Browse by UCL Departments and Centres
![[up]](/style/images/multi_up.png)
Up a levelGroup by: Author | Type
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).
|
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).
|
 |
|
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.
|
|
|
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.
|
|
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.
|
 |
|
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).
|
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.
|
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.
|
|
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).
|
|
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).
|
|
|
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.
|
|
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).
|
|
|
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.
|
|
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.
|
|
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.
|
|
|
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.
|
|
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.
|
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.
|
|
|
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).
|
|
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.
|
|
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.
|
