Browse by UCL Departments and Centres
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Group by: Author | Type
Number of items: 9.
A
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Anders, J;
Burgess, S;
Portes, J;
(2021)
The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians.
Journal of Refugee Studies
, Article feaa078. 10.1093/jrs/feaa078.
(In press).
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C
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Clark-Wilson, A;
Moeini, A;
Anand, K;
Blake, C;
Cukurova, M;
De Ossorno Garcia, S;
Issroff, K;
... Weatherby, K; + view all
(2021)
Supporting small and medium-sized enterprises in the educational technology sector to become more research-minded.
Research for All
(In press).
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Constantinides, Michalis;
(2021)
System Leadership in Multi-Academy Trusts: Leading Educational Organisations in England.
Doctoral thesis (Ph.D), UCL (University College London).
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H
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Henseke, G;
Anders, J;
Green, F;
Henderson, M;
(2021)
Income, housing wealth, and private school access in Britain.
Education Economics
10.1080/09645292.2021.1874878.
(In press).
|
M
Munoz Chereau, B;
Ang, L;
Outhwite, L;
Dockrell, J;
Heffernan, C;
(2021)
Measuring Early Child Development across Low and Middle-Income Countries: A Systematic Review.
Journal of Early Childhood Research
(In press).
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Murphy, R;
Weinhardt, F;
Wyness, G;
(2021)
Who Teaches the Teachers? A RCT of peer-to-peer observation and feedback in 181 schools.
Economics of Education Review
(In press).
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P
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Parker, P;
Sanders, T;
Anders, J;
Sahdra, B;
Shure, N;
Jerrim, J;
Cull, N;
(2021)
Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model.
Learning and Instruction
, 73
, Article 101432. 10.1016/j.learninstruc.2020.101432.
(In press).
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S
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Sideropoulos, V;
Dukes, D;
Hanley, M;
Palikara, O;
Rhodes, S;
Riby, D;
Samson, AC;
(2021)
The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK.
PsyArXiv Preprints: Ithaca, NY, USA.
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Y
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Yang, W;
Li, H;
Ang, L;
(2021)
Early childhood curriculum policies and practices in Singapore: The case of glocalisation.
Policy Futures in Education
, 19
(2)
pp. 131-138.
10.1177/1478210320987689.
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