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Number of items: 93.

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).

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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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).

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. Green open access
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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. Green open access
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B

Barker, N; Jewitt, C; (2021) Future touch in industry: exploring sociotechnical imaginaries of tactile (tele)robots. Futures 10.1016/j.futures.2021.102885. (In press).

Barker, N; Jewitt, C; (2021) Filtering Touch: An Ethnography of Dirt, Danger, and Industrial Robots. Journal of Contemporary Ethnography 10.1177/08912416211026724. (In press). Green open access
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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. Green open access
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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. Green open access
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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). Green open access
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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).

C

Camby, Simon; (2021) Navigating the future: Building adaptive capacity in international schools. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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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. Green open access
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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. Green open access
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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).

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.

D

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. Green open access
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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.

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.

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. Green open access
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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. Green open access
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F

Farrugia, Mark; (2021) Teacher Agency in Professional Learning and Development: Teachers leading their own professional growth. Doctoral thesis (Ph.D), UCL (University College London).

G

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). Green open access
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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).

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. Green open access
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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. Green open access
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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). Green open access
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H

Harmey, S; (2021) Perspectives on dealing with reading difficulties. Education 3-13 , 49 (1) pp. 52-62. 10.1080/03004279.2020.1824702. Green open access
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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). Green open access
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Harmey, S; (2021) Lessons from lockdown: the educational legacy of COVID-19 by Tony Breslin, Abingdon, Routledge, 2021, 214 pp., £16.99 (paperback), ISBN: 978-0-367-63929-7. Educational Review 10.1080/00131911.2021.1943247. (In press).

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) 10.1080/10824669.2021.1906252. (In press).

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. Green open access
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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. Green open access
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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.

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) Green open access
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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. Green open access
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I

Ince, A; Male, T; (2021) Leadership. In: Palaiologou, I, (ed.) The Early Years Foundation Stage: Theory and Practice. (pp. 386-399). Sage: London, UK. Green open access
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Ince, A; Trevor, G; (2021) The need for a transformative and contextual early years curriculum. Early Education Journal , 93 Green open access
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J

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. Green open access
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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. Green open access
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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). Green open access
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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.

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. Green open access
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Jones, H; (2021) Developing a comic library to support children reading for pleasure. English 4-11 (In press).

Jones, Mark; (2021) Teachers' understandings of professional development in an international school. Doctoral thesis (Ph.D), UCL (University College London).

K

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).

L

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. Green open access
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Levy, R; Hall, M; (2021) Family Literacies: Reading with Young Children. Routledge: Abingdon, UK.

M

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) Green open access
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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. Green open access
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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. Green open access
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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). Green open access
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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). Green open access
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Mintz, J; Al-Shammari, Z; (2021) Special education teachers’ understanding and use of evidence-informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education. The Journal of Research in Special Educational Needs 10.1111/1471-3802.12548. (In press).

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). Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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. Green open access
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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). Green open access
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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. Green open access
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Munoz Chereau, B; Gonzalez, A; 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). Green open access
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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). Green open access
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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.

O

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. Green open access
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P

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 10.1111/cdev.13573. (In press). Green open access
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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. Green open access
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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). Green open access
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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). Green open access
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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. Green open access
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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. Green open access
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R

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. Green open access
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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.

S

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. Green open access
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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). Green open access
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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. Green open access
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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. Green open access
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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). Green open access
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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.

Sims, S; Fletcher-Wood, H; (2021) Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement , 32 (1) pp. 47-63. 10.1080/09243453.2020.1772841. Green open access
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Sims, S; Jerrim, J; Taylor, H; Allen, R; (2021) Is teaching bad for your health? New evidence from biomarker data. Oxford Review of Education 10.1080/03054985.2021.1908246. (In press).

Su, X; Cai, RY; Uljarević, M; Van Herwegen, J; Dukes, D; Yang, Y; Peng, X; (2021) Brief Report: A Cross-Sectional Study of Anxiety Levels and Concerns of Chinese Families of Children With Special Educational Needs and Disabilities Post-first-wave of COVID-19. Frontiers in Psychiatry , 12 , Article 708465. 10.3389/fpsyt.2021.708465. Green open access
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T

Thomas, R; Price, S; Nygren, M; Glauert, E; (2021) How sensorimotor interaction shapes and supports young children's gestural communication around science. International Journal of Science Education 10.1080/09500693.2021.1909771. (In press).

V

Van Herwegen, J; Donlan, C; Costa, H; Nicholson, B; (2021) Improving Preschoolers’ Number Foundations: PLUS and DIGIT games. Kingston University: Kingston, UK.

W

Wilders, C; Levy, R; (2021) ‘I don’t really like the thing what you do, I like it more because you get the stickers’: the impact of rules and rewards on children’s transition experiences. International Journal of Early Years Education , 29 (4) pp. 391-404. 10.1080/09669760.2020.1759401. Green open access
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Wyness, G; Campbell, S; Macmillan, L; Murphy, R; (2021) Matching in the dark? Inequalities in student to degree match. Journal of Labor Economics (In press).

Wyness, G; Macmillan, L; Anders, J; (2021) Does education raise people's productivity or does it just signal their existing ability? (CEPEO Briefing Note Series 12). UCL Centre for Education Policy & Equalising Opportunities: London, UK. Green open access
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Wyse, D; Brown, C; Oliver, S; Poblete, X; (2021) Education research and educational practice: The qualities of a close relationship. British Educational Research Journal , 47 (6) pp. 1466-1489. 10.1002/berj.3626. Green open access
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Wyse, D; Brown, C; Oliver, S; Poblete, X; (2021) People and practice: defining education as an academic discipline. British Educational Research Journal 10.1002/berj.3762. (In press).

Y

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. Green open access
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This list was generated on Mon Jun 20 00:30:15 2022 BST.