Browse by UCL Departments and Centres
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Number of items: 123.
A
Ahn, MY;
Davis, HH;
(2020)
Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach.
Teaching in Higher Education
10.1080/13562517.2020.1778664.
(In press).
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Ahn, MY;
Davis, HH;
(2020)
Four domains of students’ sense of belonging to university.
Studies in Higher Education
, 45
(3)
pp. 622-634.
10.1080/03075079.2018.1564902.
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Ahn, MY;
Davis, HH;
(2020)
Sense of belonging as an indicator of social capital.
International Journal of Sociology and Social Policy
10.1108/IJSSP-12-2019-0258.
(In press).
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Al Hallami, Mariam Omran;
(2020)
Exploring ‘Policy Learning Communities’: A case study of the Arabic language curriculum policy community in the United Arab Emirates.
Masters thesis (M.Phil), UCL (University College London).
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Alghamdi, Ghadah;
(2020)
Job Satisfaction in the Eastern Province of the Kingdom of Saudi Arabia, a case study with reference to female headteachers.
Doctoral thesis (Ph.D), UCL (Univeristy College London).
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Ambrossi, PA;
(2020)
Sustaining Hegemony: Educational Use of Photographs Representing Human Distress.
Journal of Philosophy of Education
, 54
(1)
pp. 81-94.
10.1111/1467-9752.12360.
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An, Suhae;
(2020)
Teaching English in South Korean primary schools.
Doctoral thesis (Ph.D), UCL (University College London).
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Anders, J;
(2020)
How should universities select students?
(CEPEO Briefing Note Series
8).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Anders, J;
Dilnot, C;
Macmillan, L;
Wyness, G;
(2020)
Grade Expectations: How well can we predict future grades based on past performance?
(CEPEO Working Paper
20-14).
Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.
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Anders, J;
Jerrim, J;
(2020)
Statistical Analysis Plan: Schools Partnership Programme.
Education Endowment Foundation: London, UK.
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Anders, J;
Macmillan, L;
(2020)
The unequal scarring effects of a recession on young people's life chances.
(CEPEO Briefing Note Series
6).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Anders, Jacob;
Dickerson, Andy;
Gregg, Paul;
Macmillan, Lindsey;
(2020)
Unemployment: The Coming Storm, Who Gets Hit, Who Gets Hurt, and Policy Remedies.
(CEPEO Working Paper Series
20-12).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
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Anders, Jake;
Green, Francis;
Henderson, Morag;
Henseke, Golo;
(2020)
Determinants of private school participation: all about the money?
British Educational Research Journal
, 46
(5)
pp. 967-992.
10.1002/berj.3608.
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Anders, J;
Has, S;
Jerrim, J;
Shure, N;
Zieger, L;
(2020)
Is Canada really an education superpower? The impact of non-participation on results from PISA 2015.
Educational Assessment, Evaluation and Accountability
10.1007/s11092-020-09329-5.
(In press).
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Ang, L;
Amott, P;
(2020)
(Re)thinking Teacher Educator Professional Identity.
In: Peters, MA, (ed.)
Encyclopedia of Teacher Education.
Springer: Singapore, The Republic of Singapore.
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Ang, L;
(2020)
Supporting Children’s Learning and Development in Childminding or Home-Based Child.
In: Hupp, S and Jewell, JD, (eds.)
The Encyclopedia of Child and Adolescent Development.
Wiley-Blackwell: Hoboken, NJ, USA.
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Ang, L;
Lipponen, L;
May Yin, SL;
(2020)
Critical reflections of early childhood care and education in Singapore to build an inclusive society.
Policy Futures in Education
10.1177/1478210320971103.
(In press).
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B
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Barker, E;
(2020)
An Ethnographer Lured into Darkness.
In: Wiesser, C and Pilch Ortega, A, (eds.)
Ethnography in Higher Education.
(pp. 157-175).
Springer VS: Wiesbaden, Germany.
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Barker, N;
Jewitt, C;
Price, S;
(2020)
Becoming in touch with industrial robots through ethnography.
In:
ACM/IEEE International Conference on Human-Robot Interaction.
(pp. pp. 128-130).
ACM: Cambridge, UK.
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Benhenda, Asma;
(2020)
Stay a Little Longer? Teacher Turnover, Retention and Quality in Disadvantaged Schools.
(CEPEO Working Paper
20-03).
UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.
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Bradbury, A;
Wyse, D;
Manyukhina, Y;
(2020)
CIE0192 - The impact of COVID-19 on education and children's services: Written evidence submitted by Helen Hamlyn Centre for Pedagogy, UCL Institute of Education.
(The impact of COVID-19 on education and children’s services
CIE0192
).
UK Parliament: London, UK.
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Bradford, H;
Wyse, D;
(2020)
Two-year-old and three-year-old children’s writing: the contradictions of children’s and adults’ conceptualisations.
Early Years
10.1080/09575146.2020.1736519.
(In press).
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Bubb, S;
(2020)
How the COVID-19 home-schooling experience can boost creativity and enhance teacher feedback.
[Digital scholarly resource].
https://blogs.ucl.ac.uk/ioe/2020/10/09/how-the-cov...
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Bubb, S;
Jones, M-A;
(2020)
Student voice to improve schools: Perspectives from students, teachers and leaders in ‘perfect’ conditions.
Improving Schools
10.1177/1365480219901064.
(In press).
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Bubb, S;
Jones, M-A;
(2020)
Fagfornyelsen i praksis – erfaringer med hjemmeskole i Tysvær kommune [Curriculum development in practice - experiences with home school in Tysvær municipality].
Bedre Skole
, 2020
(3)
pp. 20-28.
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Bubb, S;
Jones, MA;
(2020)
Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers.
Improving Schools
, 23
(3)
pp. 209-222.
10.1177/1365480220958797.
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Bullough, L;
Palaiologou, I;
(2020)
Early Childhood Education in People's Republic of China: a Literature Review of the Publications Written in English.
UCL Institute of Education: London, UK.
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Burgess, S;
Dickson, M;
Macmillan, LA;
(2020)
Do selective schooling systems increase inequality?
Oxford Economic Papers
, 72
(1)
pp. 1-24.
10.1093/oep/gpz028.
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C
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Callender, C;
(2020)
Black male teachers, white education spaces: Troubling school practices of othering and surveillance.
British Educational Research Journal
, 46
(5)
pp. 1081-1098.
10.1002/berj.3614.
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Coates, M;
Bingham, D;
(2020)
Putting a sticking plaster on a gaping wound – exploring the provision being made in English secondary schools to support mental health and mental well-being.
The Buckingham Journal of Education
, 1
(1)
pp. 151-177.
10.5750/tbje.v1i1.1838.
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Colman, A;
(2020)
An act of transgression: performing arts as a subject choice within a coastal area of deprivation.
Studies in Theatre and Performance
, 40
(3)
pp. 292-302.
10.1080/14682761.2020.1807206.
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Colman, A;
(2020)
School leadership, school inspection and the micropolitics of compliance and resistance: examining the hyper-enactment of policy in an area of deprivation.
Educational Management Administration & Leadership
(In press).
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Costelloe, A;
Mintz, J;
Lee, F;
(2020)
Bereavement support provision in primary schools: an exploratory study.
Educational Psychology in Practice
, 36
(3)
pp. 281-296.
10.1080/02667363.2020.1767040.
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Courtney, SJ;
Mcginity, R;
(2020)
Conceptualising constructions of educational-leader identity.
In:
Theorising Identity and Subjectivity in Educational Leadership Research.
(pp. 8-23).
Routledge: London, UK.
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Courtney, SJ;
McGinity, R;
(2020)
System leadership as depoliticisation: Reconceptualising educational leadership in a new multi-academy trust.
Educational Management Administration and Leadership
10.1177/1741143220962101.
(In press).
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Crawford, Claire;
Blanden, Jo;
Drayton, Elaine;
Farquharson, Christine;
Jarvie, Megan;
Paull, Gillian;
(2020)
Challenges for the childcare market: the implications of COVID-19 for childcare providers in England.
Institute for Fiscal Studies: London, UK.
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D
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Ding, H;
Homer, M;
(2020)
Interpreting mathematics performance in PISA: Taking account of reading performance.
International Journal of Educational Research
, 102
, Article 101566. 10.1016/j.ijer.2020.101566.
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Djohari, N;
Higham, R;
(2020)
Peer-led focus groups as 'dialogic spaces' for exploring young people's evolving values.
Cambridge Journal of Education
, 50
(5)
pp. 657-672.
10.1080/0305764X.2020.1754763.
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E
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Earley, P;
(2020)
Surviving, thriving and reviving in leadership: The personal and professional development needs of educational leaders.
Management in Education
, 34
(3)
pp. 117-121.
10.1177/0892020620919763.
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Edge, Karen;
(2020)
Reflections from beyond the school gates.
In: Chapleau, Sebastien, (ed.)
Schools in their Communities: Taking action and developing civic life.
(pp. 6-9).
Big Education / Citizen School
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El Gemayel, Sandra Marie;
(2020)
Childhood and play ‘in-between’: Young Iraqi and Syrian child refugees’ play following armed conflict and forced displacement to the northern suburbs of Beirut, Lebanon.
Doctoral thesis (Ph.D), UCL (University College London).
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F
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Fajardo Bravo, I;
Gómez-Merino, N;
Jury, M;
Mannik, S;
McDougal, E;
Klang, N;
Lüke, T;
+ view all
(2020)
Guidance for the inclusion of students with Special Educational Needs for online learning.
European Association for Learning and Instruction: London, UK.
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Franks, Joshua;
(2020)
The writing or the writer: What is the priority for a teacher of writing in English primary schools?
Doctoral thesis (Ph.D), UCL (University College London).
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French, B;
Outhwaite, LA;
Langley-Evans, SC;
Pitchford, NJ;
(2020)
Nutrition, growth, and other factors associated with early cognitive and motor development in Sub-Saharan Africa: a scoping review.
Journal of Human Nutrition and Dietetics
, 33
(5)
pp. 644-669.
10.1111/jhn.12795.
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G
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Gao, J;
Brooks, C;
Xu, Y;
Kitto, E;
(2020)
What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses.
UCL Institute of Education, Centre for Teacher and Early Years Education: London, UK.
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Godfrey, D;
(2020)
From External Evaluation, to School Self-evaluation, to Peer Review.
In: Godfrey, D, (ed.)
School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications.
(pp. 3-23).
Springer: Cham, Switzerland.
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Godfrey, D;
(2020)
From peer review to collaborative peer enquiry: Action research for school improvement and leadership development.
London Review of Education
, 18
(3)
pp. 373-389.
10.14324/LRE.18.3.04.
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Godfrey, D;
(2020)
Evaluation Theory and Peer Review. Practice, Policy and Research Implications.
In: Godfrey, D, (ed.)
School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications.
(pp. 269-289).
Springer: Cham, Switzerland.
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Godfrey, D;
Ehren, M;
(2020)
Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England.
In: Godfrey, D, (ed.)
School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications.
(pp. 95-115).
Springer: Cham, Switzerland.
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Godfrey, D;
Spence-Thomas, K;
(2020)
Research-Informed Peer Review.
In: Godfrey, D, (ed.)
School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications.
(pp. 223-244).
Springer: Cham, Switzerland.
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Gourlay, G;
Harmey, S;
(2020)
A Reading Recovery Comparison Study: Supporting a New Implementation in Scotland.
Journal of Reading Recovery
(In press).
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Griffin, A;
Silkens, M;
Taylor, S;
O'Keeffe, C;
Noble, L;
Alexander, K;
Viney, R;
(2020)
The impact of service change on doctors' training (GMC 822).
General Medical Council: London, UK.
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H
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Harmey, S;
Bodman, S;
(2020)
Learning Letter-Sound Relationships: Evidence and Practice.
Journal of Reading Recovery
, 19
(2)
pp. 55-66.
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Harmey, S;
Moss, G;
(2020)
Learning Loss versus Learning Disruption: Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children's services, July 2020.
UCL Institute of Education: London, UK.
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Harmey, S;
Munoz Chereau, B;
Moss, G;
(2020)
Translational Research in Early Childhood Education: A Systematic Review and Framework for Researchers.
UCL Institute of Education: London, UK.
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Harvey, H;
Ashworth, M;
Palikara, O;
Van Herwegen, J;
(2020)
The Underreporting of Vision Problems in Statutory Documents of Children with Williams Syndrome and Down Syndrome.
Journal of Autism and Developmental Disorders
, 50
(12)
pp. 4553-4556.
10.1007/s10803-020-04520-5.
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Has, Silvan;
Anders, Jacob;
Shure, Nikki;
(2020)
Monetary and time investments in children's education: how do they differ in workless households?
(CEPEO Working Paper Series
20-10).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
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I
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Igbo, Maria Ugonna Rita;
(2020)
Catholic Schools and the Interests of the Poor in Nigeria.
Doctoral thesis (Ph.D), UCL (University College London).
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Iordanaki, L;
(2020)
Older Children's Responses to Wordless Picturebooks: Making Connections.
Children's Literature in Education
10.1007/s10583-020-09424-7.
(In press).
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J
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Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2020)
Context and Implications Document for: How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets.
Review of Education
, 8
(3)
pp. 690-692.
10.1002/rev3.3227.
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Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2020)
How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets.
Review of Education
, 8
(3)
pp. 659-689.
10.1002/rev3.3228.
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Jerrim, JP;
Sims, S;
(2020)
The association between attending a grammar school and children's socio-emotional outcomes.
British Journal of Educational Studies
, 68
(1)
pp. 25-42.
10.1080/00071005.2018.1518513.
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Jones, M-A;
Bubb, S;
(2020)
Listening to pupils to improve schools, especially in COVID-19 times.
Presented at: UCL Department of Learning and Leadership (DLL) research seminar series, London, UK.
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Jones, P;
El Gemayel, S;
Salema, Y;
Flewitt, R;
(2020)
Play and childhoods: how are the relationships between researching play and children changing?
In: Jennings, S and Holmwood, C, (eds.)
International Handbook of Play: Therapeutic Play and Play therapy.
(pp. 5-19).
Routledge: London, UK.
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Jones, Bronwen MA;
(2020)
A genealogy of the whole child.
Doctoral thesis (Ph.D), UCL (University College London).
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Jones, H;
(2020)
Caticorns and Derp Warz: Exploring children's literacy worlds through the production of comics.
Studies in Comics
, 11
(1)
pp. 55-85.
10.1386/stic_00015_1.
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Jones, P;
Cedar, L;
Coleman, A;
Haythorne, D;
Mercieca, D;
Ramsden, E;
(2020)
Child Agency and Voice in Therapy.
(1st ed.).
Routledge: London, UK.
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K
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Kabuto, B;
Harmey, S;
(2020)
Assessment Literacy: Implications for the Literacy Professional.
The Language and Literacy Spectrum
, 30
(1)
, Article 5.
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L
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Lingwood, J;
Levy, R;
Billington, J;
Rowland, C;
(2020)
Barriers and solutions to participation in family-based education interventions.
International Journal of Social Research Methodology
, 23
(2)
pp. 185-198.
10.1080/13645579.2019.1645377.
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M
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Male, T;
(2020)
Brexit, Megxit and a Pop Culture: What does this mean for the English school system in 2020 and beyond?
[Digital scholarly resource].
https://globaledleadership.org/2020/01/28/brexit-m...
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Male, T;
(2020)
Challenging times, changing perspectives?
[Digital scholarly resource].
https://globaledleadership.org/2020/03/17/challeng...
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Male, T;
Aldhafeeri, F;
(2020)
Digital Technologies in Higher Education, Learning Challenges.
In: Tatnall, A, (ed.)
Encyclopedia of education and information technologies.
Springer: Cham, Switzerland.
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Male, T;
(2020)
Global drivers of reform.
In:
Education Reform - From the System to the School.
RCEP - UNESCO
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Mathers, Sandra;
(2020)
Observing Language Pedagogy (OLP): Developing and piloting a contexualised video-based measure of early childhood teachers' pedagogical language knowledge.
Doctoral thesis (Ed.D), UCL (University College London).
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McCrory, A;
(2020)
Emerging Biology in the Early Years – How Young Children Learn About the Living World? Book Review by Dr Amanda McCrory.
Journal of Emergent Science
, 19
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McCrory, A;
Gatt, S;
(2020)
'What a Coronacoaster!' Navigating primary science education in primary schools during the ongoing COVID-19 pandemic: EYFS and primary school teacher perspectives on the affective and pedagogical impacts of the pandemic.
Journal of Emergent Science
(19)
pp. 6-18.
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Merchant, Georgina Frances Hamilton;
(2020)
Research-informed thinking: the contribution of a Master’s module in the postgraduate initial teacher education programme.
Doctoral thesis (Ed.D), UCL (University College London).
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Mintz, J;
Hick, P;
Solomon, Y;
Matziari, A;
Ó'Murchú, F;
Hall, K;
Cahill, K;
... Margariti, D; + view all
(2020)
The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?
Teaching and Teacher Education
, 91
, Article 103042. 10.1016/j.tate.2020.103042.
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Montecinos, C;
Cortez Muñoz, M;
Campos, F;
Godfrey, D;
(2020)
Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development.
Professional Development in Education
, 46
(4)
pp. 677-690.
10.1080/19415257.2020.1770841.
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Morris, Helen;
(2020)
Teacher talk during CPD: An exploration of talk as a tool for reflective inquiry into practice.
Doctoral thesis (Ed.D), UCL (University College London).
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Moss, G;
Allen, R;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Primary teachers' experience of the COVID-19 lockdown – Eight key messages for policymakers going forward.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Responding to COVID-19, Briefing Note 1: Primary Assessment and COVID.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Responding to COVID-19, Briefing Note 2: Learning after lockdown.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Responding to COVID-19, Briefing Note 3: Resetting educational priorities in challenging times.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children’s services, July 2020.
International Literacy Centre, UCL Institute of Education: London, UK.
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Munoz Chereau, B;
(2020)
Girl protagonists of Chilean dictatorship novels for the young.
International Research in Children's Literature
, 14
(1)
pp. 22-38.
10.3366/ircl.2021.0375.
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Munoz Chereau, B;
Anwandter, SA;
Thomas, S;
(2020)
Value-added indicators for a fairer Chilean school accountability system: A pending subject.
Journal of Education Policy
, 35
(5)
pp. 602-622.
10.1080/02680939.2019.1598584.
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Muñoz-Chereau, B;
(2020)
Rapid Evidence Assessment on Quality Issues in Early Years Education in China.
UCL Institute of Education: London, UK.
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Murphy, R;
Wyness, G;
(2020)
Minority Report: the impact of predicted grades on university admissions of disadvantaged groups.
Education Economics
, 28
(4)
pp. 333-350.
10.1080/09645292.2020.1761945.
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O
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Outhwaite, L;
(2020)
Inequalities in resources in the home learning environment.
(CEPEO Briefing Note Series
2).
Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.
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Outhwaite, L;
Gulliford, A;
(2020)
Academic and social and emotional interventions in response to COVID-19 school closures.
(CEPEO Briefing Note Series
5).
Centre for Education Policy and Equalising Opportunities, UCL Institute of Education: London, UK.
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Outhwaite, LA;
Gulliford, A;
Pitchford, NJ;
(2020)
Language counts when learning mathematics with interactive apps.
British Journal of Educational Technology
10.1111/bjet.12912.
(In press).
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P
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Paterson, Richard;
(2020)
Perceptions of pedagogy for employability at a transnational university: A qualitative case study.
Doctoral thesis (Ed.D), UCL (University College London).
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Perkins, J;
(2020)
Educational Leadership, Technology and COVID-19: Exploring Observations, Challenges and Future Predictions.
Elsevier BV
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Price, S;
Yiannoutsou, N;
Johnson, R;
Outhwaite, L;
(2020)
Enacting elementary geometry: Participatory ‘haptic’ sense making.
Digital Experiences in Mathematics Education
10.1007/s40751-020-00079-z.
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Purser, HRM;
Van Herwegen, J;
Thomas, MSC;
(2020)
The development of children's comprehension and appreciation of riddles.
Journal of Experimental Child Psychology
, 189
, Article 104709. 10.1016/j.jecp.2019.104709.
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R
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Ranzato, E;
Tolmie, A;
Van Herwegen, J;
(2020)
Perceptual subitizing and conceptual subitizing in Williams syndrome and Down syndrome: Insights from eye movements.
Research in Developmental Disabilities
, 106
, Article 103746. 10.1016/j.ridd.2020.103746.
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Riaz, Saba;
(2020)
Understanding business school deans’ role as leaders of teaching and learning – Perceptions of students, teachers and deans in Pakistani universities.
Doctoral thesis (Ph.D), UCL (University College London).
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Roberts-Holmes, G;
Lee, S-F;
Sousa, D;
Jones, E;
(2020)
Research into the 2019 Pilot of Reception Baseline Assessment (RBA).
National Education Union: London, UK.
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Rogers, S;
Brown, C;
Poblete, X;
(2020)
A systematic review of the evidence base for professional learning in early years education (The PLEYE Review).
Review of Education
, 8
(1)
pp. 156-188.
10.1002/rev3.3178.
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Roscoe, Shabana Bi;
(2020)
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