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Number of items: 99.

A

Abdusyakur, Ikhsan; (2023) Evaluating professional development programmes aimed at promoting Classroom Action Research: Perspectives from teachers in Indonesia. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Ambrossi, Paula Alexandra; (2023) The Languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire. Journal of Philosophy of Education , Article qhad079. 10.1093/jopedu/qhad079. (In press).

Anders, Jacob; (2023) Experimental education research: rethinking why, how and when to use random assignment. (CEPEO Working Paper Series 23-07). Centre for Education Policy and Equalising Opportunities, UCL: London, UK. Green open access
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Anders, Jacob; Cullinane, Carl; De Gennaro, Alice; Early, Erin; Holt-White, Erica; Montacute, Rebecca; Shao, Xin; (2023) Briefing No. 7 - Attainment and Assessment. The Sutton Trust & UCL Centre for Education Policy and Equalising Opportunities: London, UK. Green open access
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Anders, Jacob; Macmillan, Lindsey; Sturgis, Patrick; Wyness, Gillian; (2023) Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic. Oxford Review of Education (In press). Green open access
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Ang, L; Du Preez, H; Du Plessis, A; Basson, L; Ebersöhn, L; Gu, Q; (2023) The role of early childhood development and education (ECDE) in supporting learning and well-being in rural early childhood and primary schools in South Africa. International Journal of Early Years Education 10.1080/09669760.2023.2259953. (In press). Green open access
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B

Beltz, Adriene M; Kelly, Dominic P; (2023) Daily Gender and Cognition: A Person-Specific Behavioral Network Analysis. Multivariate Behavioral Research 10.1080/00273171.2023.2228751. (In press).

C

Charitou, Christodoulos; (2023) Bullying, bullying prevention and interdisciplinary practice in primary schools: The insights of bullying prevention through the lens of Cypriot professionals. Doctoral thesis (Ed.D), UCL (University College London).

Chung, Jennifer; (2023) Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland. London Review of Education , 21 (1) , Article 13. 10.14324/lre.21.1.13. Green open access
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Collins, Michael; (2023) Making Sense of Complexity: Executive Leaders and Executive Leadership in an English Multi-Academy Trust. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Constantinides, M; Eleftheriadou, S; (2023) The Role of Leadership in Communities of Learning. New Zealand Journal of Educational Studies 10.1007/s40841-023-00295-2. Green open access
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Costa, Hiwet Mariam; Outhwaite, Laura Ann; Van Herwegen, Jo; (2023) Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice. International Journal of Early Years Education 10.1080/09669760.2023.2254822. (In press).

Crawford, Claire; Outhwaite, Laura; (2023) Understanding the Impact of Childcare Ratios on Children’s Outcomes. (CEPEO Briefing Note Series ). UCL Centre for Education Policy and Equalising Opportunities: London, UK. Green open access
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Cullinane, Carl; Yarde, James; Shao, Xin; Anders, Jacob; De Gennaro, Alice; Holt-White, Erica; Montacute, Rebecca; (2023) Briefing No. 6 - Financial Inequalities and the Pandemic. The Sutton Trust & UCL Centre for Education Policy and Equalising Opportunities: London, UK. Green open access
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D

Dilnot, C; Macmillan, L; Wyness, G; (2023) The path increasingly travelled: Vocational entry qualifications, socioeconomic status and university outcomes. British Educational Research Journal 10.1002/berj.3890. (In press). Green open access
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Dockrell,, Julie; Massonie, Jessica; Ang, Lynn; Munoz Chereau, Bernardita; Fernandez Rao, Sylvia; Kolopaking, Risatianti; Ndiaye, Moustapha; (2023) Measurement of cognition and profiling early learning environments in India, Indonesia and Senegal: a UKRI GCRF Action Against Stunting Hub protocol paper. BMJ Paediatrics Open (In press). Green open access
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E

Ehren, Melanie; Hutchinson, Jo; Munoz-Chereau, Bernardita; (2023) Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes. School Effectiveness and School Improvement 10.1080/09243453.2023.2238698. (In press). Green open access
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Eleftheriadou, Sofia; Gu, Qing; Hodgkinson, Andy; Vincent, Katharine; (2023) Leadership Learning Programme: Leading into the Future. Launch event presentation. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/events/2023/sep/leading-... Green open access
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Eleftheriadou, Sofia; Gu, Qing; Hodgkinson, Andy; Vincent, Katharine; (2023) Leadership programme: Leading into the Future. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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F

Figueroa Moya, Daniela Alejandra; (2023) Making sense of Teachers' Collaboration and Professional Dialogue in Chile: Agency and Leadership in three newly formed Professional Learning Communities. Doctoral thesis (Ph.D), UCL (University College London).

Flewitt, Rosie; Bangpan, Mukdarut; Manyukhina, Yana; Wyse, Dominic; (2023) Young Children's Engagement with Objects in Science Museums: A Rapid Evidence Assessment of Research. Curator: The Museum Journal 10.1111/cura.12540. (In press). Green open access
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G

García-Peñalosa, Cecilia; Petit, Fabien; van Ypersele, Tanguy; (2023) Can workers still climb the social ladder as middling jobs become scarce? Evidence from two British cohorts. Labour Economics , 84 , Article 102390. 10.1016/j.labeco.2023.102390. (In press).

Gilligan-Lee, Katie A; Bradbury, Alice; Bradley, Charlotte; Farran, Emily K; Van Herwegen, Jo; Wyse, Dominic; Outhwaite, Laura; (2023) Spatial Thinking in Practice: A Snapshot of teacher’s Spatial Activity Use in the Early Years’ Classroom. Mind, Brain, and Education 10.1111/mbe.12352. (In press). Green open access
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Godfrey, David; Anders, Jacob; Stoll, Louise; Jerrim, John; Munoz Chereau, Bernardita; McGinity, Ruth; Greany, Toby; (2023) Schools Partnership Programme: Evaluation Report. Education Endowment Foundation (EEF): London, UK. Green open access
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Gu, Qing; (2023) The Enabling School Toolkit - Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Gu, Qing; Eleftheriadou, Sofia; Baines, Lisa; (2023) The Impact of the Early Career Framework (ECF) Programme on the Work Engagement, Wellbeing and Retention of Teachers: A Longitudinal Study, 2021–2026. Interim Research Report #2: Early Career Teachers' and Mentors' Reported Experiences with the ECF Programme. UCL Centre for Educational Leadership: London, UK. Green open access
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H

Harmey, Sinead; Anders, Jake; (2023) The link between completing Reading Recovery and performance on a phonics screening check. Journal of Education for Students Placed at Risk 10.1080/10824669.2023.2179057. (In press). Green open access
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Higham, R; (2023) Do free schools create “competitive threats”? The perceptions of neighbouring schools. Educational Review 10.1080/00131911.2023.2240978. Green open access
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Hilton, Caroline; Kelly, Joel; Wright, Pete; (2023) How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom. In: Proceedings of the 13th Congress of the European Society for Research in Mathematics Education. CERME 13: Budapest, Hungary. (In press).

Hodgen, Jeremy; Bretscher, Nicola; Hardman, Mark; Anders, Jake; Lawson, Helen; (2023) SMART Spaces: Spaced Learning Revision Programme - Evaluation Report. (Education Endowment Foundation (EEF) ). Department for Education: London, UK. Green open access
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Hodgen, Jeremy; Hardman, Mark; Bretscher, Nicola; Gandolfi, Haira; Lawson, Helen; Anders, Jake; (2023) SMART Spaces: Chemistry Teaching - Pilot report. (Education Endowment Foundation (EEF) ). Department for Education: London, UK. Green open access
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Holt-White, Erica; Shao, Xin; Montacute, Rebecca; Anders, Jacob; Cullinane, Carl; Yarde, James; De Gennaro, Alice; (2023) COSMO Wave 1 Initial Findings: Health Impacts and Behaviours. (Wave 1 Initial Findings - Briefings 5 ). The Sutton Trust Green open access
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Horton, Juliet; (2023) Navigating motherhood and headship in 21st century English state-funded schools. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Hoskins, Kate; Thu, Thu; Xu, Yuwei; Gao, Jie; Zhai, Junqing; (2023) Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China. British Educational Research Journal 10.1002/berj.3850. (In press).

Hoskins, Kate; Wainwright, Emma; Gao, Jie; Xu, Yuwei; Zhai, Junqing; Arabaci, Refika; (2023) Promoting participation of under-represented families in research. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/ioe-ucls-faculty-educati... Green open access
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I

Ince, Amanda; Bubb, Sara; (2023) An English perspective on professional learning and development. In: Jones, Ken and Ostinelli, Giorgio, (eds.) Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice. Routledge: Abingdon, UK. (In press).

J

Jerrim, John; Sims, Sam; Oliver, Mary; (2023) Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS. Teachers and Teaching pp. 1-21. 10.1080/13540602.2022.2159365. (In press). Green open access
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Jones, Helen; (2023) Drawing Together: Exploring children's collaborative and multimodal authorship of comics in an extra-curricular comics club. Presented at: UKLA International Conference 2023, Exeter, UK. Green open access
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Jones, MA; Grevle, TE; Dehlin, E; Burner, T; Bubb, S; (2023) Opportunities and Dilemmas in Interactions between the Education Sector and Academia. Nordic Journal of Comparative and International Education , 7 (4) 10.7577/njcie.5708. Green open access
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K

Kelly, Joel; Hilton, Caroline; Wright, Pete; (2023) Creating space for socio-mathematical agency in the primary classroom. In: Proceedings of the 13th Congress of the European Society for Research in Mathematics Education. CERME 13: Budapest, Hungary. (In press).

Kruse, Sharon; Edge, Karen; (2023) Is it just me? The organizational implications of individual and collective burnout in schools. Journal of Educational Administration , 61 (3) 10.1108/jea-10-2022-0187. Green open access
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L

Levy, Rachael; (2023) Home–school communication: what we have learned from the pandemic. Education 3-13 10.1080/03004279.2023.2186972. (In press).

M

Manyukhina, Y; Haywood, N; Davies, K; Wyse, D; (2023) Young children's agency in the science museum: insights from the use of storytelling in object-rich galleries. International Journal of Science Education, Part B: Communication and Public Engagement 10.1080/21548455.2023.2244645. (In press). Green open access
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Merchant, G.; Bubb, S.; (2023) The master’s element in initial teacher training: what is its value? London Review of Education , 21 (1) , Article 5. 10.14324/LRE.21.1.05. Green open access
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Mincu, M; (2023) Governance mechanisms, school principals and the challenge of personalized education in contexts. Prospects 10.1007/s11125-023-09663-8. (In press). Green open access
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Mintz, Joseph; Al-Shammari, Zaid; (2023) The scope for using international indicators of inclusive education in Kuwait and GCC countries: A preliminary study involving special education teachers. British Journal of Special Education , 50 (3) pp. 344-354. 10.1111/1467-8578.12473.

Mintz, Joseph; Norwich, Brahm; (2023) Editorial: The role of evidence in developing effective educational inclusion. Frontiers in Education , 8 , Article 1335386. 10.3389/feduc.2023.1335386. Green open access
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Mintz, Joseph; Roberts, Amelia; (2023) Prospects for applying a theory of change model to the use of research evidence in autism education. Frontiers in Education , 8 , Article 987688. 10.3389/feduc.2023.987688. Green open access
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Moss, Gemma; (2023) Teacher recruitment, retention and development – rethinking policy and practice priorities. (Briefing Note #1 ). UCL Institute of Education: London, UK. Green open access
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Moss, Gemma; France, Rachel; (2023) Professional knowledge and research-informed practice: Time for a rethink? Impact: Journal of the Chartered College of Teaching , 19

Munoz Chereau, Bernardita; (2023) Noelia’s diary: problematizing the boundary crossing between autobiography and fiction when representing the Chilean dictatorship for the young. Encyclopaideia: journal of phenomenology and education (In press).

Munoz Chereau, Bernardita; Ehren, Melanie; Hutchinson, Jo; (2023) The impact of Ofsted accountability pressure on ‘failing’ schools: a multiple-case study. British Educational Research Journal (In press).

Munoz Chereau, Bernardita; Wyse, Dominic; (2023) Education: The State of the Discipline. The progress of Education An analysis of data from the Research Excellence Framework. BERA: London, UK. Green open access
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O

Outhwaite, Laura; (2023) App-based support for parental self-efficacy in the first 1,000 days: A randomized control trial. Frontiers in Psychology , 13 , Article 998170. 10.3389/fpsyg.2022.998170. Green open access
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Outhwaite, Laura; Ang, Lynn; Herbert, Elisabeth; Sumner, Emma; Van Herwegen, Jo; (2023) Technology and Learning for Early Childhood and Primary Education. UNESCO: Paris, France. Green open access
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Outhwaite, Laura; Crawford, Claire; (2023) Why should we invest in Early Childhood Education and Care? (CEPEO Briefing Note Series 23). Centre for Educational Leadership & Equalising Opportunities, UCL Institute of Education: London, UK. Green open access
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Outhwaite, Laura; Early, Erin; Herodotou, Christothea; Van Herwegen, Jo; (2023) Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis. British Journal of Educational Technology 10.1111/bjet.13339. (In press). Green open access
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Outhwaite, Laura; Van Herwegen, Jo; (2023) Educational apps and learning: Current evidence on design and evaluation. British Journal of Educational Technology 10.1111/bjet.13360. (In press).

P

Parker, Philip; Sanders, Taren; Anders, Jacob; Shure, Nikki; Jerrim, John; Noetel, Michael; Parker, Rhiannon; ... Marsh, Herb; + view all (2023) School Socioeconomic Status Context and Social Adjustment in Children. Developmental Psychology , 59 (1) pp. 15-29. 10.1037/dev0001463. Green open access
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R

Ranken, Emily; Manyukhina, Yana; Wyse, Dominic; Bradbury, Alice; (2023) Experiential Learning for Children Aged 4-14: A Rapid Evidence Assessment. Helen Hamlyn Centre for Pedagogy (0 - 11 years), UCL Institute of Education: London, UK. Green open access
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S

Sousa, Diana; Moss, Peter; (2023) Towards democratic culture and political practice in early childhood education: The case for transformative change at a time of converging crisis // Rumo a uma cultura democrática e prática política na Educação de Infância: o caso para uma mudança transformadora num momento de crise convergente. ETD - Educação Temática Digital , 25 , Article e023067. 10.20396/etd.v25i00.8672067. Green open access
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T

Tillin, J.; (2023) The university role in new teacher learning – why it matters: Teach First trainee perspectives. London Review of Education , 21 (1) , Article 3. 10.14324/LRE.21.1.03. Green open access
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Tyler, Claire; (2023) Socioeconomic Inequalities in Access to Elite Occupations. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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V

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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Various authors and illustrators; (2023) Reading Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/... Green open access
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W

Weinstein, José; Peña-Fredes, Javiera; Elisa Ansoleaga, María; Godfrey, David; (2023) How did Teacher Collaboration Develop During the Pandemic? A Case Study of six Public High Schools in Santiago, Chile. Revista Electrónica Educare (Educare Electronic Journal) , 27 (3) 10.15359/ree.27-3.17241. (In press). Green open access
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Wilkinson, Jennifer; Male, Trevor; (2023) Perceptions of women senior leaders in the UK Higher Education during the COVID-19 pandemic. Educational Management, Administration and Leadership 10.1177/17411432221150079. (In press). Green open access
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Willy, Tessa; (2023) Lived experiences of teacher mentors; the importance of context and partnership in mentoring arrangements in the English school system. Doctoral thesis (Ed.D), UCL (University College London). Green open access
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Wright, Pete; Hilton, Caroline; Kelly, Joel; (2023) The development of socio-mathematical agency. In: Proceedings of the 13th Congress of the European Society for Research in Mathematics Education. CERME13: Budapest, Hungary. (In press).

Wright, Pete; Hilton, Caroline; Kelly, Joel; (2023) Primary Maths and Social Justice Research Project (PMSJ) Report. The TMSJ Network: UK, Dundee. Green open access
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Wyness, Gillian; (2023) Mismatch in Higher Education. In: Banerjee, Anindya, (ed.) Oxford Research Encyclopedia of Economics and Finance. Oxford University Press: Oxford, UK.

Wyse, D; Bradbury, A; (2023) Teaching phonics and reading effectively: ‘A balancing act’ for teachers, policy makers and researchers. Review of Education , 11 (3) , Article e3429. 10.1002/rev3.3429. Green open access
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X

Xu, Yuwei; Brooks, Clare; Gao, Jie; Kitto, Eleanor; (2023) The manifestations of universality and cultural specificity in national curriculum policy frameworks: negotiations for culturally reflective practice in early childhood education. Pedagogy, Culture & Society 10.1080/14681366.2023.2267594. (In press). Green open access
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Y

Yorke, Louise; (2023) What Matters in Education? Briefing Note #2: Practical policies or bright ideas? How particular topics get to the front of the policy queue. ESRC Education Research Programme, UCL Institute of Education: London, UK. Green open access
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Yorke, Louise; Gilligan, Robbie; Alemu, Eyerusalem; (2023) Moving towards empowerment? Rural female migrants negotiating domestic work and secondary education in urban Ethiopia. Gender, Place & Culture 10.1080/0966369x.2022.2164560. (In press). Green open access
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Yorke, Louise; Kim, Jancie Heejin; Hagos Hailu, Belay; Ejigu Berhie, Chanie; (2023) Equitable North-South partnerships for ethical and policy relevant research in times of uncertainty: a collaborative autoethnography from Ethiopia. International Journal of Social Research Methodology , 26 (5) pp. 599-613. 10.1080/13645579.2023.2173840. Green open access
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This list was generated on Mon Feb 26 00:17:57 2024 GMT.