111/1467-9752.12290. Green open access
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Higham, R; Booth, T; (2018) Reinterpreting the authority of heads: Making space for values-led school improvement with the Index for Inclusion. Educational Management Administration & Leadership , 46 (1) pp. 140-157. 10.1177/1741143216659294. Green open access
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Higham, R; Djohari, N; (2018) From voting to engaging: promoting democratic values in an international school network. Oxford Review of Education , 44 (6) pp. 669-685. 10.1080/03054985.2018.1433649. Green open access
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Higham, RJE; (2018) After postmodernism in education theory? Educational Philosophy and Theory , 50 (14) 1647 -1648. 10.1080/00131857.2018.1462530. Green open access
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Higham, RJE; Biddulph, J; (2018) How has Dewey's democratic theory influenced the development of a new primary school? A headteacher's perspective. Education 3-13 , 46 (4) pp. 385-392. 10.1080/03004279.2018.1445472. Green open access
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Hilton, C; (2018) The role of finger gnosis in the development of early number skills. In: Bergqvist, E and Österholm, M and Granberg, C and Sumpter, L, (eds.) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Umeå Mathematics Education Research Centre (UMERC), Umeå University: Umeå, Sweden. Green open access
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Hodgen, J; Anders, J; Bretscher, N; Hardman, M; (2018) Pilot Evaluation Protocol: SMART Spaces (Chemistry Teaching - Pilot Trial). (SMART Spaces ). EEF (Education Endowment Foundation): London. Green open access
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Hodgen, J; Anders, J; Bretscher, N; Hardman, M; (2018) Trial Evaluation Protocol: SMART Spaces (Spaced Learning Revision Programme). (SMART Spaces ). EEF (Education Endowment Foundation): London. Green open access
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J

Jerrim, JP; Macmillan, L; Micklewright, J; Sawtell, M; Wiggins, M; (2018) Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomised Controlled Trial of chess instruction in England. Journal of Human Resources , 53 (4) pp. 993-1021. 10.3368/jhr.53.4.0516.7952R. Green open access
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Jones, P; (2018) Lindkvist in the Sesame Institute Archive: an autoethnographic study. Dramatherapy , 39 (2) pp. 84-101. 10.1080/02630672.2018.1482362. Green open access
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Jones, P; Mercieca, D; Munday, E; (2018) Research into the views of two child reference groups on the arts in research concerning wellbeing. Arts & Health 10.1080/17533015.2018.1534248. (In press). Green open access
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Jones, PR; Bawazir, R; (2018) A Theoretical Framework on Using Social Stories with the Creative Arts for Individuals on the Autistic Spectrum. International Journal of Medical and Health Sciences , 11 (9) pp. 533-541. 10.1999/1307-6892/10008097. Green open access
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Joslyn, E; Miller, P; Callender, C; (2018) Leadership and diversity in education in England: Progress in the new millennium? Management in Education , 32 (4) pp. 149-151. 10.1177/0892020618788713. Green open access
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K

Knight, A; Brannen, J; O'Connell, RE; Hamilton, L; (2018) How do children and their families experience food poverty according to UK newspaper media 2006‐15? Journal of Poverty and Social Justice , 26 (2) pp. 207-223. 10.1332/175982718X15200701225223. Green open access
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Knight, A; O'Connell, R; Brannen, J; (2018) Eating with Friends, Family or Not at All: Young People's Experiences of Food Poverty in the UK. Children and Society , 32 (3) pp. 185-194. 10.1111/chso.12264. Green open access
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L

Lane, C; Van Herwegen, JR; Freeth, M; (2018) Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2. Journal of Autism and Developmental Disorders 10.1007/s10803-018-3842-0. (In press). Green open access
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Levy, R; Hall, M; Preece, J; (2018) Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children. International Journal of Educational Psychology , 7 (2) p. 123. 10.17583/ijep.2018.3480. Green open access
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Lloyd, Catherine; (2018) The role of middle managers in land based further education. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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M

Macmillan, LA; Burgess, S; Crawford, C; (2018) Access to grammar schools by socio-economic status. Environment and Planning A: Economy and Space , 50 (7) pp. 1381-1385. 10.1177/0308518X18787820. Green open access
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Macmillan, LA; Jerrim, J; Gregg, P; Shure, D; (2018) Children in jobless households across Europe: Evidence on the association with medium- and long-term outcomes. Journal of Poverty and Social Justice , 26 (3) pp. 335-358. 10.1332/175982718X15265611809224. Green open access
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Male, T; (2018) Educating citizens of the 21st century: The role of schools and their leaders. London Centre for Leadership in Learning, UCL Institute of Education: London, UK. Green open access
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Male, T; (2018) School leadership in England: Reflections on research activity between 1997 and 2017. EducationalFutures , 9 (1) pp. 4-17. Green open access
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McCrory, A; (2018) ‘Most primary classes [in England and Wales] get less than two hours of science classes per week!’ (TES, September 2017). Journal of Emergent Science (In press). Green open access
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McCrory, A; (2018) Scientific enquiry and engaging primary-aged children in science lessons (part 2); why teach science via enquiry? Journal of Emergent Science (In press). Green open access
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Mercieca, D; Jones, P; (2018) Use of a reference group in researching children’s views of psychotherapy in Malta. Journal of Child Psychotherapy , 44 (2) pp. 243-262. 10.1080/0075417X.2018.1481130. Green open access
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Moss, PJG; (2018) Reframing the discourse: Ethnography, Bernstein and the distribution of reading attainment by gender. European Educational Research Journal , 17 (4) pp. 528-538. 10.1177/1474904117740112. Green open access
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Moulton, VG; Sullivan, A; Henderson, M; Anders, J; (2018) Does what you study at age 14-16 matter for educational transitions post-16? Oxford Review of Education , 44 , Article Special Issue: Inequalities and the Curriculum. 10.1080/03054985.2018.1409975. Green open access
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Munoz Chereau, B; (2018) Gender Gap and School Differential Effects in Mathematics in Chilean Primary Schools. Presented at: International Conference for School Effectiveness and Improvement, Singapore. Green open access
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O

O'Connell, R; Brannen, J; Knight, A; (2018) Child food poverty requires radical long term solutions. The BMJ , 362 , Article k3608. 10.1136/bmj.k3608. Green open access
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O'Connell, RE; Brannen, J; Knight, A; (2018) Holiday hunger requires radical long term solutions. [Digital scholarly resource]. https://blogs.bmj.com/bmj/2018/08/15/holiday-hunge... Green open access
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Outhwaite, LA; Faulder, M; Gulliford, A; Pitchford, NJ; (2018) Raising Early Achievement in Math With Interactive Apps: A Randomized Control Trial. Journal of Educational Psychology 10.1037/edu0000286. Green open access
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P

Palikara, O; Ashworth, M; Van Herwegen, J; (2018) Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? Journal of Autism and Developmental Disorders , 48 (9) pp. 3256-3259. 10.1007/s10803-018-3578-x. Green open access
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Parker, P; Marsh, HW; Guo, J; Anders, JD; Shure, D; Dicke, T; (2018) An information distortion model of social class differences in math self-concept, intrinsic value and utility value. Journal of Educational Psychology , 110 (3) pp. 445-463. 10.1037/edu0000215. Green open access
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Peerthy, Prithiviraj; (2018) Continuing professional development and quality of teaching: a case study in state secondary schools in Mauritius. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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R

Riley, K; (2018) Protests and possibilities: reframing the agenda for urban secondary schools. Journal of Educational Administration , 56 (5) pp. 455-462. 10.1108/JEA-08-2018-173. Green open access
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Rivadeneira, Mercedes; (2018) Understanding the Home Language and Literacy Environment of Chilean low SES Families of Preschoolers. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Roberts-Holmes, G; Mayer, S; Jones, P; Lee, SF; (2018) An Evaluation of Phase One of the Youth Mental Health First Aid (MHFA) in Schools programme: “The training has given us a vocabulary to use”. Mental Health First Aid England (MHFA) Green open access
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Roberts-Holmes, GP; (2018) Doing Your Early Years Research Project: A Step by Step Guide. [Book]. (4th ed.). SAGE: London, UK.

Roberts-Holmes, GP; (2018) Doing Your Early Years Research Project Masterclass. In: Brodie, K, (ed.) Interviews from the Sage Early Years Masterclass 2018. SAGE: London, UK.

S

Sanders, M; Burgess, S; Chande, R; Dilnot, C; Kozman, E; Macmillan, LA; (2018) Role models, mentoring and university applications - evidence from a crossover randomised controlled trial in the United Kingdom. Widening Participation and Lifelong Learning , 20 (4) pp. 57-80. 10.5456/WPLL.20.4.57. Green open access
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Sands, David; (2018) Assessing readiness for headship within accredited school leader development programmes - a cross-country comparative analysis. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Sims, Sam; (2018) Essays on the Recruitment and Retention of Teachers. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Sing, S; Adamson, L; Konstantinou, I; Graham, S; Wicking, A; Wadey, P; Rowden-Knowles, S; ... Stenhouse, R; + view all (2018) Practical approaches to embedding research in schools: Key learning and reflections from the Research in Schools Learning Community. Impact (4) pp. 77-80. Green open access
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Smith, JE; (2018) Re-engineering national reading policy, pedagogy, and professional development: the case for a simple view of meaningful reading. Teacher Education Advancement Network Journal , 10 (2) pp. 65-79. Green open access
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Stoll, L; Bolam, R; McMahon, A; Thomas, S; Wallace, M; Greenwood, A; Hawkey, K; (2018) Professional Learning Communities: source materials for school leaders and other leaders of professional learning. National College for Teaching and Leadership: London, UK. Green open access
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Stoll, L; Greany, T; Coldwell, M; Higgins, S; Brown, C; Maxwell, B; Stiell, B; ... Burns, H; + view all (2018) Evidence-informed Teaching: Self-assessment tool for schools. Chartered College of Teaching: London, UK. Green open access
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Stoll, L; Greany, T; Coldwell, M; Higgins, S; Brown, C; Maxwell, B; Stiell, B; ... Burns, H; + view all (2018) Evidence-informed teaching: self-assessment tool for teachers. Chartered College of Teaching: London, UK. Green open access
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Stylianidou, F; Glauert, EB; Rossis, D; Compton, A; Cremin, T; Craft, A; Havu-Nuutinen, S; (2018) Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project. European Journal of STEM Education , 3 (3) , Article 15. 10.20897/ejsteme/3875. Green open access
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Sullivan, A; Henderson, M; Anders, JD; Moulton, V; (2018) Inequalities and the curriculum. Oxford Review of Education , 44 (1) pp. 1-5. 10.1080/03054985.2018.1409961. Green open access
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T

Taylor, S; (2018) The UCL EdD: an apprenticeship for the future educational professional? London Review of Education , 16 (1) pp. 104-120. 10.18546/LRE.16.1.10. Green open access
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Tunnicliffe, SD; Gazey, R; Gkouskou, E; (2018) Learning in Physical Science Opportunities at Natural History Dioramas. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects. (pp. 171-183). Springer: Cham, Switzerland. Green open access
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V

Van Herwegen, J; Ashworth, M; Palikara, O; (2018) Parental views on special educational needs provision: Cross-syndrome comparisons in Williams Syndrome, Down Syndrome, and Autism Spectrum Disorders. Research in Developmental Disabilities , 80 pp. 102-111. 10.1016/j.ridd.2018.06.014. Green open access
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Van Herwegen, J; Costa, H; Nicholson, B; Donlan, C; (2018) Improving number abilities in low achieving preschoolers: symbolic versus non-symbolic training programs. Research in Developmental Disabilities , 77 pp. 1-11. 10.1016/j.ridd.2018.03.011. Green open access
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Van Herwegen, J; Rundblad, G; (2018) A Cross-Sectional and Longitudinal Study of Novel Metaphor and Metonymy Comprehension in Children, Adolescents, and Adults With Autism Spectrum Disorder. Frontiers in Psychology , 9 , Article 945. 10.3389/fpsyg.2018.00945. Green open access
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W

Wyse, D; Hayward, L; Higgins, S; Livingston, K; (2018) Traditional school subjects versus progressive pedagogy. The Curriculum Journal , 29 (3) pp. 295-297. 10.1080/09585176.2018.1487668. Green open access
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This list was generated on Tue Mar 2 22:33:09 2021 GMT.