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Jump to: A | B | C | G | H | I | J | K | M | O | P | R | S | W
Number of items: 33.

A

Anders, J; Foliano, F; Bursnall, M; Dorsett, R; Hudson, N; Runge, J; Speckesser, S; (2022) The effect of embedding formative assessment on pupil attainment. Journal of Research on Educational Effectiveness (In press). Green open access
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B

Barker, Edmund; (2022) Moving Sensory Ethnography Online. In: SAGE Research Methods: Doing Research Online. SAGE Publications Ltd.

Barker, Edmund; Jewitt, Carey; (2022) Collaborative Robots and Tangled Passages of Tactile-Affects. ACM Transactions on Human-Robot Interaction 10.1145/3534090. (In press). Green open access
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Bawazir, Rasha Saleh; (2022) Using Social Stories with the creative arts for individuals on the autism spectrum: professionals’ perspectives and practices. Doctoral thesis (Ph.D), UCL (Universal College London).

Benhenda, A; (2022) Absence, substitutability and productivity: Evidence from teachers. Labour Economics , 76 , Article 102167. 10.1016/j.labeco.2022.102167.

C

Cedar, L; Coleman, A; Haythorne, D; Jones, P; Mercieca, D; Ramsden, E; (2022) Child agency and therapy in primary school. Education 3-13 , 50 (4) pp. 452-470. 10.1080/03004279.2022.2052231. Green open access
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Centre for Education Policy and Equalising Opportunities; (2022) Centre for Education Policy and Equalising Opportunities: 2021 Impact Report. UCL Centre for Education Policy and Equalising Opportunities: London, UK. Green open access
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G

Gauthier, Andrea; Porayska-Pomsta, Kaska; Dumontheil, Iroise; Mayer, Sveta; Mareschal, Denis; (2022) Manipulating Interface Design Features Affects Children's Stop-And-Think Behaviours in a Counterintuitive-Problem Game. ACM Transactions on Computer-Human Interaction , 29 (2) , Article 12. 10.1145/3485168. Green open access
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Godfrey, David; (2022) Schools as research-informed professional learning organizations. In: Gu, Qing and Leithwood, Ken, (eds.) International Encyclopedia of Education. Elsevier: Oxford. (In press).

H

Henderson, Morag; Anders, Jake; Green, Francis; Henseke, Golo; (2022) Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood. Cambridge Journal of Education pp. 1-15. 10.1080/0305764x.2022.2040951. (In press). Green open access
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I

IOE, UCL's Faculty of Education and Society; (2022) IOE Research Strategic Plan, 2022 – 2027. IOE, UCL's Faculty of Education and Society: London, UK. Green open access
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J

Jewitt, Carey; Barker, Ned; Golmohammadi, Lili; (2022) Creative Probes, Proxy Feelers, and Speculations on Interactive Skin. Multimodal Technologies and Interaction , 6 (4) , Article 22. 10.3390/mti6040022. Green open access
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K

Klahn Acuña, Blanca; Male, Trevor; (2022) Toxic leadership and academics’ work engagement in higher education: A cross-sectional study from Chile. Educational Management, Administration & Leadership 10.1177/17411432221084474. (In press). Green open access
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M

Male, Trevor; Culpin, Jonathan; (2022) Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust. School Leadership and Management (In press).

Male, T; Palaiologou, I; Argyropoulou, E; Styf, M; Arvidsso, C; Ince, A; (2022) Pedagogical leadership: A comparative study from England, Greece and Sweden. In: Sakr, M and O'Sullivan, J, (eds.) Enabling pedagogic leadership in early childhood education. Bloomsbury Academic: London, UK.

Manyukhina, Yana; (2022) Children’s agency in the National Curriculum for England: a critical discourse analysis. Education 3-13 pp. 1-15. 10.1080/03004279.2022.2052232. (In press). Green open access
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McGinity, Ruth; Heffernan, Amanda; Courtney, Steven J; (2022) Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations. Educational Management Administration & Leadership , 50 (2) pp. 217-232. 10.1177/17411432211030758. Green open access
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Mintz, Joseph; (2022) Does Early Identification and Intervention for Autism work? International Journal of Birth and Parent Education

Mintz, Joseph; (2022) The role of universities and knowledge in teacher education for inclusion. International Journal of Inclusive Education 10.1080/13603116.2022.2081877. (In press). Green open access
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Moss, Gemma; Bradbury, Alice; Braun, Annette; Duncan, Sam; Levy, Rachael; Harmey, Sinead; (2022) Research evidence to support primary school inspection post-COVID. UCL Institute of Education: London, UK. Green open access
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Munoz Chereau, Bernardita; Hutchinson, Jo; Ehren, Melanie; (2022) 'Stuck' schools: Can below good Ofsted inspections prevent sustainable improvement? IOE, UCL's Faculty of Education and Society: London, UK. Green open access
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O

Outhwaite, Laura; Early, E; Herodotou, Christothea; Van Herwegen, Jo; (2022) How to Add Value to Learning with Educational Maths Apps? Presented at: IOE, UCL's Faculty of Education and Society, London, UK. Green open access
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Outhwaite, Laura; Early, Erin; Herodotou, Christothea; Van Herwegen, Jo; (2022) Can Maths Apps Add Value to Young Children's Learning? A Systematic Review and Content Analysis. IOE, UCL's Faculty of Education and Society: London, UK. Green open access
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P

Poblete Núñez, Ximena Xaviera; (2022) Constructing Professional Identities in Chilean Early Childhood Education. Doctoral thesis (Ph.D), UCL (University College London).

R

Riley, Kathryn; (2022) Compassionate Leadership for School Belonging. [Book]. UCL Press: London, UK. Green open access
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S

Sappor, Gideon; (2022) The Influence of Culture on the Development and Organisation of Self-Regulated Learning Skills. Journal of Psychology & Behavior Research , 4 (2) 10.22158/jpbr.v4n2p1. Green open access
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Sims, Samuel; Anders, Jake; Zieger, Laura; (2022) The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons. Journal of Research on Educational Effectiveness (In press).

Sousa, Diana; Moss, Peter; (2022) Concluding reflections: current issues and future directions for comparative studies in early childhood education. Comparative Education 10.1080/03050068.2022.2071018. (In press).

Sousa, Diana; Moss, Peter; (2022) Introducing the special issue on ‘Comparative studies in early childhood education: past, present and future’. Comparative Education 10.1080/03050068.2022.2071019. (In press).

Sousa, Diana; Oxley, Laura; (2022) Moving towards critical democracy: democratic spaces in the Portuguese early years classroom. Educational Review pp. 1-17. 10.1080/00131911.2022.2042204. (In press). Green open access
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Stock, Nicola M; Kearney, Anna; Horton, Jo; Pearse, Lucy; O’Driscoll, Michelle; Murfett, Lucy; Hilton, Caroline; ... Wilkinson-Bell, Karen; + view all (2022) A Booklet to Promote Psychological Health in New Families Affected by Craniosynostosis. Journal of Craniofacial Surgery 10.1097/scs.0000000000008454. (In press).

W

Wyse, Dominic; Aarts, Bas; Anders, Jake; De Gennaro, Alice; Dockrell, Julie; Manyukhina, Yana; Sing, Sue; ... ., .; + view all (2022) Grammar and Writing in England's National Curriculum: A Randomised Controlled Trial and Implementation and Process Evaluation of Englicious. UCL Faculty of Education and Society: London, UK. Green open access
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Wyse, Dominic; Bradbury, Alice; (2022) Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education , 10 (1) , Article e3314. 10.1002/rev3.3314.

This list was generated on Mon Jun 20 00:30:11 2022 BST.