Browse by UCL Departments and Centres
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Number of items: 25.
A
Anders, J;
(2020)
How should universities select students?
(CEPEO Briefing Note Series
8).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Anders, J;
Dilnot, C;
Macmillan, L;
Wyness, G;
(2020)
Grade Expectations: How well can we predict future grades based on past performance?
(CEPEO Working Paper
20-14).
Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.
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Anders, J;
Jerrim, J;
(2020)
Statistical Analysis Plan: Schools Partnership Programme.
Education Endowment Foundation: London, UK.
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Anders, J;
Macmillan, L;
(2020)
The unequal scarring effects of a recession on young people's life chances.
(CEPEO Briefing Note Series
6).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Anders, Jacob;
Dickerson, Andy;
Gregg, Paul;
Macmillan, Lindsey;
(2020)
Unemployment: The Coming Storm, Who Gets Hit, Who Gets Hurt, and Policy Remedies.
(CEPEO Working Paper Series
20-12).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
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Anders, Jake;
Green, Francis;
Henderson, Morag;
Henseke, Golo;
(2020)
Determinants of private school participation: all about the money?
British Educational Research Journal
, 46
(5)
pp. 967-992.
10.1002/berj.3608.
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Anders, J;
Has, S;
Jerrim, J;
Shure, N;
Zieger, L;
(2020)
Is Canada really an education superpower? The impact of non-participation on results from PISA 2015.
Educational Assessment, Evaluation and Accountability
10.1007/s11092-020-09329-5.
(In press).
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B
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Benhenda, Asma;
(2020)
Stay a Little Longer? Teacher Turnover, Retention and Quality in Disadvantaged Schools.
(CEPEO Working Paper
20-03).
UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.
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Burgess, S;
Dickson, M;
Macmillan, LA;
(2020)
Do selective schooling systems increase inequality?
Oxford Economic Papers
, 72
(1)
pp. 1-24.
10.1093/oep/gpz028.
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F
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French, B;
Outhwaite, LA;
Langley-Evans, SC;
Pitchford, NJ;
(2020)
Nutrition, growth, and other factors associated with early cognitive and motor development in Sub-Saharan Africa: a scoping review.
Journal of Human Nutrition and Dietetics
, 33
(5)
pp. 644-669.
10.1111/jhn.12795.
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H
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Has, Silvan;
Anders, Jacob;
Shure, Nikki;
(2020)
Monetary and time investments in children's education: how do they differ in workless households?
(CEPEO Working Paper Series
20-10).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
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J
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Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2020)
Context and Implications Document for: How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets.
Review of Education
, 8
(3)
pp. 690-692.
10.1002/rev3.3227.
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Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2020)
How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets.
Review of Education
, 8
(3)
pp. 659-689.
10.1002/rev3.3228.
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Jerrim, JP;
Sims, S;
(2020)
The association between attending a grammar school and children's socio-emotional outcomes.
British Journal of Educational Studies
, 68
(1)
pp. 25-42.
10.1080/00071005.2018.1518513.
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M
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Mintz, J;
Hick, P;
Solomon, Y;
Matziari, A;
Ó'Murchú, F;
Hall, K;
Cahill, K;
... Margariti, D; + view all
(2020)
The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?
Teaching and Teacher Education
, 91
, Article 103042. 10.1016/j.tate.2020.103042.
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Murphy, R;
Wyness, G;
(2020)
Minority Report: the impact of predicted grades on university admissions of disadvantaged groups.
Education Economics
, 28
(4)
pp. 333-350.
10.1080/09645292.2020.1761945.
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O
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Outhwaite, L;
(2020)
Inequalities in resources in the home learning environment.
(CEPEO Briefing Note Series
2).
Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.
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Outhwaite, L;
Gulliford, A;
(2020)
Academic and social and emotional interventions in response to COVID-19 school closures.
(CEPEO Briefing Note Series
5).
Centre for Education Policy and Equalising Opportunities, UCL Institute of Education: London, UK.
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Outhwaite, LA;
Gulliford, A;
Pitchford, NJ;
(2020)
Language counts when learning mathematics with interactive apps.
British Journal of Educational Technology
10.1111/bjet.12912.
(In press).
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P
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Price, S;
Yiannoutsou, N;
Johnson, R;
Outhwaite, L;
(2020)
Enacting elementary geometry: Participatory ‘haptic’ sense making.
Digital Experiences in Mathematics Education
10.1007/s40751-020-00079-z.
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S
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Sims, S;
Outhwaite, L;
Bennett, S;
(2020)
Using 'approach goals' to increase student motivation for independent study: a randomised controlled field trial.
Centre for Education Policy and Equalising Opportunity, UCL Institute of Education: London, UK.
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Sims, S;
(2020)
Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019).
Educational Researcher
, 49
(4)
pp. 289-290.
10.3102/0013189X19867931.
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Sims, S;
(2020)
Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility.
British Educational Research Journal
, 46
(2)
pp. 301-320.
10.1002/berj.3578.
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W
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Wright, H;
Carr, D;
Wiese, J;
Stokes, L;
Runge, J;
Dorsett, R;
Heal, J;
(2020)
Using Research Tools to Improve Language in the Early Years: Evaluation report and executive summary.
Education Endowment Foundation: London, UK.
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Wyness, G;
Murphy, R;
(2020)
What is the nature and extent of student–university mismatch?
IZA World of Labor
, 477
pp. 1-10.
10.15185/izawol.477.
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