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Number of items: 88.

Article

Allsop, Y; (2019) Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction , 19 pp. 30-55. 10.1016/j.ijcci.2018.10.004. Green open access
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Anders, J; (2019) Erzsébet Bukodi and John H. Goldthorpe (2018), Social Mobility and Education in Britain: Research, Politics and Policy, Cambridge: Cambridge University Press, £19.99, pp. 260, pbk. [Review]. Journal of Social Policy 10.1017/S0047279419000904. (In press). Green open access
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Ashworth, M; Palikara, O; Van Herwegen, J; (2019) Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders. Journal of Applied Research in Intellectual Disabilities , 32 (5) pp. 1047-1057. 10.1111/jar.12594. Green open access
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Boardman, K; Levy, R; (2019) ‘I hadn’t realised that whilst the babies and toddlers are sleeping, the other children can’t get to the books!’ The complexities of ‘access’ to early reading resources for under-threes. Early Years 10.1080/09575146.2019.1605336. (In press). Green open access
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Bubb, S; Earley, P; Eddy-Spicer, D; Crawford, M; James, C; (2019) Headteacher performance management in England: Balancing internal and external accountability through performance leadership. Educational Management Administration and Leadership , 47 (2) pp. 170-188. 10.1177/1741143217739361. Green open access
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Burgess, S; Dickson, M; Macmillan, LA; (2019) Do selective schooling systems increase inequality? Oxford Economic Papers , Article gpz028. 10.1093/oep/gpz028. (In press). Green open access
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Cowan, K; (2019) Digital Meaning Making: Reggio Emilia-inspired Practice in Swedish Preschools. Media Education Research Journal , 8 (2) pp. 11-29. Green open access
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Dos Santos Sousa, D; Grey, S; Oxley, L; (2019) Comparative International Testing of Early Childhood Education: the Democratic Deficit and the Case of Portugal. Policy Futures in Education , 17 (1) pp. 41-58. 10.1177/1478210318818002. Green open access
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Eddy-Spicer, D; Ehren, M; Bangpan, M; (2019) Monitoring and Data Use in Developing Countries: Findings from a Systematic Literature Review. Journal of Professional Capital & Community , 4 (3) pp. 172-197. 10.1108/JPCC-11-2018-0028.

Godfrey, D; Handscomb, G; (2019) Making research engagement part of the life force of the school. [Magazine_article]. Professional Development Today , 20 (2) pp. 6-14. Green open access
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Godfrey, D; Seleznyov, S; Anders, J; Wollaston, N; Barrera-Pedemonte, F; (2019) A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools. Professional Development in Education , 45 (2) pp. 325-340. 10.1080/19415257.2018.1474488. Green open access
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Green, G; Anders, J; Henderson, M; Henseke, G; (2019) Private Benefits? External Benefits? Outcomes of Private Schooling in 21st Century Britain. Journal of Social Policy 10.1017/S0047279419000710. (In press). Green open access
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Gregg, P; Macmillan, LA; Vittori, C; (2019) Intergenerational income mobility: Access to top jobs, the low-pay no-pay cycle, and the role of education in a common framework. Journal of Population Economics , 32 (2) pp. 501-528. 10.1007/s00148-018-0722-z. Green open access
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Harmey, S; Wilkinson, I; (2019) A Critical Review of the Logics of Inquiry in Studies of Early Writing Development. Journal of Writing Research , 11 (1) pp. 299-336. Green open access
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Henderson, M; Anders, J; Green, F; Henseke, G; (2019) Private schooling, subject choice, upper secondary attainment and progression to university. Oxford Review of Education 10.1080/03054985.2019.1669551. Green open access
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Hilton, C; (2019) Fingers Matter: The Development of Strategies for Solving Arithmetic Problems in Children With Apert Syndrome. Frontiers in Education , 4 , Article 131. 10.3389/feduc.2019.00131. Green open access
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Jerrim, J; Oliver, M; Sims, SG; (2019) The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction , 61 pp. 35-44. 10.1016/j.learninstruc.2018.12.004. Green open access
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Jerrim, J; Sims, S; (2019) How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study. American Educational Research Journal 10.3102/0002831219830965. (In press). Green open access
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Jerrim, J; Sims, S; (2019) Why do so few low- and middle-income children attend a grammar school? New evidence from the Millennium Cohort Study. British Educational Research Journal , 45 (3) pp. 425-457. 10.1002/berj.3502. Green open access
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Jerrim, JP; Moss, PJG; (2019) The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal , 45 (1) pp. 181-200. 10.1002/berj.3498. Green open access
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Jones, P; Charitou, C; Mercieca, D; Poblete Nunez, X; (2019) Reflective practice and participant involvement in research. Reflective Practice. International and Multidisciplinary Perspectives , 20 (4) pp. 453-468. 10.1080/14623943.2019.1638244. Green open access
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Kabuto, B; Harmey, S; (2019) Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education. [Editorial comment]. Global Education Review , 6 (2) Green open access
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Lane, C; Van Herwegen, J; Freeth, M; (2019) Exploring the approximate number system in Sotos syndrome: insights from a dot comparison task. Journal of Intellectual Disability Research , 63 (8) pp. 917-925. 10.1111/jir.12604. Green open access
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Lingwood, J; Levy, R; Billington, J; Rowland, C; (2019) Barriers and solutions to participation in family-based education interventions. International Journal of Social Research Methodology 10.1080/13645579.2019.1645377. (In press). Green open access
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Mansfield, C; Gu, Q; (2019) "I'm finally getting that help that I needed": Early career teacher induction and professional learning. The Australian Educational Researcher , 46 (4) pp. 639-659. 10.1007/s13384-019-00338-y. Green open access
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Manyukhina, Y; Wyse, D; (2019) Learner Agency and the Curriculum: a Critical Realist Perspective. The Curriculum Journal , 30 (3) pp. 223-243. 10.1080/09585176.2019.1599973. Green open access
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Mintz, J; (2019) A comparative study of the impact of enhanced input on inclusion at pre-service and induction phases on the self-efficacy of beginning teachers to work effectively with children with special educational needs. British Educational Research Journal , 45 (2) pp. 254-274. 10.1002/berj.3486. Green open access
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Munoz Chereau, B; Timmis, S; (2019) Making Mature Undergraduates’ Experience Visible: Exploring Sense of Belonging and Use of Digital Technologies. Widening Participation and Lifelong Learning , 21 (3) pp. 32-56. 10.5456/WPLL.21.3.32.

Munoz Chereau, B; Timmis, S; (2019) Under-represented students’ university trajectories: building alternative identities and forms of capital through digital improvisations. Teaching in Higher Education 10.1080/13562517.2019.1696295. (In press).

Musgrave, J; Levy, R; (2019) Including children with chronic health conditions in early childhood education and care settings. Journal of Early Childhood Research 10.1177/1476718x19875776. (In press). Green open access
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Muñoz-Chereau, B; (2019) Exploring gender gap and school differential effects in mathematics in Chilean primary schools. School Effectiveness and School Improvement , 30 (2) pp. 83-103. 10.1080/09243453.2018.1503604. Green open access
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O'Connell, RE; Owen, C; Padley, M; Simon, A; Brannen, J; (2019) Which Types of Family are at Risk of Food Poverty in the UK? A Relative Deprivation Approach. Social Policy and Society , 18 (1) pp. 1-18. 10.1017/S1474746418000015. Green open access
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Outhwaite, L; Gulliford, A; Pitchford, N; (2019) A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes. International Journal of Research and Method in Education 10.1080/1743727X.2019.1657081. (In press). Green open access
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Palaiologou, I; Male, T; (2019) Leadership in early childhood education: The case for pedagogical praxis. Contemporary Issues in Early Childhood 10.1177/1463949118819100. Green open access
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Pitchford, NJ; Outhwaite, LA; (2019) Secondary Benefits to Attentional Processing Through Intervention With an Interactive Maths App. Frontiers in Psychology , 10 , Article 2633. 10.3389/fpsyg.2019.02633. Green open access
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Preece, J; Levy, R; (2019) Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback. Journal of Early Childhood Literacy 10.1177/1468798418779216. (In press). Green open access
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Qiong, L; Gu, Q; He, W; (2019) Resilience of Chinese Teachers: Why Perceived Work Conditions and Relational Trust Matter. Measurement: Interdisciplinary Research and Perspectives , 17 (3) pp. 143-159. 10.1080/15366367.2019.1588593. Green open access
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Quinn, M; (2019) Digital schools? Teachers still matter. Impact: Journal of the Chartered College of Teaching pp. 12-13. Green open access
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Riley, K; (2019) Agency and belonging: What transformative actions can schools take to help create a sense of place and belonging? Educational and Child Psychology , 36 (4) pp. 91-103. Green open access
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Roberts-Holmes, G; (2019) School readiness, governance and early years ability grouping. Contemporary Issues in Early Childhood 10.1177/1463949119863128. (In press). Green open access
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Roberts-Holmes, G; Kitto, E; (2019) Early years ability grouping and the pedagogical constraints upon children’s learning identities. Education 3-13 , 47 (7) pp. 854-861. 10.1080/03004279.2019.1622506. Green open access
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Roberts-Holmes, GP; (2019) Governing and commercialising early childhood education: Profiting from The International Early Learning and Well-being Study (IELS). Policy Futures in Education , 17 (1) pp. 27-40. 10.1177/1478210318821761. Green open access
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Rogers, S; Brown, C; Poblete, X; (2019) A Systematic Review of the Evidence Base for Professional Learning in Early Years Education. Review of Education 10.1002/rev3.3178. (In press). Green open access
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Ross, W; Vallée-Tourangeau, F; Van Herwegen, J; (2019) Mental Arithmetic and Interactivity: the Effect of Manipulating External Number Representations on Older Children’s Mental Arithmetic Success. International Journal of Science and Mathematics Education 10.1007/s10763-019-09978-z. Green open access
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Simms, V; Karmiloff-Smith, A; Ranzato, E; Van Herwegen, J; (2019) Understanding Number Line Estimation in Williams Syndrome and Down Syndrome. Journal of Autism and Developmental Disorders 10.1007/s10803-019-04268-7. (In press). Green open access
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Sims, S; (2019) Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. British Educational Research Journal 10.1002/berj.3578. (In press).

Sousa, D; Oxley, L; (2019) Democracy and early childhood: diverse representations of democratic education in post-dictatorship Portugal. Educational Review 10.1080/00131911.2018.1556609. (In press). Green open access
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St Clair, MC; Forrest, CL; Yew, SGK; Gibson, JL; (2019) Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. Journal of Speech, Language, and Hearing Research , 62 (8) pp. 2750-2771. 10.1044/2018_JSLHR-L-18-0061. Green open access
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Van Herwegen, J; Ashworth, M; Palikara, O; (2019) Views of professionals about the educational needs of children with neurodevelopmental disorders. Research in Developmental Disabilities , 91 , Article 103422. 10.1016/j.ridd.2019.05.001. Green open access
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Van Herwegen, J; Purser, H; Thomas, MSC; WiSDom team, ; (2019) Studying Development in Williams Syndrome: Progress, Prospects, and Challenges. Advances in Neurodevelopmental Disorders , 3 pp. 343-346. 10.1007/s41252-019-00109-x. Green open access
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Van Herwegen, J; Ranzato, E; Karmiloff-Smith, A; Simms, V; (2019) Eye Movement Patterns and Approximate Number Sense Task Performance in Williams Syndrome and Down Syndrome: A Developmental Perspective. Journal of Autism and Developmental Disorders 10.1007/s10803-019-04110-0. (In press). Green open access
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Vidal-Hall, C; Sakata, N; Higham, R; (2019) Editorial: Methodological innovations in qualitative educational research. London Review of Education , 17 (3) pp. 249-251. 10.18546/lre.17.3.01. Green open access
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Wilkinson, HR; Smid, C; Morris, S; Farran, E; Dumontheil, I; Mayer, S; Tolmie, A; ... Thomas, M; + view all (2019) Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science. Journal of Cognitive Enhancement 10.1007/s41465-019-00161-4. (In press). Green open access
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Wyness, G; Murphy, R; Scott Clayton, J; (2019) The end of free college in England: Implications for enrolments, equity, and quality. Economics of Education Review , 71 pp. 7-22. 10.1016/j.econedurev.2018.11.007. Green open access
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Wyse, D; (2019) Choice, Voice and Process – Teaching Writing in the 21st Century: Revisiting the Influence of Donald Graves and the Process Approach to Writing. English in Australia , 53 (3) pp. 82-91. Green open access
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Book

Bingham, DM; (2019) Older Workforces: Re-imagining Later Life Learning. [Book]. (1st ed.). Routledge: Oxford, UK. Green open access
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Male, T; Palaiologou, I; (2019) Sustaining the Comprehensive Ideal The Robert Clack School. [Book]. (1st ed.). Palgrave Pivot: London, UK.

Book chapter

Alshathri, S; Male, T; (2019) eLearning in Saudi Arabian Universities: Toward Blended Learning. In: Tatnall, A, (ed.) Encyclopedia of Education and Information Technologies. Springer: Cham, Switzerland.

Anders, JD; Henderson, M; (2019) Socioeconomic Inequality and Student Outcomes in English Schools. In: Volante, L and Schnepf, S and Jerrim, J and Klinger, D, (eds.) Socioeconomic Inequality and Student Outcomes - National Trends, Policies, and Practices - Education Policy & Social Inequality. (pp. 41-62). Springer: Singapore. Green open access
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Ang, L; (2019) Exploring constructions of children’s identity and childhood in the global South from a policy. In: Salamon, A and Chng, A, (eds.) Multiple Early Childhood Identities. Routledge: London, UK. Green open access
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Callender, CC; (2019) Race and Race Equality: Whiteness in Initial Teacher Education. In: Miller, P and Callender, C, (eds.) Race, Education and Educational Leadership: An Integrated Analysis. (pp. 15-36). Bloomsbury: London, UK. Green open access
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Earley, P; (2019) School autonomy and accountability in England: The rhetoric and the reality? In: Rauscher, E and Wiesner, C and Paasch, D and Heißenberger, P, (eds.) School autonomy - perspectives in Europe Findings from the EU project INNOVITAS. (pp. 229-240). Waxmann Verlag GmbH: Münster, Germany. Green open access
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Godfrey, D; (2019) Moving forward – how to create and sustain an evidence-informed school eco-system. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: reforming education through research. Routledge: London, UK. Green open access
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Godfrey, D; Brown, C; (2019) Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: Reforming education through research. Routledge: London, UK.

Godfrey, D; Handscomb, G; (2019) Evidence use, research-engaged schools and the concept of an ecosystem. In: Godfrey, D and Brown, C, (eds.) An Ecosystem for Research-Engaged Schools: Reforming Education Through Research. (pp. 1-18). Routledge: London, UK. Green open access
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Higham, R; De Vynck, H; (2019) Creating an ‘ethic of care’ in a vertical tutor group: addressing students’ challenges through dialogue. In: Mercer, N and Wegerif, R and Major, L, (eds.) The Routledge International Handbook of Research on Dialogic Education. (pp. 622-633). Routledge: London, UK. (In press).

Male, T; (2019) Towards school autonomy in England: A troubled and far from complete journey. In: Rauscher, E and Wiesner, C and Paasch, D and Heissenberger, P, (eds.) Schulautonomie - Perspektiven in Europa. (pp. 241-253). Waxmann: Munster.

Wyse, D; Anders, JD; (2019) Primary education curricula across the world: qualitative and quantitative methodology in international comparison - Chapter 19. In: Suter, Larry E. and Smith, Emma and Denman, Brian D., (eds.) SAGE Handbook of Comparative Studies in Education. SAGE: London, UK. (In press).

Proceedings paper

Gomery, D; (2019) University Technical Colleges: Pedagogy Meets Market Demands. In: Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference Vocational Education and Training Network - VETNET. (pp. pp. 34-44). VETNET Green open access
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Male, T; (2019) Governance in multi-academy trusts (MATs) - Evidence from the field. In: Proceedings of ECER 2019. (pp. pp. 1-22). European Educational Research Association (EERA): Hamburg, Germany. Green open access
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Williams, H; (2019) What's the same and what's different: The use of the Mathematics Mastery programme in a special school for pupils with moderate learning difficulties. In: Proceedings of the British Society for Research into Learning Mathematics. (pp. pp. 1-6). British Society for Research in Learning Mathematics Green open access
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Report

Anders, J; Wyse, D; Aarts, S; Dockrell, J; Torgerson, C; Manyukhina, Y; Cushing, I; (2019) Evaluation Protocol: Grammar and Writing Research Project. UCL Institute of Education: London, UK. Green open access
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Bubb, S; (2019) Pupil Registration Regulations 2016 Amendments: views from LAs and schools. (UK Statutory Instruments 2016/792 , pp. pp. 18-65 ). legislation.gov.uk: London, UK. Green open access
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Bubb, S; Crossley-Holland, J; Cordiner, J; Cousin, S; Earley, P; (2019) Understanding the Middle Tier: Comparative Costs of Academy and LA-maintained School Systems. Sara Bubb Associates: London, UK. Green open access
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Ehren, M; Wollaston, N; Goodwin, J; Star, J; (2019) The Nature, Prevalence and Effectiveness of Strategies Used to Prepare Pupils for Key Stage 2 Maths Tests. UCL Institute of Education: London, UK. Green open access
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Flewitt, R; Cowan, K; (2019) Valuing Young Children’s Signs of Learning: Observation and Digital Documentation of Play in Early Years Classrooms. The Froebel Trust: London, UK. Green open access
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Quinn, M; (2019) Teacher Action Research Project (TARP): Inform, Inspire and Impact. UCL Widening Access and Participation: London, UK. Green open access
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Wall, K; Van Herwegen, J; Shaw, A; Russell, A; Roberts, A; (2019) A Study of the Drivers, Demand and Supply for Special Educational Needs and/or Disabilities (SEND)-Related Continuing Professional Development (CPD) for School Staff. UCL Institute of Education: London, UK. Green open access
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Wyse, D; Flewitt, R; Manyukhina, Y; (2019) Helen Hamlyn Centre for Pedagogy Progress Report 2018-19. Helen Hamlyn Centre for Pedagogy, UCL Institute of Education: London, UK.

Conference item

Godfrey, D; (2019) Collaborative school Improvement through peer review. Presented at: 9th British Council Schools Conference: Building learning communities through collaborative expertise, Medellin, Colombia. Green open access
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Thesis

Alshathri, Sulaiman; (2019) Implementing blended learning to satisfy growing demand for higher education in Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

Brown, Paulet; (2019) Pupils' and teaching staff's lived experience of a Year 7 transition intervention in South East England: A phenomenographic study. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Bukhatir, Safa Abdelrahman; (2019) Learning from Experiences and Investing in Opportunities: A Narrative Inquiry about the Career Progress of Public Kindergarten Principals in the United Arab Emirates (UAE). Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Cooper, Robert; (2019) How Senior Executives Learn and Apply that Learning to their Practices. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Freedman, Lisa; (2019) Building a school for the future: the rebuilding of St Paul's School, London, 1878-1884. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Gomery, Dianne; (2019) Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Holmes, John Peter; (2019) 'I love teaching but I hate being a teacher': how can effective teachers flourish? Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Murphy, Debra; (2019) Making their way through the UCAS process: how 16–18 year olds navigate the pedagogic space that supports degree choice in school. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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This list was generated on Thu Apr 15 23:24:33 2021 BST.