UCL Discovery
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Number of items: 10.


Billingsley, B; Hardman, MA; (2017) Epistemic insight and the power and limitations of science in multidisciplinary arenas. School Science Review , 99 (367) pp. 16-17. Green open access

Billingsley, B; Hardman, MA; (2017) Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas. School Science Review , 98 (365) pp. 57-58. Green open access


Francis, B; Archer, L; Hodgen, J; Pepper, D; Taylor, B; Travers, M-C; (2017) Exploring the relative lack of impact of research on 'ability grouping' in England: a discourse analytic account. Cambridge Journal of Education , 47 (1) pp. 1-17. 10.1080/0305764X.2015.1093095. Green open access

Francis, R; Connolly, P; Archer, L; Hodgen, J; Mazenod, A; Pepper, D; sloan, S; ... Travers, M; + view all (2017) Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students. International Journal of Educational Research , 86 pp. 96-108. 10.1016/j.ijer.2017.09.001. Green open access


Hardman, MA; (2017) The Matter of Learning: Reconsidering the theoretical basis of conceptual change research. In: Proceedings of the ESERA 2017 Conference. European Science Education Research Association (ESERA): Dublin, Ireland. Green open access

Hardman, MA; (2017) Models, matter and truth in doing and learning science. School Science Review , 98 (365) pp. 91-98. Green open access

Hardman, MA; Wilson, A; (2017) Complexity and the Characterisation of Learning. In: (Proceedings) BERA Philosophy of Education SIG: Complexity and Education, 26 July 2017, London, UK. British Educational Research Association: London, UK. Green open access


Taylor, R; Francis, R; (2017) Supporting schools with mixed attainment teaching practice. Research Intelligence , 2021 (132) pp. 10-11. Green open access

Taylor, R; Francome, T; Hodgen, J; (2017) Best practice in mixed attainment grouping. Mathematics Teaching , 258 pp. 35-39. Green open access


Wood, A; Dyer, E; (2017) Reframing Education and the Architecture of Added Value. Harvard Design Magazine , 2017 (44) pp. 108-115. Green open access

This list was generated on Mon Mar 27 02:45:31 2023 BST.