Browse by UCL Departments and Centres
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Up a levelGroup by: Author | Type
Number of items: 43.
A
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Anders, Jake;
(2025)
England’s education policy response to the disruption of the COVID-19 pandemic.
In: Morris, Rebecca and Perry, Tom, (eds.)
Education Policy in England 2010-2024.
Routledge: London, UK.
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Anders, Jake;
Green, Francis;
Henderson, Morag;
Henseke, Golo;
(2025)
Private school pupils’ performance in GCSEs (and IGCSEs).
Cambridge Journal of Education
, 54
(6)
pp. 795-813.
10.1080/0305764X.2024.2420611.
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Anders, Jake;
Jerrim, John;
de Guevara Rodríguez, María Ladrón;
Marcenaro-Gutierrez, Oscar David;
(2025)
The rise in teenagers skipping school across English-speaking countries following the COVID-19 pandemic: evidence from PISA.
Educational Assessment, Evaluation and Accountability
10.1007/s11092-025-09470-z.
(In press).
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Ang, Lynn;
Grenier, Julian;
Harmey, Sinead;
James, Fliss;
Prendergast, Melissa;
(2025)
Supporting early years professional development to enhance high-quality conversational interactions in early childhood care and education settings: the ShREC approach.
Early Years
10.1080/09575146.2025.2498717.
(In press).
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Ang, Lynn;
O’Neill, Suzie;
Rogers, Sue;
Ko, Jessica Sum Yue;
Fox, Kate;
(2025)
The Power of Play (PoP) Study: Understanding the Role and Value of Play in Supporting Early Learning and Development.
UCL Institute of Education: London, UK.
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Aslan Ünlü, Melike;
(2025)
Exploring early years teachers' views on computational thinking and the scaffolding strategies they use to facilitate young children's learning during computational thinking activities.
Doctoral thesis (Ph.D), UCL (University College London).
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B
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Bustillos Morales, Jessie;
(2025)
Rhizomatic intraviews in post-qualitative research: exploring temporalities through a Deleuzean-Guattarian-Bergsonian Lens.
Qualitative Research Journal
pp. 1-15.
10.1108/QRJ-03-2025-0126.
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Bustillos Morales, Jessie;
(2025)
Between Disenfranchisement and Polarisation:
Mapping Youth Online and School-Related Affective Assemblages of Civic Participation.
In: Dyer, Harry and Bates, Agnieszka and Gordon, John and Hinchliffe, Geoffrey, (eds.)
Society, Politics and Education in Uncertain Times.
Routledge: London, UK.
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C
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Cameron, C.;
Villadsen, A.;
Roberts, A.;
Evans, J.;
Hill, V.;
Hurry, J.;
Johansen, T.;
... Wyse, D.; + view all
(2025)
School absence and (primary) school connectedness:
evidence from the Millennium Cohort Study.
London Review of Education
, 23
(1)
, Article 5. 10.14324/LRE.23.1.05.
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Cassagneau-Francis, Oliver;
Wyness, Gillian;
(2025)
The merits of teacher assessment versus external exams to measure student achievement.
IZA World of Labor
, Article 517. 10.15185/izawol.517.
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Chuta, Nardos;
Yorke, Louise;
Tafere, Yisak;
Tiruneh, Dawit Tibebu;
Pankhurst, Alula;
Rose, Pauline;
(2025)
The role of girls’ clubs in challenging gender norms in Ethiopian primary education.
Bahir Dar Journal of Education
, 25
(1)
pp. 5-21.
10.4314/10.4314/bdje.v25i1.2.
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Couceiro, Louise;
Hakimi, Laura;
Eynon, Rebecca;
(2025)
In-depth ethnography in education as a resource for knowledge exchange.
(ESRC Education Research Programme (ERP). Knowledge Exchange in Education. Briefing Note
4
).
ESRC Education Research Programme (ERP): London, UK.
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Crawford, Helen;
(2025)
Should we teach Rosa Parks before or after The Great Fire of London?
Presented at: Historical Association Annual Conference 2025, Liverpool, UK.
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E
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Eleftheriadou, S.;
Gu, Q.;
Shao, X.;
(2025)
Developing and retaining talented mentors as the signature pedagogy for school leaders.
London Review of Education
, 23
(1)
, Article 19. 10.14324/LRE.23.1.19.
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Eynon, Rebecca;
Gordon, John;
Lundie, David;
Moss, Gemma;
(2025)
Why aren’t schools able to procure the technology they need to support high-quality teaching?
(ESRC Education Research Programmes
, pp. pp. 1-3
).
UCL (University College London): London, UK.
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F
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Fernandez, Sylvia;
Ang, Lynn;
Munoz-Chereau, Bernardita;
Davis, Dawn;
Dockrell, Julie E;
(2025)
Education and Cognition Workstream - Infographic Practice Toolkit - India.
UCL Institute of Education & ICMR-National Institute of Nutrition: London, UK.
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Fernandez Rao, Sylvia;
Ang, Lynn;
Munoz-Chereau, Bernardita;
Davis, Dawn;
Dockrell, Julie E;
(2025)
Practice Toolkit – India. England and Hyderabad.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Franks, Josh;
Merchant, Georgina;
Sappor, Gideon;
(2025)
Teaching using ability groups in English primary schools: The perspectives of university-based student teachers.
Teaching and Teacher Education
, 167
, Article 105198. 10.1016/j.tate.2025.105198.
(In press).
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G
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Gao, Jie;
Levy, Rachael;
Li, Minyi;
(2025)
Screen Hugs and Shared Songs: How the Mosaic Approach Helps Children’s Voices Travel 5,000 Miles.
[Digital scholarly resource].
https://www.eecera.org/general/eecera-conference-2...
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Godfrey, David;
Higham, Rupert;
Mincu, Monica;
(2025)
School Leadership in the Anthropocene: Four Pillars of an Intelligent, Humane Response.
The Educational Forum
10.1080/00131725.2025.2490934.
(In press).
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Godfrey, David;
Ito, Atsuya;
(2025)
International Knowledge Exchange: What can schools learn from each other?
(ESRC Education Research Programme (ERP). Knowledge Exchange in Education. Briefing Note
3
).
ESRC Education Research Programme (ERP): London, UK.
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Godfrey, David;
Munoz Chereau, Bernardita;
(2025)
International perspectives on signature pedagogies for school leaders: synthesis and discussion.
London Review of Education
, 23
(1)
, Article 24. 10.14324/LRE.23.1.24.
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Gu, Qing;
Seymour, Kathy;
Shao, Xin;
Eleftheriadou, Sofia;
Leithwood, Kenneth;
(2025)
Workload, Wellbeing, and Retention: Do NPQs Make a Difference?
Centre for Educational Leadership, UCL Institute of Education: London, UK.
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H
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Higham, Rupert;
Kitson, Alison;
Sharp, Sarah;
(2025)
‘What do I do? Save the environment or let children go hungry?’ Leading English schools at a time of climate crisis.
International Journal of Leadership in Education
10.1080/13603124.2025.2472393.
(In press).
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Higham, Rupert;
Mills, Martin;
Ebersöhn, Liesel;
(2025)
Reconceptualising social (in)justice for research in rural South African schools: the roles of space, place and collective response.
Compare
10.1080/03057925.2025.2571467.
(In press).
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M
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Manyukhina, Yana;
(2025)
Children's agency in England's primary schools: A case for structured freedom.
British Educational Research Journal
10.1002/berj.4182.
(In press).
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Marshman, Margaret;
McMaster, Natalie;
Scott, Joseph;
Siostrom, Erin;
Strachan, Amy;
(2025)
Examining STEM Education Policy.
Research in Integrated STEM Education
, 3
pp. 1-25.
10.1163/27726673-bja00028.
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Martin, Paul;
(2025)
Examining the relationship between ethnicity, school attainment and higher education participation in England.
Research Papers in Education
pp. 1-22.
10.1080/02671522.2025.2464737.
(In press).
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Mintz, Joseph;
(2025)
Response to Rakap et al. paper.
European Journal of Special Needs Education
10.1080/08856257.2025.2533570.
(In press).
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Mintz, Joseph;
Shiner, Richard;
(2025)
Careers guidance in specialist settings in England—Moving
towards career readiness? Findings from OFSTED research.
Journal of Research in Special Educational Needs
10.1111/1471-3802.70016.
(In press).
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N
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Nicholson, Phil;
Moss, Gemma;
(2025)
What matters in education? Briefing note #7: Democratic decision-making.
(What matters in education? Briefing note
7).
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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Nurji, Zainab Banu;
(2025)
“We have returned to a very different class”: A study exploring post-pandemic Teacher-Student Relationships in an Urban Post-92 university.
Doctoral thesis (Ph.D), UCL (University College London).
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O
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Outhwaite, LA;
(2025)
Understanding early inequalities: Multiple dimensions of children's developmental contexts predict age 3 outcomes.
British Journal of Developmental Psychology
10.1111/bjdp.12569.
(In press).
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Outhwaite, Laura;
Fischer, Natalie Marie;
Jusek, Anna;
Van Herwegen, Jo;
(2025)
Understanding the role of parental self-efficacy for supporting children’s early learning in the home mathematics environment.
Early Child Development and Care
10.1080/03004430.2025.2474668.
(In press).
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R
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Ranken, Emily;
Hacking, Charlotte;
Bradbury, Alice;
(2025)
What can teachers learn from multilingual children?
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Rao, Sylvia Fernandes;
Kulkarni, Bharati;
Kareddy, Shridevi;
Chereau, Bernardita Munoz;
Ang, Lynn;
Davis, Dawn;
Dockrell, Julie E;
(2025)
Exploring Learning Environments in Urban Anganwadis: Pathways to Early Childhood Development.
International Journal of Early Childhood
10.1007/s13158-025-00437-1.
(In press).
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S
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Salomon Lider, Shira;
(2025)
Reading between languages: How multilingual families practise, shape, and negotiate home literacies.
Doctoral thesis (Ph.D), UCL (University College London).
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Sappor, G.;
Franks, J.;
(2025)
The BAME awarding gap: understanding student perspectives.
London Review of Education
, 23
(1)
, Article 2. 10.14324/LRE.23.1.02.
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Stock, Nicola M;
Pearse, Lucy;
Murfett, Lucy;
Pearse, Kris;
Kearney, Anna;
Horton, Jo;
Hilton, Caroline;
(2025)
Surgery for Craniosynostosis: Developing a Psychosocial Booklet for Families.
The Journal of Craniofacial Surgery
, 36
(1)
pp. 26-29.
10.1097/SCS.0000000000010422.
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Stoll, Louise;
Robinson, Liz;
(2025)
Transforming Leadership Learning: Designing for Sustainable, Systemic Change: A Research Paper.
UCL Centre for Educational Leadership: London, UK.
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Strachan, Amy;
(2025)
A Review of “Living with the Anthropocene: Love, Loss and Hope in the Face of Environmental Crisis” - C. Muir, K. Wehner, & J. Newell (Eds.). (2020). Living with the Anthropocene: Love, Loss and Hope in the Face of Environmental Crisis. NewSouth Publishing.
Australian Journal of Environmental Education
, 41
(4)
pp. 1007-1009.
10.1017/aee.2024.76.
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U
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Uddin, Joshim;
(2025)
Understanding home-school partnerships following the impact of the COVID-19 pandemic.
Doctoral thesis (Ed.D), UCL (University College London).
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Y
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Yorke, Louise;
Araya, Mesele;
Chuta, Nardos;
Demisse, Abebech;
Rose, Pauline;
(2025)
The interaction between learning, mental health and wellbeing during the COVID-19 pandemic: A longitudinal mixed-methods study in Ethiopia.
International Journal of Educational Development
, 117
, Article 103352. 10.1016/j.ijedudev.2025.103352.
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