Browse by UCL Departments and Centres
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Number of items: 108.
A
Ahmed, Abir Mahmoud Elsayed;
(2021)
Flipping the language classroom: challenges of design and implementation in UK HE settings.
Doctoral thesis (Ed.D), UCL (University College London).
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Allen, R;
Benhenda, A;
Jerrim, J;
Sims, S;
(2021)
New evidence on teachers' working hours in England. An empirical analysis of four datasets.
Research Papers in Education
, 36
(6)
pp. 657-681.
10.1080/02671522.2020.1736616.
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Amott, P;
(2021)
Narrative practices in developing professional identities: Issues of objectivity and agency.
London Review of Education
, 19
(1)
pp. 1-16.
10.14324/LRE.19.1.11.
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Anders, J;
Macmillan, L;
Sturgis, P;
Wyness, G;
(2021)
Inequalities in young peoples' educational experiences and wellbeing during the Covid-19 pandemic.
(CEPEO Working Paper Series
21-08).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Anders, J;
Shure, N;
Wyse, D;
Barnard, M;
Abdi, F;
Frerichs, J;
(2021)
Power of Pictures: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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Anders, J;
Shure, N;
Wyse, D;
Barnard, M;
Frerichs, J;
Bohling, K;
(2021)
The Craft of Writing: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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Anders, J;
Shure, N;
Wyse, D;
Barnard, M;
Frerichs, J;
Evans, A;
Bohling, K;
(2021)
Young Journalist Academy: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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Anders, J;
Shure, N;
Wyse, D;
Bohling, K;
Sutherland, A;
Barnard, M;
Frerichs, J;
(2021)
Learning About Culture: Overarching Evaluators’ Report.
Education Endowment Foundation (EEF): London, UK.
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Anders, J;
Bryson, A;
Horváth, H;
Nasim, B;
(2021)
The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention.
Presented at: NBER Economics of Education Program Meeting Spring 2021, Virtual conference.
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Anders, J;
Dockrell, J;
Sing, S;
Torgerson, C;
Wyse, D;
(2021)
Statistical Analysis Plan: Grammar and Writing Research Project.
UCL Institute of Education: London, UK.
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Ashworth, M;
Palikara, O;
Burchell, E;
Purser, H;
Nikolla, D;
Van Herwegen, J;
(2021)
Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome.
Frontiers in Psychology
, 11
, Article 594465. 10.3389/fpsyg.2020.594465.
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Aslan, M;
Struthers, D;
Allsop, Y;
(2021)
From building blocks to programming: Investigating how best to integrate computational thinking into early years settings.
Presented at: UCL Doctoral School Research Poster Competition 2020/21, London, UK.
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B
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Barker, N;
Jewitt, C;
(2021)
Filtering Touch: An Ethnography of Dirt, Danger, and Industrial Robots.
Journal of Contemporary Ethnography
10.1177/08912416211026724.
(In press).
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Bohling, K;
Barnard, M;
Crouch, L;
Whitefield, A;
Murphy, B;
Gunzinger, F;
Anders, J;
+ view all
(2021)
First Thing Music: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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Bohling, K;
Tankelevitch, L;
Vinnitchok, A;
Barnard, M;
Anders, J;
Shure, N;
Wyse, D;
(2021)
Speech Bubbles: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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Bokhove, C;
Sims, S;
(2021)
Demonstrating the potential of text mining for analyzing school inspection reports: a sentiment analysis of 17,000 Ofsted documents.
International Journal of Research & Method in Education
, 44
(4)
pp. 433-445.
10.1080/1743727X.2020.1819228.
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Bradbury, A;
Braun, A;
Duncan, S;
Levy, R;
Moss, G;
(2021)
Learning through disruption 2: schools serving high poverty communities need funding that fully reflects the work that they do.
(Policy Briefing 2: Learning Through Disruption
).
UCL Institute of Education: London, UK.
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Brooks, C;
Kitto, E;
(2021)
Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China.
Early Years
10.1080/09575146.2021.1935495.
(In press).
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Brown, C;
Stoll, L;
Godfrey, D;
(2021)
Leading for innovation and evidence-informed practice.
In: Earley, P and Greany, T, (eds.)
School Leadership and Education System Reform.
(pp. 113-122).
Bloomsbury Academic: London, UK.
(In press).
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C
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Camby, Simon;
(2021)
Navigating the future: Building adaptive capacity in international schools.
Doctoral thesis (Ed.D), UCL (University College London).
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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: Introduction to a small collection.
Research for All
, 5
(1)
pp. 5-15.
10.14324/rfa.05.1.02.
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Colman, A;
(2021)
SCHOOL LEADERSHIP, INSPECTION AND VISIBILITY: PANOPTICISM AND POST-PANOPTICISM IN AN ENGLISH COASTAL AREA OF DEPRIVATION.
British Journal of Educational Studies
10.1080/00071005.2021.1897518.
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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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Courtney, SJ;
McGinity, R;
(2021)
Turning Water into Wine: Scripting Multi-academisation Through Messianic Educational Leadership.
In: Mifsud, D, (ed.)
Narratives of Educational Leadership. Educational Leadership Theory.
(pp. 35-71).
Springer: Singapore.
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Crawford, Claire;
Blanden, Jo;
Fumagalli, Laura;
Rabe, Birgitta;
(2021)
School closures and children’s emotional and behavioural difficulties.
Institute for Social and Economic Research (ISER)
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D
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Darmanin, M;
Levy, R;
(2021)
‘It Was Worth Every Minute, I’m Proud of the Way It Turned Out!’ Defining Reading and Writing in the Digital Age.
Journal of Education and Practice
, 12
(26)
10.7176/JEP/12-26-02.
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Davies, Janet;
(2021)
Take One Sheet - how geographical terminology can be extended within speaking and listening and writing for persuasion.
Primary Geography
, 105
pp. 12-13.
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Dimitriadis, C;
Georgeson, J;
Paliokosta, P;
Van Herwegen, J;
(2021)
Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?
Roeper Review
, 43
(2)
pp. 99-111.
10.1080/02783193.2021.1881851.
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Dobson, Julia;
Dobson, Tom;
(2021)
Empowering student voice in a secondary school: Character Education through project-based learning with students as teachers.
Teacher Development
, 25
(2)
pp. 103-119.
10.1080/13664530.2020.1865442.
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Duncan, S;
Levy, R;
Bradbury, A;
Moss, G;
(2021)
Learning through disruption 3: schools engaging with families and communities during COVID.
(Policy Briefing 3: Learning Through Disruption
).
UCL Institute of Education: London.
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Dunkwu, J;
Egbunike, O;
Higham, R;
(2021)
Can Teaching Through Dialogue Increase the Engagement of International Students in Business Studies?
Journal of Educational Thought / Revue de la Pensée Educative
, 54
(2)
10.11575/jet.v54i2.
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F
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Farrugia, Mark;
(2021)
Teacher Agency in Professional Learning and Development: Teachers leading their own professional growth.
Doctoral thesis (Ph.D), UCL (University College London).
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G
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Gao, J;
Xu, Y;
Kitto, E;
Bradford, H;
Brooks, C;
(2021)
Promoting culturally-sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach.
Early Years
10.1080/09575146.2021.1901661.
(In press).
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Gini, S;
Knowland, V;
Thomas, MSC;
Van Herwegen, J;
(2021)
Neuromyths About Neurodevelopmental Disorders: Misconceptions by Educators and the General Public.
Mind, Brain, and Education
10.1111/mbe.12303.
(In press).
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Gkouskou, Eirini;
Koliopoulos, Dimitrios;
(2021)
Describing the educational role of Natural History Museums: an analysis tool for pre-service and in-service teachers.
European Journal of Education Studies
, 8
(1)
pp. 217-234.
10.46827/ejes.v8i1.3526.
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Godfrey, D;
(2021)
Peer Reviews and Lateral Accountability between Schools.
In: Earley, P and Greany, T, (eds.)
School Leadership and Education System Reform.
(pp. 175-184).
Bloomsbury Academic: London, UK.
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Gourlay, L;
Campbell, K;
Clark, L;
Crisan, C;
Katsapi, E;
Riding, K;
Warwick, I;
(2021)
Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices.
Journal of Interactive Media in Education
, 1
, Article 15. 10.5334/jime.655.
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Greany, T;
McGinity, R;
(2021)
Structural integration and knowledge exchange in Multi-Academy Trusts: comparing approaches with evidence and theory from non-educational sectors.
School Leadership and Management
10.1080/13632434.2021.1872525.
(In press).
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H
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Harmey, S;
(2021)
Perspectives on dealing with reading difficulties.
Education 3-13
, 49
(1)
pp. 52-62.
10.1080/03004279.2020.1824702.
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Harmey, S;
(2021)
Responses to Educating Students at Risk During the COVID-19 Pandemic Special Issue Editorial for Journal of Education for Students Placed at Risk.
Journal of Education for Students Placed at Risk (JESPAR)
, 26
(2)
pp. 87-90.
10.1080/10824669.2021.1906252.
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Harmey, S;
(2021)
Teaching assistants' role during the COVID-19 pandemic: Implications of a national survey.
Presented at: Suffolk Teaching Assistants Remote Learning Conference 2021, Online conference.
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Harmey, S;
Moss, G;
(2021)
Learning Disruption or Learning Loss: Using evidence from unplanned closures to inform returning to school after COVID-19.
Educational Review
10.1080/00131911.2021.1966389.
(In press).
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Harmey, SJ;
(2021)
Co-constructing writing: handing over the reins to young authors.
Education 3-13
, 49
(4)
pp. 412-421.
10.1080/03004279.2020.1732438.
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Henseke, Golo;
Anders, Jake;
Green, Francis;
Henderson, Morag;
(2021)
Income, housing wealth, and private school access in Britain.
Education Economics
, 29
(3)
pp. 252-268.
10.1080/09645292.2021.1874878.
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Higham, R;
(2021)
Reframing ethical leadership in response to civilizational threats.
In: Greany, T and Earley, P, (eds.)
School leadership and education system reform.
Bloomsbury: London, UK.
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Hilton, C;
Saunders, J;
(2021)
Connecting music and mathematics: Exploring the professional development of primary school teachers in the English context.
In:
Proceedings of the British Society for Research into Learning Mathematics.
British Society for Research into Learning Mathematics (BSRLM)
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Hobbiss, M;
Sims, S;
Allen, R;
(2021)
Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science.
Review of Education
, 9
(1)
pp. 3-23.
10.1002/rev3.3226.
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I
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Ince, A;
Male, T;
(2021)
Leadership.
In: Palaiologou, I, (ed.)
The Early Years Foundation Stage: Theory and Practice.
(pp. 386-399).
Sage: London, UK.
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Ince, A;
Trevor, G;
(2021)
The need for a transformative and contextual early years curriculum.
Early Education Journal
, 93
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J
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Jerrim, J;
Sims, S;
(2021)
When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks.
Teaching and Teacher Education
, 105
, Article 103395. 10.1016/j.tate.2021.103395.
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Jerrim, J;
Sims, S;
Taylor, H;
(2021)
I quit! Is there an association between leaving teaching and improvements in mental health?
British Educational Research Journal
, 47
(3)
pp. 692-724.
10.1002/berj.3680.
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Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2021)
Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets.
Oxford Review of Education
, 47
(6)
pp. 805-825.
10.1080/03054985.2021.1902795.
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Jerrim, J;
Sims, S;
(2021)
School accountability and teacher stress: international evidence from the OECD TALIS study.
Educational Assessment, Evaluation and Accountability
10.1007/s11092-021-09360-0.
(In press).
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Jewitt, C;
Chubinidze, D;
Price, S;
Yiannoutsou, N;
Barker, N;
(2021)
Making sense of digitally remediated touch in virtual reality experiences.
Discourse, Context and Media
, 41
, Article 100483. 10.1016/j.dcm.2021.100483.
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Jones, H;
(2021)
"Fun, funny, and fantastic!" Encouraging reading for pleasure through a comic library.
English 4-11
, 72
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Jones, H;
Ruddick, R;
Charlesworth, R;
(2021)
Comics in the Classroom.
Presented at: The Lakes International Comic Art Festival, Kendal, UK.
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Jones, Mark;
(2021)
Teachers' understandings of professional development in an international school.
Doctoral thesis (Ph.D), UCL (University College London).
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K
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Kok, Ezgi Göksu;
(2021)
Narrative style and reading about characters with disabilities: A multimodal approach to exploring children's perspectives.
Doctoral thesis (Ph.D), UCL (University College London).
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L
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Lampos, V;
Mintz, J;
Qu, X;
(2021)
An artificial intelligence approach for selecting effective teacher communication strategies in autism education.
npj Science of Learning
, 6
, Article 25. 10.1038/s41539-021-00102-x.
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Levy, R;
Hall, M;
(2021)
Family Literacies: Reading with Young Children.
Routledge: Abingdon, UK.
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M
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Male, T;
(2021)
School autonomy in England - the impact on democracy.
In:
Proceedings of the Educational Leadership for Public Accountability.
The Institute for Educational Administration & Leadership- Jamaica (IEAL-J)
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Manyukhina, Y;
(2021)
Living and learning during a pandemic: the views and experiences of primary school children.
(HHCP Working Paper
2).
Helen Hamlyn Centre for Pedagogy (0-11 Years), UCL Institute of Education: London, UK.
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McGinity, R;
Fuller, K;
(2021)
Critical perspectives in and approaches to educational leadership in England.
In: Courtney, SJ and Gunter, HM and Niesche, R and Trujillo, T, (eds.)
Understanding Educational Leadership Critical Perspectives and Approaches.
Bloomsbury Academic: London, UK.
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McMillion, A;
Van Herwegen, J;
Johnson, A;
Monteiro, J;
Cronin, AJ;
Remington, A;
(2021)
Dental experiences of a group of autistic adults based in the United Kingdom.
Special Care in Dentistry
10.1111/scd.12583.
(In press).
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Mercieca, Daniel;
(2021)
Children’s Views of Psychotherapy in Residential Alternative Care in Malta.
Doctoral thesis (Ph.D), UCL (University College London).
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Mintz, J;
Seleznyov, S;
Peacey, N;
Brown, C;
White, S;
(2021)
Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development.
Support for Learning
10.1111/1467-9604.12349.
(In press).
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Moss, G;
(2021)
Literacies and social practice: sociological perspectives on reading research.
Education 3-13
, 49
(1)
pp. 41-51.
10.1080/03004279.2020.1824701.
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Moss, G;
Bradbury, A;
Braun, A;
Duncan, S;
Levy, R;
(2021)
Learning through disruption 1: why school plans for recovery from COVID must be locally led.
(Policy Briefing 1: Learning Through Disruption
).
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Braun, A;
Duncan, S;
Levy, R;
(2021)
Learning through Disruption: Using schools' experiences of Covid to build a more resilient education system.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Levy, R;
(2021)
Learning through disruption 4: building a more resilient education system post-COVID.
(Policy Briefing 4: Learning Through Disruption
).
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Harmey, S;
Mansfield, R;
Candy, B;
France, R;
Vigurs, C;
(2021)
Mitigating impacts of the COVID-19 pandemic on primary and lower secondary children during school closures: a rapid evidence review.
EPPI Centre, UCL Social Research Institute, University College London: London, UK.
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Moss, G;
Webster, R;
Bradbury, A;
Harmey, S;
(2021)
UNSUNG HEROES: The role of teaching assistants and classroom assistants in keeping schools functioning during lockdown.
International Literacy Centre, UCL Institute of Education: London, UK.
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Moss, P;
Roberts-Holmes, G;
(2021)
Now is the time! Confronting neo-liberalism in early childhood.
Contemporary Issues in Early Childhood
10.1177/1463949121995917.
(In press).
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Munoz Chereau, B;
Ehren, M;
(2021)
Inspection Across the UK: how the four nations intend to contribute to school improvement.
Edge Foundation: London.
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Munoz Chereau, B;
González, Á;
Meyers, C;
(2021)
How are the 'losers' of the school accountability system constructed in Chile, the USA and England?
Compare: A Journal of Comparative and International Education
10.1080/03057925.2020.1851593.
(In press).
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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
10.1177/1476718X211020031.
(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
, 82
, Article 102091. 10.1016/j.econedurev.2021.102091.
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O
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Outhwaite, L;
(2021)
App-based Support for Parental Self-Efficacy in the First 1000 Days: A Randomised Control Trial.
(CEPEO Working Paper Series
21-01).
Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.
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P
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Parker, P;
Sanders, T;
Anders, J;
Duineveld, J;
Parker, R;
(2021)
Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest.
Child Development
, 92
(5)
pp. 2020-2034.
10.1111/cdev.13573.
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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.
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Porritt, David;
(2021)
School Leaders Who Coach: Exploring the Effect of Coaching on Their Leadership, Learning, Self-Efficacy and Professional Agency.
Doctoral thesis (Ed.D), UCL (University College London).
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Powell, B;
Van Herwegen, J;
(2021)
Sensory Processing in Williams Syndrome: Individual differences and changes over time.
Journal of Autism and Developmental Disorders
10.1007/s10803-021-05197-0.
(In press).
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Price, S;
Jewitt, C;
Chubinidze, D;
Yiannoutsou, N;
Barker, N;
(2021)
Taking an Extended Embodied Perspective of Touch: Connection-Disconnection in iVR.
Frontiers in Virtual Reality
10.3389/frvir.2021.642782.
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Purser, HRM;
Van Herwegen, J;
Ranzato, E;
Thomas, MSC;
(2021)
The role of context in verbal humor processing in autism.
Journal of Experimental Child Psychology
, 209
, Article 105166. 10.1016/j.jecp.2021.105166.
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R
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Ranzato, E;
Tolmie, A;
Van Herwegen, J;
(2021)
The home learning environment of primary school children with down syndrome and those with williams syndrome.
Brain Sciences
, 11
(6)
, Article 733. 10.3390/brainsci11060733.
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Roberts-Holmes, G;
Lee, SF;
Dos Santos Sousa, D;
(2021)
The Government needs to catch up with early years professionals.
[Digital scholarly resource].
https://www.nurseryworld.co.uk/opinion/article/the...
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Roberts-Holmes, G;
Moss, P;
(2021)
Neoliberalism’s moment.
In:
Neoliberalism and Early Childhood Education: Markets, Imaginaries and Governance.
(pp. 1-29).
Routledge: London, UK.
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S
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Sappor, G;
(2021)
A Comparative Study of Filial Piety in Beijing and the UK.
Journal of Education and Culture Studies
, 5
(1)
pp. 22-44.
10.22158/jecs.v5n1p22.
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Seach, Diana;
(2021)
Transculturalism in parents' experiences of caring for an autistic child.
Doctoral thesis (Ed.D), UCL (University College London).
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Sideropoulos, Vasileios;
Kye, Hyelin;
Dukes, Daniel;
Samson, Andrea C;
Palikara, Olympia;
Van Herwegen, Jo;
(2021)
Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK.
PsyArXiv Preprints: Ithaca, NY, USA.
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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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Sideropoulos, V;
Dukes, D;
Hanley, M;
Palikara, O;
Rhodes, S;
Riby, DM;
Samson, AC;
(2021)
The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK.
Journal of Autism and Developmental Disorders
10.1007/s10803-021-05168-5.
(In press).
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Sims, S;
(2021)
Why do some schools struggle to retain staff? Development and validation of the Teachers' Working Environment Scale (TWES).
Review of Education
, 9
(3)
, Article e3304. 10.1002/rev3.3304.
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Sims, S;
Anders, J;
Zieger, L;
(2021)
Can we replicate the findings of EEF trials using school level comparative interrupted time series evaluations? Non-technical report.
Education Endowment Foundation: London, UK.
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Sims, S;
Fletcher-Wood, H;
(2021)
Identifying the characteristics of effective teacher professional development: a critical review.
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