Browse by UCL Departments and Centres
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Up a levelGroup by: Author | Type
Jump to: Article | Report | Working / discussion paper | Conference item | Digital scholarly resource
Number of items: 25.
Article
Anders, J;
Burgess, S;
Portes, J;
(2022)
The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians.
Journal of Refugee Studies
, 34
(2)
pp. 1967-1998.
10.1093/jrs/feaa078.
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Anders, J;
Foliano, F;
Bursnall, M;
Dorsett, R;
Hudson, N;
Runge, J;
Speckesser, S;
(2022)
The Effect of Embedding Formative Assessment on Pupil Attainment.
Journal of Research on Educational Effectiveness
10.1080/19345747.2021.2018746.
(In press).
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Benhenda, A;
(2022)
Absence, substitutability and productivity: Evidence from teachers.
Labour Economics
, 76
, Article 102167. 10.1016/j.labeco.2022.102167.
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Henderson, Morag;
Anders, Jake;
Green, Francis;
Henseke, Golo;
(2022)
Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood.
Cambridge Journal of Education
pp. 1-15.
10.1080/0305764x.2022.2040951.
(In press).
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Macmillan, Lindsey;
Tominey, Emma;
(2022)
Parental inputs and socio-economic gaps in early child development.
Journal of Population Economics
(In press).
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Macmillan, Lindsey;
Wyness, Gill;
Anders, Jake;
Dilnot, Catherine;
(2022)
Grade Expectations: How well can past performance predict future grades?
Education Economics
10.1080/09645292.2022.2113861.
(In press).
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Murphy, Richard;
Wyness, Gillian;
(2022)
Testing Means-Tested Aid.
Journal of Labor Economics
10.1086/719995.
(In press).
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Sims, S;
Jerrim, J;
Taylor, H;
Allen, R;
(2022)
Is teaching bad for your health? New evidence from biomarker data.
Oxford Review of Education
, 48
(1)
pp. 28-45.
10.1080/03054985.2021.1908246.
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Sims, Sam;
Anders, Jake;
Inglis, Matthew;
Lortie-Forgues, Hugues;
(2022)
Quantifying “Promising Trials Bias” in Randomized Controlled Trials in Education.
Journal of Research on Educational Effectiveness
pp. 1-18.
10.1080/19345747.2022.2090470.
(In press).
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Sims, Samuel;
Anders, Jake;
Zieger, Laura;
(2022)
The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons.
Journal of Research on Educational Effectiveness
10.1080/19345747.2022.2051652.
(In press).
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Wyness, G;
Campbell, S;
Macmillan, L;
Murphy, R;
(2022)
Matching in the dark? Inequalities in student to degree match.
Journal of Labor Economics
, 40
(4)
pp. 807-850.
10.1086/718433.
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Zieger, Laura Raffaella;
Jerrim, J;
Anders, J;
Shure, N;
(2022)
Conditioning: how background variables can influence PISA scores.
Assessment in Education: Principles, Policy & Practice
, 29
(6)
pp. 632-652.
10.1080/0969594x.2022.2118665.
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Report
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Adali, Tugba;
Anders, Jacob;
Calderwood, Lisa;
Cullinane, Carl;
Hamlyn, Rebecca;
Kennett, Jonathan;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1: Data User Guide.
The Sutton Trust: London, UK.
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Centre for Education Policy and Equalising Opportunities;
(2022)
Centre for Education Policy and Equalising Opportunities: 2021 Impact Report.
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Cullinane, Carl;
Anders, Jacob;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Lockdown Learning.
(Wave 1 Initial Findings - Briefings
1
).
The Sutton Trust: London, UK.
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Green, Andrew;
Munoz-Chereau, Bernadita;
Gough, David;
Allen, Jerry;
de Genara, Alice;
Harkness, Fran;
Laybourne, Anne;
+ view all
(2022)
Report on the ISIKLE Project: Increasing and Evaluating Student Impact in Knowledge and Learning Exchange (ISIKLE).
(Occasional Paper, Centre for Learning and Life Chances
, pp. pp. 1-173
).
UCL Institute of Education: London, UK.
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Holt-White, Erica;
De Gennaro, Alice;
Anders, Jacob;
Cullinane, Carl;
Early, Erin;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Mental Health and Wellbeing.
(Wave 1 Initial Findings - Briefing
4
).
University College London (UCL); The Sutton Trust: London, UK.
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Montacute, Rebecca;
Holt-White, Erica;
Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Education Recovery and Catch Up.
(Wave 1 Initial Findings - Briefings
2
).
The Sutton Trust: London, UK.
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Outhwaite, Laura;
Early, Erin;
Herodotou, Christothea;
Van Herwegen, Jo;
(2022)
Can Maths Apps Add Value to Young Children's Learning? A Systematic Review and Content Analysis.
IOE, UCL's Faculty of Education and Society: London, UK.
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Yarde, James;
Shao, Xin;
Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Future Plans and Aspirations.
(Wave 1 Initial Findings - Briefings
3
).
The Sutton Trust: London, UK.
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Working / discussion paper
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Benhenda, Asma;
Sims, Sam;
(2022)
The effect of financial incentives on the retention of shortage-subject teachers: evidence from England.
(CEPEO Working Paper
22-04).
UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.
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Outhwaite, Laura;
Anders, Jake;
Van Herwegen, Jo;
(2022)
Mathematics Attainment Falls Behind Reading in the Early Primary School Years.
(CEPEO Working Paper Series
22-06).
UCL Centre for Education Policy & Equalising Opportunities: London, UK.
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Sims, Sam;
Fletcher-Wood, Harry;
O'Mara-Eves, Alison;
Cottingham, Sarah;
Goodrich, Josh;
Van Herwegen, Jo;
Anders, Jacob;
(2022)
Effective teacher professional development: new theory and a meta-analytic test.
(CEPEO Working Paper Series
22-02).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
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Conference item
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Outhwaite, Laura;
Early, E;
Herodotou, Christothea;
Van Herwegen, Jo;
(2022)
How to Add Value to Learning with Educational Maths Apps?
Presented at: IOE, UCL's Faculty of Education and Society, London, UK.
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Digital scholarly resource
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Outhwaite, Laura;
Ranzato, Erica;
Van Herwegen, Jo;
(2022)
Raising mathematical attainment from the Early Years.
[Digital scholarly resource].
https://my.chartered.college/impact_article/raisin...
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