Browse by UCL Departments and Centres
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Number of items: 67.
A
Al Haj Sleiman, Nidal;
(2024)
Centralising the Social and the Cultural in Leadership Praxis and Development: A Reconceptualisation of Educational Leadership in England and Qatar International Schools.
Doctoral thesis (Ph.D), UCL (University College London).
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Al Khalifa, Hala;
(2024)
School Improvement and Turnaround in Bahrain Public
Schools: A Multiple Case Study.
Doctoral thesis (Ph.D), UCL (University College London).
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Allsop, Yasemin;
Kalelioglu, Filiz;
(2024)
Using Card Sorting Activity as a Strategy for Evaluating Students’ Learning of Computational Thinking Concepts.
International Journal of Computer Science Education in Schools
, 6
(4)
10.21585/ijcses.v6i4.215.
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Altunbas, Havva Görkem;
Mulcahy, Marian;
Reiss, Michael J;
(2024)
A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families.
London Review of Education
, 22
(1)
, Article 14. 10.14324/lre.22.1.14.
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Ambrossi, Paula Alexandra;
(2024)
The languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire.
Journal of Philosophy of Education
, 58
(2-3)
pp. 412-431.
10.1093/jopedu/qhad079.
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Anders, Jacob;
(2024)
The pandemic, socioeconomic disadvantage, and learning outcomes in England.
In: Schnepf, Sylke and Volante, Louis and Klinger, Don and Giancola, O and Salmieri, L, (eds.)
The pandemic, socioeconomic disadvantage, and learning outcomes: cross-national impact analyses of education policy reforms.
(pp. 54-74).
Publications Office of the European Union
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Aslan Ünlü, Melike;
(2024)
Exploring Early Childhood Teachers' Perceptions of Computational Thinking: A Collaborative Action Research Study in Türkiye.
Presented at: British Educational Research Association (BERA) Conference 2024, Manchester, UK.
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Booth, Charlotte;
Crawford, Claire;
Rajah, Nasir;
Silverwood, Richard J;
Henderson, Morag;
(2024)
Examining sample representativeness and data quality in the linked Next Steps survey and Student Loans Company administrative data.
(CLS Working Paper
2024/1).
UCL Centre for Longitudinal Studies: London, UK.
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Bullough, Lizbeth;
(2024)
Lessons for Early Years Leadership: Policy Development.
Presented at: BELMAS Annual Conference 2024, Glasgow, UK.
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Bustillos Morales, Jessie A;
(2024)
Black excellence: the affective experiences of Black working-class young people in an English secondary school.
International Studies in Sociology of Education
10.1080/09620214.2024.2413521.
(In press).
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Crawford, Helen;
(2024)
An exploratory study of Key Stage 1 history curriculum decision-making in England's primary schools.
Doctoral thesis (Ed.D), University of Reading.
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Critten, Valerie;
Hagon, Hannah;
Aslan Unlu, Melike;
(2024)
A Curriculum Framework and Assessment Approach for Computational Thinking in the Early Years.
International Journal of Computer Science Education in Schools
, 6
(4)
10.21585/ijcses.v6i4.230.
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Daniels, K;
Duncan, S;
Harmey, S;
Taylor, L;
(2024)
Editorial.
Literacy
, 58
(1)
pp. 1-2.
10.1111/lit.12362.
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Davies, Janet;
(2024)
The Citizen Geographer as curriculum maker.
Primary Geography
(114)
pp. 26-27.
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Davies, Janet;
Willy, Tessa;
(2024)
Engaging with the Citizen Geographer: who, when, why and how.
Presented at: Geographical Association Conference 2024, Manchester, UK.
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Ding, Huiming;
Callaghan, Patrick;
Gu, Qing;
Ebersohn, Liesel;
(2024)
Validation of the Child and Youth Resilience Measure (CYRM-R) in rural contexts in South Africa.
Journal of Child and Adolescent Mental Health
10.2989/17280583.2024.2438368.
(In press).
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Duncan, S;
Harmey, S;
Levy, R;
(2024)
Editorial.
Literacy
, 58
(2)
pp. 142-143.
10.1111/lit.12370.
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França, ABC;
Reategui, E;
Mintz, J;
Meira, RR;
Motz, R;
(2024)
Writing Analytics and AI for Special Education: Preliminary Results on Students with Autism Spectrum Disorder.
In: Olney, AM and Chounta, IA and Liu, Z and Santos, OC and Bittencourt, II, (eds.)
Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky 25th International Conference, AIED 2024.
(pp. pp. 192-199).
Springer: Cham, Switzerland.
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Fuller, Kay;
McGinity, Ruth;
(2024)
Resisting English education policy.
In: McKay, Amanda and Thomson, Pat and Blackmore, Jill, (eds.)
Resistance in Educational Leadership, Management, and Administration.
(pp. 65-79).
Routledge: Taylor & Francis Group: London, UK.
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Godfrey, David;
Munoz Chereau, Bernardita;
(2024)
Joint practice development through a
peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders.
Education Development Trust: Reading, UK.
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Godfrey, David;
Munoz-Chereau, Bernardita;
(2024)
School improvement and peer learning partnerships: building organizational resilience in primary schools in England.
Frontiers in Education
, 8
, Article 1339173. 10.3389/feduc.2023.1339173.
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Godfrey, David;
Muñoz-Chereau, Bernardita;
(2024)
Programa de Colaboración Escolar:
Desarrollo de práctica conjunta mediante una alianza liderada
por pares para la mejora escolar.
In: Rojas Bravo, Jorge and Ulloa Garrido, Jorge, (eds.)
Desarrollo Profesional Docente: ¿Cómo liderar procesos de mejoramiento de las capacidades docentes?
(pp. 193-232).
Editorial UDEC: Concepción, Chile.
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Gu, Qing;
Mincu, Monica;
Day, Christopher;
(2024)
'Positive Disruption': The Courage to Lead in Times of Reform in England.
In: Day, Christopher and Gurr, David, (eds.)
How Successful Schools Are More than Effective: Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement.
(pp. 47-72).
Springer: Cham, Switzerland.
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Harmey, Sinead;
(2024)
A conversation with Amira.
[Digital scholarly resource].
https://www.strongerpracticehubs.org.uk/hubs/ldn/b...
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Harmey, Sinead;
(2024)
Developing strong hands for writing Sharing and writing stories.
[Digital scholarly resource].
https://www.strongerpracticehubs.org.uk/hubs/ldn/b...
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Harmey, Sinead;
James, Fliss;
Chung, Jennifer;
Castillo Rabanal, Isidora;
(2024)
Write from the Beginning.
UCL Institute of Education: London, UK.
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Higham, Rob;
Anders, Jake;
Chouhy, Gabriel;
Green, Francis;
Henseke, Golo;
McGinity, Ruth;
(2024)
The Free Schools Experiment: Analysing the impacts of English free schools on neighbouring schools.
IOE, UCL's Faculty of Education and Society: London, UK.
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Hoskins, Kate;
Wainwright, Emma;
Zhai, Junqing;
Gao, Jie;
Xu, Yuwei;
Arabaci, R;
(2024)
Engaging low-income families in education research: examining the challenges in Beijing and London.
Compare: A Journal of Comparative and International Education
10.1080/03057925.2024.2429825.
(In press).
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Hudson, Elizabeth;
(2024)
What matters in education? Briefing note #4: Investing in the early years: Priorities and challenges.
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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Ince, Amanda;
Bullough, Liz;
Sahlin, Susanne;
(2024)
Professional learning for leadership in early years: Comparing Sweden and England.
Australasian Journal of Early Childhood
, 49
(4)
pp. 358-371.
10.1177/18369391241282677.
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Lee, Soh Young;
(2024)
Developing teacher agency for
professional learning and development
through an enquiry-based learning
approach involving action research.
Doctoral thesis (Ph.D), UCL (University College London).
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Leithwood, Kenneth;
Gu, Qing;
Eleftheriadou, Sofia;
Baines, Lisa;
(2024)
Developing and Retaining Talented Mentors.
(Interim Research Report
3
).
UCL Centre for Educational Leadership: London, UK.
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Levy, Rachael;
(2024)
Home–school communication: what we have learned from the pandemic.
Education 3-13
, 52
(1)
pp. 21-32.
10.1080/03004279.2023.2186972.
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Li, Jingjing;
(2024)
Exploring the Impact of School Leadership on Teacher Well-being in Three High-performing Case Study Schools in China.
Doctoral thesis (Ph.D), UCL (University College London).
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Lu, Binwei;
Anders, Jacob;
Shao, Xin;
Siddiqui, Nadia;
(2024)
How do academic selection systems affect pupils’ educational attainment? New evidence from an analysis of large-scale data on England.
Educational Review
, 76
(5)
pp. 1285-1306.
10.1080/00131911.2023.2240977.
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Lu, Binwei;
Dai, Binru;
See, Beng Huat;
Shao, Xin;
Hu, Xianan;
(2024)
Do academically selective school systems strengthen the link between students' family backgrounds and the likelihood of higher education participation?
Educational Review
10.1080/00131911.2024.2302117.
(In press).
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Male, Trevor;
(2024)
The functioning of Multi-Academy Trusts (MATs) in England: Evidence from the field.
Presented at: European Conference for Education Research (ECER) 2024, Nicosia, Cyprus.
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Male, Trevor;
Palaiologou, Ioanna;
Ince, Amanda;
(2024)
Leadership behaviours during crises: cases from early childhood education and care in England.
European Childhood Education Research Journal
10.1080/1350293X.2024.2329617.
(In press).
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Martin, Paul;
(2024)
Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected?
British Educational Research Journal
10.1002/berj.4011.
(In press).
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Martin, Paul;
(2024)
To What Extent do Parental Income, Gender and Ethnicity Act as a Barrier to Higher Education Participation in England?
In:
Proceedings of the European Conference on Educational Research (ECER) 2024.
European Educational Research Association (EERA): Nicosia, Cyprus.
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Mayer, Sveta;
(2024)
Beliefs on effectiveness of YMHFA training and whole setting implementation in London with impacts, if any, of COVID-19 pandemic lockdown.
(Youth Mental Health First Aid (YMHFA) Evaluation Report
PRJ-798
).
UCL Institute of Education: London, UK.
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Mincu, M;
Colman, A;
Day, C;
Gu, Q;
(2024)
Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach.
Education Sciences
, 14
(2)
, Article 187. 10.3390/educsci14020187.
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Mincu, Monica;
Granata, Anna;
(2024)
Teachers' informal leadership for equity in France and Italy during the first wave of the education emergency.
Teachers and Teaching: Theory and Practice
, 30
(7-8)
pp. 932-952.
10.1080/13540602.2021.1986695.
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Mincu, Monica E;
(2024)
School and middle leadership tasks, skills and standards in low school autonomy systems: what is the impact of system governance and school community?
UNESCO: Paris, France.
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Mintz, Joseph;
Connolly, Cornelia;
O'Brien, Emma;
Daniela, Linda;
Ceallaigh, TJO;
(2024)
Inclusive Digital Education: Contexts, Practices and Perspectives.
Computers in the Schools
, 41
(2)
pp. 115-119.
10.1080/07380569.2024.2340873.
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Minyi, Li;
Yuexin, Li;
Yudan, He;
Yifei, Chu;
Gao, Jie;
(2024)
在一起就足够了吗？——父母参与类型与学前流动儿童入学准备关系的潜在剖面分析 = Is being together enough? ——A latent profile analysis of the relationship between parental involvement type and preschool migrant children’s school readiness.
同方知网（北京）技术有限公司 = Studies in Early Childhood Education
, 12
(360)
pp. 67-79.
10.13861/j.cnki.sece.2024.12.007.
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Moss, Gemma;
(2024)
What matters in education? Briefing note #5: Education after the election: priorities for change.
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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Moss, Gemma;
(2024)
What matters in education? Briefing note #6: More or less technology in the classroom – the value and purposes of technology use in schools.
(What matters in education? Briefing note
6).
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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Moss, Gemma;
(2024)
Working across the divides between policy, research and practice.
(ESRC Education Research Programme (ERP). Knowledge Exchange in Education. Briefing Note
1
).
ESRC Education Research Programme (ERP): London, UK.
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Munoz Chereau, Bernardita;
Burgoyne, Michael;
Emms, Katherine;
Laczik, Andrea;
(2024)
Ofsted Inspection in the general Further Education and Skills sector in England.
(Research Report
, pp. pp. 1-36
).
The Edge Foundation: London, UK.
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Munoz Chereau, Bernardita;
Ehren, Melanie;
(2024)
Turning around 'stuck' schools in England: effective leadership in extremely challenging circumstances.
Perspectiva Educacional Formación de Profesores
, 63
(1)
, Article 1523.
(In press).
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Newhouse, Jeannie;
(2024)
What do five- and six-year-old pupils think reading is? Exploring perceptions of reading among children learning to read using systematic synthetic phonics.
Doctoral thesis (Ph.D), UCL (University College London).
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Newhouse, Jeannie;
Levy, Rachael;
(2024)
Developing Participatory Methods to Include Young Children's Voices in Research.
Seminars in Speech and Language
, 45
(05)
pp. 445-460.
10.1055/s-0044-1791936.
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Outhwaite, Laura;
Aunio, Pirjo;
Ka Yu Leung, Jaimie;
Van Herwegen, Jo;
(2024)
Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners.
Educational Psychology Review
, 36
, Article 110. 10.1007/s10648-024-09950-6.
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Pastore, Serafina;
Mincu, Monica;
(2024)
A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development.
European Journal of Teacher Education
, 47
(2)
pp. 226-245.
10.1080/02619768.2024.2338853.
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Reagan, Isobel;
(2024)
Drawing from Perspective: An Exploration of
Children’s and Teacher’s Perceptions of Visual
Art in the Early Childhood Curriculum.
Doctoral thesis (Ph.D), UCL (University College London).
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Roberts-Holmes, Guy;
Sousa, Diana;
Lee, Siew Fung;
(2024)
Reception Baseline Assessment and 'small acts' of micro-resistance.
British Educational Research Journal
10.1002/berj.4016.
(In press).
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S
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Sousa, Diana;
Moss, Peter;
(2024)
From anger to dreaming to real utopias: Re-thinking, re-conceptualising and re-forming (early childhood) education in the conditions of the times.
Global Studies of Childhood
10.1177/20436106241267781.
(In press).
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Stock, Nicola M;
Pearse, Lucy;
Murfett, Lucy;
Pearse, Kris;
Kearney, Anna;
Horton, Jo;
Hilton, Caroline;
(2024)
Surgery for Craniosynostosis: Developing a Psychosocial Booklet for Families.
Journal of Craniofacial Surgery
10.1097/SCS.0000000000010422.
(In press).
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Thompson, Richard;
(2024)
Learning to edit: the effects of revision teaching on the revisions made by 9- and 10-year-old children in England.
Doctoral thesis (Ph.D), UCL (University College London).
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Tse, Rohnii;
(2024)
Inclusion of students with special educational needs:
Leadership values, dilemmas and their influence on
school practices.
Doctoral thesis (Ph.D), UCL (University College London).
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UCL Centre for Education Policy and Equalising Opportunities;
(2024)
2024 Impact Report.
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Vidal-Hall, Charlotte;
Moss, Gemma;
Skerritt, Craig;
Mintz, Joe;
Braehler, Verena;
(2024)
Knowledge Exchange in Education: Briefing Note #2 A chain reaction conversation exploring a third space for education research and policy.
UCL Institute of Education: London, UK.
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Vince, Sharon;
(2024)
Disciplinary Power in Early Childhood Education
and Care Funding Policies in England: How the 15
and 30 hours are exacerbating ‘splits’.
Doctoral thesis (Ph.D), UCL (University College London).
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Wainwright, Emma;
Hoskins, Kate;
Arabaci, Refika;
Zhai, Junqing;
Gao, Jie;
Xu, Yuwei;
(2024)
Researching the Everyday Educational Lives of Low-Income Families: The Importance of Researcher and Participant Contexts.
British Journal of Educational Studies
10.1080/00071005.2024.2378053.
(In press).
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Wyse, Dominic;
Bradbury, Alice;
Manyukhina, Yana;
Ranken, Emily;
(2024)
Briefing Paper: The Future of Primary Education in England - In the Hands of a New Government.
Helen Hamlyn Centre for Pedagogy (HHCP), IOE, UCL's Faculty of Education and Society: London, UK.
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Zhai, Junqing;
Gao, Jie;
(2024)
Adapting and validating a game-based testing instrument for measuring nature connectedness in children.
Journal of Environmental Psychology
, 99
, Article 102439. 10.1016/j.jenvp.2024.102439.
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