2026

Dillon, Justin; Wong, Victoria; (2026) Learning from the past; thinking for the future: Reflections on STEM and its integration in formal and informal settings. International Journal of STEM Education (In press).

Puttick, Steve; Hammond, Lauren; Sammar, Iram; (2026) Decolonising geography education: Spaces, processes, politics and people. In: Kraftl, Peter and Holloway, Sarah L and Cheng, Yi'En and Kučerová, Silvie Rita, (eds.) Handbook on Geographies of Education - Elgar Handbooks in Education. Edward Elgar Publishing (In press).

2025

Bourn, D and Palser, R (Eds). (2025) Span the world with friendship: progressive education, internationalism and the Woodcraft Folk. [Book]. UCL Press: London.

Ahern, S; Bomford, K; Brown, N; Clarke, S; Clark, T; Cukurova, M; Holmes, W; + view all Ahern, S; Bomford, K; Brown, N; Clarke, S; Clark, T; Cukurova, M; Holmes, W; Knight, S; Lamont, A; Neumann, T; Pollock, L; Pradhan, U; Price, S; Ronca, F; Ceja, O; Svennevig, H; - view fewer (2025) AI and Technology Wearables Task and Finish Group Report and Recommendations. UCL Institute of Education (IOE): London, UK.

Akizuki, Y; Maeda, E; Okinaga, C; Sato, M; Mouri, Y; Takagishi, Y; Biswakarma, R; Akizuki, Y; Maeda, E; Okinaga, C; Sato, M; Mouri, Y; Takagishi, Y; Biswakarma, R; Harper, JC; - view fewer (2025) Experiences and evaluations of sex and reproductive health education, and fertility knowledge, among 18- to 19-year-old Japanese university students: a 2023 baseline survey. Sex Education 10.1080/14681811.2025.2523306. (In press).

Archer, Louise; Freedman, Esme; Chowdhuri, Meghna Nag; DeWitt, Jennifer; Gonzalez, Francisco Garcia; Liu, Qian; (2025) From STEM learning ecosystems to STEM learning markets: critically conceptualising relationships between formal and informal STEM learning provision. International Journal of STEM Education , 12 (1) , Article 22. 10.1186/s40594-025-00544-4.

Barnes, A; Barclay, N; Marks, R; (2025) SCHOOLS’ RATIONALES FOR DECISION-MAKING IN SELECTING PRIMARY MATHEMATICS CURRICULUM RESOURCES IN ENGLAND. In: Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1. (pp. pp. 91-98). PME

Ben Zvi Assaraf, Orit; Dawson, Vaille; Eilam, Efrat; Gokpinar, Tuba; Goldman, Daphne; Naugauker, Nofar; Eka Putri, Gusti Agung Paramitha; ... Dillon, Justin; + view all Ben Zvi Assaraf, Orit; Dawson, Vaille; Eilam, Efrat; Gokpinar, Tuba; Goldman, Daphne; Naugauker, Nofar; Eka Putri, Gusti Agung Paramitha; Subiantoro, Agung Wijaya; Tolppanen, Sakari; White, Peta; Widdop Quinton, Helen; Dillon, Justin; - view fewer (2025) Climate change education implementation: the voices of policymakers, professional development providers, and teachers in five countries. International Journal of Science Education , 47 (2) pp. 191-213. 10.1080/09500693.2024.2314572.

Boli, Despoina; (2025) GCSE Mathematics Resit Learners Engaging with Word Problems in Further Education: Experiences of Struggle, Confusion and Hope. Doctoral thesis (Ed.D), UCL (University College London).

Bourn, Douglas; McCahon, Deborah; (2025) Guest Editorial: Celebrating the Centenary of the Woodcraft Folk. Journal of Co-operative Studies , 58 (1) pp. 3-5.

Bui, Thi Ngoc; (2025) A Critical Examination of Curriculum Implementation in UK and Vietnamese Higher Education: A Multiple Case Study. Doctoral thesis (Ph.D), UCL (University College London).

Burakgazi, Sevinc Gelmez; Reiss, Michael J; (2025) Exploring creative thinking skills in PISA: an ecological perspective on high-performing countries. Frontiers in Psychology , 16 , Article 1554654. 10.3389/fpsyg.2025.1554654.

Burn, Hester; (2025) Essays on the economics of education. Doctoral thesis (Ph.D), University of Essex.

Chapman, Arthur; (2025) Why History Educa0on Ma3ers: Disciplinarity and Narra0ve Competence. In: Kokkinos, G and Lemonidou, E and Ksvikis, K, (eds.) Από την ιστορική εκπαίδευση Αποτιμήσεις και προοπτικές (τιμητικός τόμος για τη Μαρία Ρεπούση). ΠΕΔΙΟ: Athens, Greece.

Cheong, Mi; Cheong, Stella Micheong; (2025) The Dark Side of Social Media: Focused on the Malicious Comments in the Republic of Korea. Academy of Asian Business Review , 11 (1) pp. 41-59. 10.26816/aabr.11.1.202506.41.

Crisan, Cosette; Geraniou, Eirini; (2025) Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach. Educational Technology Research and Development 10.1007/s11423-025-10538-2. (In press).

Deng, Zongyi; (2025) Knowledge and curriculum: towards an educational and Didaktik/curriculum way of thinking and theorizing. Journal of Curriculum Studies , 57 (1) pp. 64-77. 10.1080/00220272.2025.2455690.

Deng, Zongyi; (2025) Social realism, knowledge and curriculum: furthering the conversation. Journal of Curriculum Studies , 57 (1) pp. 1-13. 10.1080/00220272.2025.2456954.

Deng, Zongyi; Chapman, Arthur; Gericke, Niklas; (2025) Powerful knowledge, school subjects and the curriculum: an international and comparative perspective. Journal of Curriculum Studies 10.1080/00220272.2025.2528744. (In press).

Dike-Oduah, Kanayochukwu; (2025) Tik-‘X’-ing the Assessment Box: A Qualitative Exploration of Students' Educational Assessment Experiences on TikTok and X (Twitter). Doctoral thesis (Ed.D), UCL (University College London).

Edwards, Rachael C; Perry, Joy; Walshe, Nicola; (2025) Socioeconomic Variation in Emotional, Cognitive, and Behavioural Engagement with the Climate Crisis in England: Perspectives for Education. Behavioral Sciences , 15 (4) , Article 407. 10.3390/bs15040407.

F. Correia, Catarina; (2025) Assessment Literacy and Critical Conciousness. Oxford Review of Education (In press).

F. Correia, Catarina; William, Dylan; (2025) Formative Assessment. In: Wyse, Dominic and Selwyn, Neil and Smith, Emma and Suter, Larry E, (eds.) The BERA-SAGE International Handbook of Research-Informed Education Policy and Practice. SAGE: London, UK.

Fraser-Pearce, Jo; Stones, Alexis; (2025) Developing the epistemic literacy of learners in Religious Education. In: Ubani, Martin, (ed.) The Palgrave Handbook of Religion in Public Education. Palgrave Macmillan (In press).

Gervinskas, Darius; Bastian, Jac; Svennevig, Hans; (2025) Citizenship Education for Trans Inclusion. International Journal of Human Rights Education , 9 (1)

Golding, Jennie; (2025) What does TIMSS 2023 tell us about England’s primary science? Primary Science , 186 pp. 27-31.

Golding, Jennie; (2025) Mid-secondary science in England in TIMSS 2023: what can we learn for the classroom? School Science Review , 106 (394) pp. 59-67.

Golding, Jennie; (2025) TIMSS 2023: key messages about year 9 science in England. School Science Review , 106 (394) pp. 7-9.

Golding, Jennie; (2025) The ethics of navigating curriculum implementation research in collaboration with edu-business: Challenges to openness, transparency and trustworthiness. Presented at: Centre for Qualitative Research symposium 2025: Transparency, Openness and Rigour, Bath, UK.

Golding, Jennie; Naicker, Suraiya; Shimwooshili-Shaimemanya, Cornelia; Kapenda, Hileni; Mavuru, Lydia; Pieniążek, Marghorita Anielka; (2025) Doctoral supervision : a bibliography of African perspectives. University of Johannesburg: Johannesburg, South Africa.

Guo, Bin; (2025) Investigating family interactions and collective knowledge production in a museum. Doctoral thesis (Ph.D), UCL (University College London).

Hale, Rebecca; (2025) Misconceptions and knowledge gaps in Holocaust education: considerations and challenges in the context of teaching aims and contemporary issues. Education Inquiry 10.1080/20004508.2025.2548662. (In press).

Hamity, Ayelen; (2025) Migrating Analysts, Analysing Migration Tracing Signifiers of People, Places, and Movement. Doctoral thesis (Ph.D), UCL (University College London).

Hammond, Lauren; (2025) Children’s rights in, and to, the city: everyday life, education and empowerment in London and Glasgow. Children's Geographies , 23 (2) pp. 257-275. 10.1080/14733285.2025.2499436.

Hardman, Mark; (2025) Theorisations of Teacher Agency: in Relations, Ecologies and Immanent Events. Journal of Philosophy of Education , Article qhaf035. 10.1093/jopedu/qhaf035. (In press).

Hargreaves, Eleanore; (2025) Parity-of-participation? Children’s comments on the Primary National Curriculum and Assessment in England from 2014 and into the future. In: Morris, Rebecca and Perry, Tom, (eds.) Education Policy 2010-2024. Routledge: London, UK. (In press).

Hargreaves, Eleanore; Buchanan, Denise; Quick, Laura; (2025) Children's Life-Histories in Primary Schools. Imagining Schooling as a Positive Experience. [Book]. Springer Nature: Cham, Switzerland.

Hargreaves, Eleanore; Elhawary, Dalia; Walshe, Nicola; Sheldrake, Richard; Perry, Joy; (2025) Climate change and sustainable development education in Egypt: Policy-relevant evidence from girls and their teachers in under-privileged urban primary schools in Egypt. UCL Centre for Climate Change and Sustainability Education, Institute of Education: London, UK.

Hargreaves, Eleanore; Quick, LAURA; Buchanan, DENISE; (2025) Shifting the focus: Seven recommendations from children highlighting conditions that enhance intentional engagement in curriculum-work and participatory wellbeing. Education 3-13 (In press).

Hargreaves, Eleanore; Quick, Laura; Buchanan, Denise; (2025) 'This is too boring': a life-history approach to primary pupils' distress and lack of motivation for school-work. Pastoral Care in Education 10.1080/02643944.2025.2454650. (In press).

Hargreaves, Eleanore; Walshe, Nicola; Elhawary, Dalia; Sheldrake, Richard; Perry, Joy; (2025) Climate Change and Sustainable Development (CCSD) Education in Egypt: Policy-relevant evidence from girls and their teachers in under-privileged urban primary schools in Egypt. UCL Centre for Climate Change and Sustainability Education: London, UK.

Hargreaves, Eleanore; Walshe, Nicola; Elhawary, Dalia; Sheldrake, Richard; Perry, Joy; (2025) Climate change and sustainable development education in Egypt: Policy-relevant evidence from girls and their teachers in under-privileged urban primary schools in Egypt (Arabic Version). UCL Centre for Climate Change and Sustainability Education, Institute of Education: London, UK.

Hernandez, Rafael; (2025) A case study of concerted cultivation: enrichment activities and middle-class families. Doctoral thesis (Ed.D), UCL (University College London).

Hetherington, Lindsay; Brandt, Harald; Chappell, Kerry; Dillon, Justin; Malmierca, María; (2025) Exploring the use of digital technologies for Ocean Literacy Education using a material-dialogic theoretical framework. Environmental Education Research (In press).

Johnson, Jo Anna Reed; Marston, Sarah; Happle, Andrew; Majid, Nasreen; (2025) Climate change and sustainability education framework: an opportunity for pre-service teaching. Cogent Education , 12 (1) , Article 2460412. 10.1080/2331186X.2025.2460412. (In press).

Kelly, Katherine Mary; (2025) Practitioners' understanding of validity in the context of comparative judgement: Implications for practice in standard setting for general qualifications in England. Doctoral thesis (Ph.D), UCL (University College London).

Khawaja, Amna; Puustinen, Mikko; Chapman, Arthur; Nordgren, Kenneth; (2025) Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland. Journal of Curriculum Studies 10.1080/00220272.2025.2482201. (In press).

Khazem, Dima; Reiss, Michael J; (2025) EcoHealth as a Curriculum Aim in Science Education. Research in Science Education 10.1007/s11165-025-10267-9. (In press).

Kilian, Katie; Perryman, Jane; Bradbury, Alice; Calvert, Graham; (2025) Fearing the ‘Clipboard Police’: Exploring How Marginalised Schools Experience Ofsted Inspections in an Era of Precarity. British Journal of Educational Studies pp. 1-20. 10.1080/00071005.2025.2489952. (In press).

Kitson, Alison; Phillips, Morgan; Dillon, Justin; (2025) The key contributions of subjects to climate change and nature education: a curriculum policy proposal. UCL Centre for Climate Change and Sustainability Education: London, UK.

Leaton Gray, Sandra; Edsall, Dominic; Parapadakis, Dimitris; (2025) AI-based digital cheating at university, and the case for new ethical pedagogies. Journal of Academic Ethics (In press).

Liang, Haiying; Reiss, Michael; Isaacs, Talia; (2025) Workplace English Language Needs for Medical Students in China Learning and Using English as Non-Native Speakers. Chinese Journal of Applied Linguistics , 48 (1) pp. 114-135. 10.1515/CJAL-2025-0108.

Liu, Zeyi; (2025) The experiences and career choices of female engineering undergraduate students at Chinese universities: an intersectional study of gender and social economic status. Doctoral thesis (Ph.D), UCL (University College London).

Lock, Simon; Jones, Emma; Hellyer, RJ; Armstrong, Eleanor; (2025) Understanding LGBTQ+ Staff Experiences at UCL: LESG REPORT 2025. UCL LGBTQ+ Equality Steering Group (LESG): London: UK.

Lodge, Wilton; Reiss, Michael J; Sheldrake, Richard; (2025) Students' experiences of investigative school science research projects. Research in Science and Technological Education 10.1080/02635143.2025.2487760. (In press).

Majid, Nasreen; (2025) Climate Change and Sustainability Education. Primary Mathematics (In press).

Markwick, Andy; Hayward, Jenny; (2025) Bouncing balls: a simple and fun activity to introduce scientific ideas and to practice mathematical skills in the early years. Primary Science , 184 pp. 7-9.

Markwick, Andy; Hilton, Caroline; (2025) Applying mathematical knowledge and skills to science: Investigating seeds. Primary Mathematics , 29 (2) pp. 3-6.

Millar, Victoria; Park, Wonyong; Dillon, Justin; (2025) The science curriculum: issues, tensions and future prospects. International Journal of Science Education 10.1080/09500693.2025.2504644. (In press).

Mills, David; Reiss, Michael; Campbell, Madeleine; (2025) Evidence-based veterinary medicine at 20 – a commentary on historical, philosophical, practical and ethical aspects. Veterinary Evidence , 10 (3) 10.18849/ve.v10i3.710.

Mills, Martin; Gandolfi, Haira E; Taylor, Becky; Tereshchenko, Antonina; Hardman, Mark; (2025) Developing environments for research engagement in English schools: Re-professionalising teachers’ work. Teaching and Teacher Education , 154 , Article 104874. 10.1016/j.tate.2024.104874.

Morgan, Candia; Adler, Jill; Österholm, Magnus; Bergqvist, Ewa; (2025) The construction of 'reasoning' in a KS3 textbook. In: Proceedings of the British Society for Research into Learning Mathematics 45 (1) March 2025. British Society for Research into Learning Mathematics (BSRLM) (In press).

Og, Nazmiye; (2025) Understanding and practicing teaching and assessing for progression in historical learning: Four case studies of English secondary schools. Doctoral thesis (Ph.D), UCL ( University College London).

Pearce, Andy; (2025) A New Schema for Cultural Memory: The Holocaust Galleries. In: Jaeger, Stephan and Bulgin, James, (eds.) The New Holocaust Galleries at the Imperial War Museum London: Conception, Design, Interpretation. De Gruyter: Berlin, Germany.

Reiss, Michael; (2025) Life as we know it? [Digital scholarly resource]. https://www.nuffieldbioethics.org/news-blog/life-a...

Reiss, Michael J; (2025) Flourishing as an educational aim: the case for school health education. Journal of Philosophy of Education , 59 (3-4) pp. 702-717. 10.1093/jopedu/qhaf029.

Revon, Gabriel; Reiss, Michael J; (2025) Principlism in Bioethics: How to Consolidate Autonomy? A Scoping Review. Bioethics Open Research , 3 (1) 10.12688/bioethopenres.17704.1.

Rider, Teremun Franklin-Jibri; (2025) The Case for Genomics: Introducing Elements of Emerging Science Research into Curriculum. Doctoral thesis (Ph.D), UCL (University College London).

Riding, Katherine; Yang, Yang; Clark-Wilson, Alison; Mavrikis, Manolis; Geraniou, Eirini; Crisan, Cosette; (2025) Rethinking Affordances and Feedback in AR Environments to Foster Richer Mathematical Inquiry: Lessons from Touch the Derivative. Digital Experiences in Mathematics Education 10.1007/s40751-025-00179-8. (In press).

Riordan, Sally; Higgins, Steve; (2025) Meta-Analysis in Education: history, purposes and challenges. In: Wyse, Dominic and Baumfield, Vivienne and Mockler, Nicole and Reardon, Martin, (eds.) The BERA-Sage Handbook of Research-Informed Education Practice and Policy: Understanding Research-Informed Education. SAGE Publishers: London, UK.

Ruhizat, Nur Hamizah Syahirah; Surif, Johari; Abdul Halim, Noor Dayana; Reiss, Michael; Habiddin, Habiddin; (2025) A Systematic Literature Review on Visualisation Skills for Understanding Science. Journal of Advanced Research in Applied Sciences and Engineering Technology , 56 (1) pp. 180-190. 10.37934/araset.55.2.303313.

Rushton, EAC; Walshe, N; Johnston, BJ; (2025) Towards justice-oriented climate change and sustainability education: Perspectives from school teachers in England. Curriculum Journal 10.1002/curj.322. (In press).

Rushton, Elizabeth; Walshe, Nicola; Kitson, Alison; Sharp, Sarah; (2025) Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England. Journal of Professional Capital and Community , 10 (1) pp. 79-92. 10.1108/jpcc-06-2024-0093.

Rushton, Elizabeth AC; Walshe, Nicola; (2025) Curriculum making and climate change and sustainability education: a case study of school teachers’ practices from England, UK. Environmental Education Research pp. 1-15. 10.1080/13504622.2025.2471990. (In press).

Salema, Y.; (2025) Book review: Early Childhood in the Anglosphere: Systemic failings and transformative possibilities, by Peter Moss and Linda Mitchell. [Review]. London Review of Education , 23 (1) , Article 1. 10.14324/LRE.23.1.01.

Salema, Yaspia; (2025) Agile Agency: Applying its Three Principles to Calibrate Adult Lenses While Supporting Young Children's Spontaneous Agency. Children & Society 10.1111/chso.12957. (In press).

Scott, David; (2025) On learning, volume 3: knowledge, curriculum and ethics. [Book]. UCL Press: London.

Shaby, Neta; Dillon, Justin; Peleg, Ran; Assaraf, Orit Ben-Zvi; Pattison, Scott; Pierroux, Palmyre; Barzilay, Maya; ... Contreras, Diana; + view all Shaby, Neta; Dillon, Justin; Peleg, Ran; Assaraf, Orit Ben-Zvi; Pattison, Scott; Pierroux, Palmyre; Barzilay, Maya; Grenon, Muriel; Steier, Rolf; Svarovsky, Gina N; Ramos-Montanez, Smirla; Wagner, Catherine; Quijano, María; Corbett, Amy; López Burgos, Viviana; Contreras, Diana; - view fewer (2025) Telling tales: the use of narratives in informal STEM settings. Research in Science and Technological Education 10.1080/02635143.2025.2469065.

Shah, Qasir; (2025) More Than a Self: On Being – and Becoming – Jūnzǐ. Doctoral thesis (Ph.D), UCL (University College London).

Shah, Qasir; (2025) The “Uncritical” Chinese Student: A Western Colonial Narrative? Dao 10.1007/s11712-025-09999-2. (In press).

Sheldrake, Richard; Walshe, Nicola; Hargreaves, Eleanore; (2025) Agentic action as an aim for sustainability education: views from secondary school teachers in England. Environmental Education Research 10.1080/13504622.2025.2464240. (In press).

Simsek, Ali; Clark-Wilson, Alison; Bretscher, Nicola; Hoyles, Celia; (2025) Exploring mathematics teachers’ integration of technology into classroom teaching practice: a focus on geometric similarity. International Journal of Mathematical Education in Science and Technology 10.1080/0020739x.2025.2469865. (In press).

Smail, Amy; (2025) ‘Knowing your roots’: Primary school teachers’ understandings of citizenship and the role of African Indigeneity in Accra, Ghana. Research in Comparative and International Education , Article 17454999251359206. 10.1177/17454999251359206. (In press).

Svennevig, Hans; (2025) Supporting Young Citizens. Teach Secondary , 14 (3) pp. 62-63.

Svennevig, Hans; (2025) Embedding disaster and climate education within curricula. [Digital scholarly resource]. https://blogs.ucl.ac.uk/ioe/2025/03/31/embedding-d...

Taylor, Becky; Conn, Carmel; Brychan, Anna; Siôn ap Gruffudd, Gwilym; Thomas, Laurence; Jones, Iain; (2025) Astudiaeth gwmpasu ar gyfer ymarfer addysgu cyrhaeddiad cymysg mewn ysgolion yng Nghymru. Welsh Government: Cardiff, UK.

Taylor, Becky; Conn, Carmel; Brychan, Anna; Siôn ap Gruffudd, Gwilym; Thomas, Laurence; Jones, Iain; (2025) Scoping study for mixed attainment teaching practice in schools in Wales. Welsh Government: Cardiff, UK.

Tillin, Jane; Green, Jasper; (2025) Update 3: Mentoring with IOE on our Primary and Secondary PGCE Programmes. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/

Westbury, Ian; Deng, Zongyi; (2025) Mass upper-secondary and tertiary education: the consequences for schooling and the curriculum. Journal of Curriculum Studies pp. 1-5. 10.1080/00220272.2025.2537766.

Xu, Shiyu; (2025) Scientific Creativity in a Chinese Upper Secondary School: An Inquiry-based Teaching Intervention. Doctoral thesis (Ph.D), UCL (University College London).

Xu, Shiyu; Reiss, Michael J; Lodge, Wilton; (2025) Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students. Creativity Research Journal pp. 1-18. 10.1080/10400419.2024.2448995. (In press).

Young, Sara; Buchanan, Denise; Girling, Agnes; (2025) Supervising sensitive Masters dissertation research: challenges and mitigation strategies. Higher Education Research & Development 10.1080/07294360.2025.2462022. (In press).

Yu, X; Reiss, MJ; (2025) Why do victims remain silent? An ethical reflection on the phenomenon of school bullying in China. Ethics and Education 10.1080/17449642.2025.2503641. (In press).

Yu, Xiaoting; Reiss, Michael J; (2025) Understanding and cultivation of nature connectedness in China: An analysis of national moral education school textbooks for primary students. Journal of Moral Education pp. 1-24. 10.1080/03057240.2025.2474437. (In press).

2024

Academic Network on Global Education & Learning (ANGEL) (Ed). (2024) Global Education Digest 2023. Development Education Research Centre, UCL Institute of Education: London, UK.

Scott, David (Ed). (2024) On Learning, Volume 2: Philosophies, concepts and practices. [Book]. UCL Press: London, UK.

Hansen, Jesper and Campbell, Kristyna and Anderson, Nicole and Clark, Lauren and Kunz, Sarah and Standen, Alex and Lowe, Thomas (Eds). (2024) Postgraduate Pedagogies Journal Vol. 4 No. 1. [Whole issue]. Postgraduate Pedagogies Journal , 4 (1).

Altunbas, H.G.; Mulcahy, M.; Reiss, M.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.

Anders, Jake; Hodgen, Jeremy; Taylor, Becky; Bretscher, Nicola; (2024) The Student Grouping Study: investigating the effects of setting and mixed attainment grouping Statistical Analysis Plan. Education Endowment Foundation: London, UK. (In press).

Baccaglini-Frank, Anna; Geraniou, Eirini; Hoyles, Celia; Noss, Richard; (2024) How Learning to Speak the Language of a Computer-Based Digital Environment Can Plant Seeds of Algebraic Generalisation: The Case of a 12-Year-Old Student and eXpresser. Education Sciences , 14 (4) , Article 409. 10.3390/educsci14040409.

Barnes, ME; Aini, RQ; Collins, JP; Dunk, RDP; Holt, EA; Jensen, J; Klein, JR; ... Brownell, SE; + view all Barnes, ME; Aini, RQ; Collins, JP; Dunk, RDP; Holt, EA; Jensen, J; Klein, JR; Misheva, T; Nadelson, LS; Reiss, MJ; Romine, WL; Shtulman, A; Townley, AL; Wiles, JR; Zheng, Y; Brownell, SE; - view fewer (2024) Evaluating the current state of evolution acceptance instruments: a research coordination network meeting report. Evolution: Education and Outreach , 17 (1) , Article 1. 10.1186/s12052-024-00194-0.

Beaney, Michael; (2024) “Not hired, but hosted”: The identities of displaced academics in UK higher education institutions. Doctoral thesis (Ed.D), UCL (University College London).

Berger Correa, Bárbara Claudia; (2024) Flirting Matters: Exploring Material-Discursive and Affective Intra-actions in Flirting Among Teenagers in the Context of the Chilean Feminist Movement. Doctoral thesis (Ph.D), UCL (University College London).

Biswakarma, Rina; Maslowski, Katherine; Reiss, Michael J; Harper, Joyce C; (2024) Parenthood intentions of 16-18-year-olds in England: a survey of school students. Human Fertility , 27 (1) , Article 2310639. 10.1080/14647273.2024.2310639.

Boli, Despoina; Golding, Jenefer; (2024) Mathematics GCSE resit students: heterogeneous patterns of affect, participation and attainment. In: Proceedings of the British Society for Research into Learning Mathematics. (pp. pp. 1-6). BSRLM

Bourn, Douglas; (2024) International Global Education Policy and Practice: Lessons From and For Ireland. In: Dillon, Eilish and Gaynor, Niamh and McCann, Gerald and McCloskey, Stephen, (eds.) Global Education in Ireland. (pp. 120-128). Bloomsbury Academic: London, UK.

Bourn, Douglas; (2024) Global Education in the UK. In: Wegimont, Liam and Scheunpflug, Annette, (eds.) Global Education in Europe: National Histories. (pp. 284-323). GENE – Global Education Network Europe: Dublin, Ireland.

Boylan, Mark; Hongjuan, Zhu; Jacques, Laurie; Birkhead, Amy; Rempe-Gillen, Emma; (2024) Secondary maths practice review. Education Endowment Foundation: London, UK.

Bozkurt, Gülay; Abboud, Maha; Bretscher, Nicola; Mesa, Vilma; Simsek, Ali; (2024) Theorizing Teachers’ Practices with Digital Technologies Within Mathematical Domains and Contexts. In: Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeff, (eds.) Handbook of Digital Resources in Mathematics Education. Springer: Cham, Switzerland.

Brignell, Christopher; Noyes, Andrew; Jacques, Laurie; (2024) The mathematics pipeline in England: inclusion and the excellence stream. Teaching Mathematics and its Applications: An International Journal of the IMA , Article hrae005. 10.1093/teamat/hrae005. (In press).

Brooks, Clare; Perryman, Jane; (2024) Teacher recruitment policies: accelerating issues of spatial justice in England. Asia-Pacific Journal of Teacher Education , 52 (3) pp. 301-315. 10.1080/1359866X.2024.2324352.

Bungay, H; Walshe, N; Dadswell, A; (2024) Mobilising volunteers to deliver a school-based arts-in-nature practice to support children’s mental health and wellbeing: a modified e-Delphi Study with primary school staff. Cogent Education , 11 (1) , Article 2298047. 10.1080/2331186X.2023.2298047.

Burn, H; Fumagalli, L; Rabe, B; (2024) Stereotyping and ethnicity gaps in teacher assigned grades. Labour Economics , 89 , Article 102577. 10.1016/j.labeco.2024.102577.

Burn, Hester; (2024) A Qualified Disaster: Allocating Student Grades During Covid-19. In: Levinson, Meira and Geron, Tatiana and O’Brien, Sara and Reid, Ellis, (eds.) Educational Equity in a Global Context: Cases and Conversations in Educational Ethics. (pp. 57-78). Bloomsbury Academic: London, UK.

Campbell, Kristyna; Clark, Lauren; Hansen, Jesper; Lowe, Thomas; Standen, Alex; (2024) Introduction: Volume 4. Postgraduate Pedagogies Journal , 4 (1) pp. 17-23.

Chapman, Arthur; (2024) Nationalising the curriculum 1991-2013: The English National Curriculum as a roman national. Passato e Presente , XLII (123) pp. 90-113. 10.3280/PASS2024-123006.

Chapman, Arthur; (2024) Historical Interpretation as the Foundational Concept for History Education. Revista de Historia , 31 , Article hc380. 10.29393/RH31-2HIAC10002.

Chapman, Arthur; (2024) Body, Form, Spirit and Schema Theory: Some Reflections on History Education. Teaching History , 58 (3) pp. 4-8.

Chapman, Arthur; (2024) Connaître l’histoire : réflexions sur la tradition disciplinaire en Angleterre. Diversité , 204 10.35562/diversite.4486.

Clark, Lauren; (2024) Enabling Students to Flow in UK Higher Education. Teaching and Learning Together in Higher Education , 1 (42) , Article 8.

Clark, Lauren; (2024) Snapshots. Teaching and Learning Together in Higher Education , 1 (42) , Article 9.

Crisan, Cosette; Liu, Bohan; Zhongtian, Ji; Guo, Kan; (2024) Exploring Joint Reflections in ‘Mathematics Teacher Educator - School Mentor-Student Teacher’ Triads: Case Studies from England and China. In: Fujita, Taro, (ed.) Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics (BSRLM): UK.

Dadswell, Anna; Bungay, Hilary; Acton, Faye; Walshe, Nicola; (2024) Branching out: mobilizing community assets to support the mental health and wellbeing of children in primary schools. Frontiers in Public Health , 12 , Article 1386181. 10.3389/fpubh.2024.1386181.

Davies, Ben; Crisan, Cosette; Geraniou, Eirini; Smart, Teresa; (2024) A Department-Wide Transition to a New Mode of Computer-Aided Assessment Using STACK. International Journal of Research in Undergraduate Mathematics Education 10.1007/s40753-024-00251-5. (In press).

Deng, Zongyi; (2024) Educational Studies, Pedagogy and Education as a Discipline. British Journal of Educational Studies pp. 1-21. 10.1080/00071005.2024.2418585. (In press).

Deng, Zongyi; (2024) Foreword. In: Vollmer, Helmut Johannes and Rothgangel, Martin, (eds.) General Subject Didactics: Comparative Insights into Subject Didactics as Academic Disciplines. Waxmann: Münster, Germany.

Duncan, RG; Krishnamoorthy, R; Harms, U; Haskel-Ittah, M; Kampourakis, K; Gericke, N; Hammann, M; ... Yarden, A; + view all Duncan, RG; Krishnamoorthy, R; Harms, U; Haskel-Ittah, M; Kampourakis, K; Gericke, N; Hammann, M; Jimenez-Aleixandre, M; Nehm, RH; Reiss, MJ; Yarden, A; - view fewer (2024) The sociopolitical in human genetics education. Science , 383 (6685) pp. 826-828. 10.1126/science.adi8227.

Edsall, Dominic G; (2024) Social Identities in Transition within the University: EFL Teachers Negotiating Learner Autonomy within Japanese Higher Education. Doctoral thesis (Ph.D), UCL (University College London).

Efthymiou, Giannis Stefanos; (2024) Global Learning in Greek primary schools: teachers' struggle for possibilities of change. Doctoral thesis (Ph.D), UCL (University College London).

Fletcher, T; Ní Chróinín, D; Dillon, M; Beckey, A; Bowles, R; Hamblin, D; Harrison, L; Fletcher, T; Ní Chróinín, D; Dillon, M; Beckey, A; Bowles, R; Hamblin, D; Harrison, L; Kitching, N; - view fewer (2024) Learning about meaningful physical education in physical education teacher education: two case studies of sustained implementation. Curriculum Studies in Health and Physical Education 10.1080/25742981.2024.2442926. (In press).

Fraser-Pearce, Jo; Stones, Alexis; (2024) Tackling social injustice through developing epistemic literacy in Religious Education: Findings and recommendations from an empirical study. Culham St Gabriel's, Oxford, UK.

Freeman, Denise; Hammond, Lauren; Mayo-Hollaway, Chantal; Morgan, Alun; Sinclair, Daryl; Walker, Catherine; Willy, Tessa; (2024) Opportunities, complexities, and challenges in collaboration between school and university geography. [Digital scholarly resource]. https://ga-blog.org/2024/07/03/opportunities-compl...

Gelmez Burakgazi, Sevinç; Reiss, Michael J; (2024) Perceptions of Sustainability among Children and Teachers: Problems Revealed via the Lenses of Science Communication and Transformative Learning. Sustainability , 16 (11) , Article 4742. 10.3390/su16114742.

Geraniou, eirini; Crisan, Cosette; (2024) Assessment of students’ learning mathematics with technology using video-based activities in an online course. In: Iannone, P and Moons, F and Drüke-Noe, C and Geraniou, E and Morselli, F, (eds.) Proceedings of the 14thERME Topic Conference FAME. (pp. pp. 122-125). Utrecht University & ERME: Utrecht, The Netherlands.

Geraniou, Eirini; Jankvist, Uffe; Elicer, Raimundo; Tamborg, Andreas; Misfeldt, Morten; (2024) Towards a definition of “mathematical digital competency for teaching. ZDM – Mathematics Education 10.1007/s11858-024-01585-9. (In press).

Glegg, Anna Kia Polly; (2024) Heroism, complexity and core tensions: An appreciative exploration of schools as teacher learning environments within the Teach First Training Programme. Doctoral thesis (Ed.D), UCL (University College London).

Golding, Jenefer; (2024) The Development of Teachers of Mathematics in Sub-Saharan Africa: Reflections on Moving Forward with Confidence. In: Luneta, Kakoma and Schaeffer, Mark, (eds.) Mathematics Teacher Training and Development in Africa: Trends at Primary and Secondary School. (pp. 253-269). Springer: Cham, Switzerland.

Golding, Jenefer; (2024) Sustainable, affordable and transferable approaches to experienced doctoral supervisor development. International Journal for Academic Development 10.1080/1360144X.2024.2400147. (In press).

Golding, Jenefer; (2024) What do heterarchical social network approaches to policy research have to offer IRME? In: Drijvers, P and Csapodi, C and Palmér, H and Gosztonyi, K and Kónya, E, (eds.) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). (pp. pp. 4300-4307). Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.

Golding, Jenefer; (2024) Ethical issues in researching Higher Education teaching and learning: what’s the same as, and what’s different from, close-to- practice research in other phases of education? In: Camtree: The Cambridge Teacher Research Exchange. (pp. pp. 1-11). : Cambridge, UK.

Golding, Jenefer; Ince, Amanda; (2024) Ethical Issues in Researching Higher Education Teaching and Learning. Encyclopedia (2024) , 4 (3) pp. 1147-1162. 10.3390/encyclopedia4030074.

Golding, Jennie; (2024) Academics engaging in formative peer assessment of reflective scholarly accounts of doctoral supervision. In: Hatzipanagos, S and Pachler, N, (eds.) Proceedings of the 18th Research in Distance Education Conference (RIDE 2024). Research in Distance Education Conference (RIDE): London, UK.

Golding, Jennie; (2024) Teachers, Learners and Edu-Business Co-Constructing Mathematics Curriculum Implementation: An Insider's Lens in Cross-Phase Longitudinal Research. Education Sciences , 14 (12) , Article 1322. 10.3390/educsci14121322.

Golding, Jennie; Richardson, Mary; Isaacs, Tina; Barnes, Iain; Wilkinson, David; Swensson, Christina; Maris, Robbie; (2024) Trends in International Mathematics and Science Study (TIMSS) 2023: National report for England. Department for Education: London, UK.

Green, Jasper; (2024) Update 2: Partnering with IOE from September 2024 on our Primary and Secondary PGCE Programmes. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...

Greer, K.; Walshe, N.; Kitson, A.; Dillon, J.; (2024) Responding to the environmental emergency through education: the imperative for teacher support across all subjects. UCL Open: Environment , 6 , Article 8. 10.14324/111.444/ucloe.1987.

Guo, Bin; (2024) “We’re Very Relieved to Be Coming Back”: Families Navigating Museum Visits under the Impact of Covid-19. Journal of Education in Museums (43) pp. 40-53.

Hale, Rebecca; Soper, Corey; (2024) The valuable contribution Citizenship education can make to learning about the Holocaust. Teaching Citizenship , 59 pp. 46-49.

Hammond, Lauren; Fargher, Mary; Walshe, Nicola; (2024) Geography teacher educators’ perspectives oneducation for sustainability: identity and agency in aperiod of rapid education policy change in England. International Research in Geographical and Environmental Education 10.1080/10382046.2024.2426476. (In press).

Hammond, Lauren; Freeman, Denise; (2024) Geography, education and citizenship: Engaging with children’s rights in, and to, the city in London. Geography , 110 (1) pp. 16-25. 10.1080/00167487.2025.2437948.

Hammond, Lauren; Healy, Grace; Bladh, Gabriel; Tani, Sirpa; (2024) Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden. Journal of Curriculum Studies 10.1080/00220272.2024.2420366. (In press).

Hammond, Lauren; Krishnamurthy, Sukanya; (2024) Geographies of Children. In: Warf, Barney, (ed.) The Encyclopedia of Human Geography. (pp. 1-4). Springer: Cham, Switzerland.

Hammond, Lauren; Qurike, William; Curley, Angela; Milne, John; (2024) Geography in the Broad General Education in Scotland: Tensions, opportunities and suggestions for the future. Teaching Geography , 49 (2) p. 69.

Hargreaves, Eleanore; Lally, Brian; Akar, Bassel; Al-Waeli, Jumana; Costello, Jasmine; (2024) Schooling for Refugee Children: A social justice perspective informed by children from Syria. UCL Press: London, UK.

Hargreaves, Eleanore; Quick, Laura; Buchanan, Denise; (2024) Children who experience misrecognition in primary education: A social justice perspective. British Educational Research Journal (BERJ) , 50 (4) pp. 1898-1916. 10.1002/berj.4006.

Hayes, Sarah; Jopling, Michael; Connor, Stuart; Johnson, Matt; Riordan, Sally; (2024) 'Making you Aware of your Own Breathing': Human Data Interaction, Disadvantage and Skills in the Community. Postdigital Science and Education , 6 pp. 627-642. 10.1007/s42438-023-00446-0.

Healy, Grace; Hammond, Lauren; (2024) Navigating personal and disciplinary frontiers: Engaging with undergraduate geography students' reflections on their geographical education. Journal of Geography in Higher Education 10.1080/03098265.2024.2403078. (In press).

Healy, Grace; Mitchell, David; Walshe, Nicola; (2024) Climate Change, Sustainability, and Education: Conceptions of Teachers of Geography in England. Sustainability , 16 (16) , Article 7213. 10.3390/su16167213.

Healy, Grace Ellen; (2024) Rendering visible teachers' intellectual work: an examination of the recontextualisation of knowledge through geography teachers' professional practice. Doctoral thesis (Ph.D), UCL (University College London).

Hodgen, Jeremy; Coe, Robert; Brown, Margaret; Küchemann, Dietmar; (2024) Educational performance over time: changes in mathematical attainment between 1976 and 2009 in England. Implementation and Replication Studies in Mathematics Education , 4 (1) pp. 83-124. 10.1163/26670127-bja10018.

Hodgen, Jeremy; Marks, Rachel; Geraniou, Eirini; Bretscher, Nicola; Jacques, Laura; (2024) Effective approaches to teaching mathematics in Key Stages 3 and 4. Protocol for a systematic review and meta-analysis. Education Endowment Foundation (EEF): London, UK.

Hodgen, Jeremy; Marks, Rachel; Geraniou, Eirini; Bretscher, Nicola; Jacques, Laurie; (2024) Effective approaches to teaching mathematics in Key Stages 3 and 4: Protocol for a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols

Hodgen, Jeremy; Taylor, Becky; Anders, Jake; Tereshchenko, Antonina; Jacques, Laurie; (2024) The Student Grouping Study: Evaluation Study Plan. Education Endowment Foundation: London, UK. (In press).

Howell, John; (2024) From group work to teamwork: The experiences of Romanian students undertaking assessed group work on UK higher education programmes. Doctoral thesis (Ed.D), UCL (University College London).

Hu, Ruolin; Young, Sara; (2024) Taught postgraduate student views towards research ethics and the ethics approval procedure: findings from a pilot study. Presented at: Ethics and Practice As Research (PAR) with Children and Young People: Understanding, Principles, and Implications, London, UK.

Insley, Kim; (2024) Whole-school nurture: a theoretical reflection with some practical solutions. The International Journal of Nurture in Education , 10 pp. 7-22.

IOE Impact Stories; (2024) IOE Impact Stories 2024: Developing a new cohort of researchers. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/research/engagement-and-...

Isaacs, Tina; Golding, Jenefer; Richardson, Mary; (2024) England. In: Reynolds, KA and Aldrich, CEA and Bookbinder, A and Gallo, A and von Davier, M and Kennedy, A, (eds.) TIMSS 2023 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. (pp. 1-17). Boston College, TIMSS & PIRLS International Study Center: Chestnut Hill, MA, USA.

Jacques, Laurie; Joubert, Marie; (2024) A vision for meaningful data education across the four nations of the UK. Joint Mathematical Council of the UK (JMC): London, UK.

Jones, Alice; McCulloch, Steven P; Reiss, Michael J; (2024) Stakeholder perceptions of primary school education about food sustainability and farm animal welfare in England. Research in Science and Technological Education 10.1080/02635143.2024.2335229. (In press).

Khawaja, Jaspar; Bagley, Christopher; Taylor, Becky; (2024) Breaking the Silence: Critical discussion of a youth participatory action research project. JCPP Advances , Article e12283. 10.1002/jcv2.12283. (In press).

Kitson, Alison; Greer, Kate; Morse, Elizabeth; Baldwin, Patrice; Tipton, Jessica; Prasad, Georgia; (2024) The role of subjects and subject associations in climate change and sustainability education in England. UCL Centre for Climate Change and Sustainability Education: London, UK.

Kitson, Alison; Greer, Kate; Walshe, Nicola; Sheldrake, Richard; Dillon, Justin; (2024) CURRICULUM AND ASSESSMENT REVIEW: Call for evidence | CCCSE Response. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Kos, Marjanca; Tunnicliffe, Sue Dale; Praprotnik, Luke; Torkar, Gregor; (2024) Learning Biology in the Early Years Through Nature Play in the Forest: An Exploratory Study from Slovenia. In: Korfiatis, Kostas and Grace, Marcus and Hammann, Marcus, (eds.) Shaping the Future of Biological Education Research. Springer: Cham, Switzerland.

Leaton Gray, Sandra; (2024) Die Ethik der KI in Universitäten: Im Spannungsfeld zwischen Qualität, Identität und Privatsphäre [= The Ethics of AI in Universities: Navigating Privacy Concerns]. In: Schork, Sabrina, (ed.) Vertrauen in Künstliche Intelligenz [=Trust in AI: A multi-perspective view]. (pp. 119-137). Springer Vieweg: Wiesbaden, Germany.

Leaton Gray, Sandra; (2024) Pedagogies of identity: the formation and reformation of the European Schools. In: Coutaz, Raphaëlle Ruppen and Paoli, Simone, (eds.) Building Europe Through Education, Building Education Through Europe: Actors, Spaces and Pedagogies in a Historical Perspective. (pp. 53-67). Routledge: Abingdon, UK.

Leaton Gray, Sandra; (2024) Pedagogies of Identity. The Formation and Reformation of the European Schools. In: Building Europe Through Education, Building Education Through Europe. Actors, Spaces and Pedagogies in a Historical Perspective. (pp. 53-67). Routledge: London, UK.

Leaton Gray, Sandra; Cukurova, Mutlu; (2024) Teacher alchemy? The potential for combining digital and social methodologies in supporting learners in the humanities and social sciences. Cogent Education , 11 (1) , Article 2420416. 10.1080/2331186x.2024.2420416.

Liang, Haiying; (2024) Enhancing EMP Training for Chinese Medical Students: A Study of a Prestigious Urban University. Doctoral thesis (Ph.D), UCL (University College London).

Lindon-Morris, Alexander; (2024) Overseas Students from Mainland China in British Boarding Schools: A Children's Rights Perspective. Doctoral thesis (Ed.D), UCL (University College London).

Loo, Sai; (2024) What next after the political turmoil of the past 14 years for vocational/occupational education? FE News

Magnússon, ÓÖ; Ragnarsdóttir, G; Reiss, MJ; Björnsdóttir, A; (2024) A place for Basil Bernstein in the field: How applicable is Basil Bernstein's theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic? European Educational Research Journal 10.1177/14749041241235974. (In press).

Majid, Nasreen; (2024) Working with teachers and pupils to develop climate education. Presented at: Green Space Conference, University of Warwick, Warwick, UK.

Marks, Rachel; (2024) Not so fast: (re)finding yourself and our children in a world ruled by immediacy. Forum , 66 (1) pp. 138-141. 10.3898/forum.2024.66.1.14.

Markwick, A; Reiss, MJ; (2024) Reconceptualising the school curriculum to address global challenges: Marrying aims-based and ‘powerful knowledge’ approaches. Curriculum Journal 10.1002/curj.258. (In press).

Markwick, Andy; (2024) Teaching Sustainability with Rock, Soils, Flora and Fauna. Teaching Times

Markwick, Andy; (2024) How to teach Chromatography at Post-16. [Digital scholarly resource]. https://edu.rsc.org/story.aspx?storyCode=4019097&p...

Markwick, Andy; Hayward, Jenny; (2024) Bouncing balls: a simple and fun activity to introduce scientific ideas and to practice mathematical skills in the early years. Primary Science (183) pp. 9-11.

Markwick, Andy; Hayward, Jenny; (2024) Using mathematical skills to explore forces. Primary Science , 3 pp. 9-11.

Markwick, Andy; Reiss, MIchael; (2024) A school curriculum to address global challenges: bringing together aims-based education and powerful knowledge. Forum , 66 (2) pp. 79-89. 10.3898/forum.2024.66.2.10.

Maslowski, K; Biswakarma, R; Reiss, MJ; Harper, JC; (2024) What have 16- to 18-year-olds in England learnt about reproductive health? A survey of school students. Health Education Journal , 83 (2) 10.1177/00178969241227314. (In press).

McCarthy, Francesca; (2024) (Mis)recognising the symbolic violence of academically selective education in England: a critical application of Bourdieusian analysis to pupils’ lived experiences. Critical Studies in Education 10.1080/17508487.2024.2409672. (In press).

McIvor, Nicholas; Hodgen, Jeremy; Loo, Sai; (2024) Analysing improvisation in the mathematics classroom. In: Proceedings of the 13th Congress of the European Society for Research in Mathematics Education (CERME13). CERME (In press).

Montemurro, David; (2024) Misleading Opportunities: a case-study on the influences of global competency frameworks within Ontario initial teacher education. Doctoral thesis (Ed.D), UCL (University College London).

Morgan, Candia; Bergqvist, Ewa; Adler, Jill; Österholm, Magnus; (2024) Discourses of mathematical reasoning: analysis of three reform frameworks. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics: Online.

Ní Chróinín, Déirdre; Iannucci, Cassandra; Luguetti, Carla; Hamblin, Declan; (2024) Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education. European Physical Education Review 10.1177/1356336x241240400. (In press).

Nicholl, Joanne; (2024) “You want to go see yourself?” Exploring human-animal relationships among biology A-level students on a trip to the zoo. Doctoral thesis (Ph.D), UCL (University College London).

Orchard, J; Reiss, MJ; (2024) ‘Owning’ climate change for moral education. Journal of Moral Education pp. 1-12. 10.1080/03057240.2024.2418142. (In press).

Philpotts, Izzie; Blackwell, Emily J; Dillon, Justin; Rooney, Nicola J; (2024) Do Animal Welfare Education Campaigns Really Work? An Evaluation of the RSPCA’s #DogKind Campaign in Raising Awareness of Separation-Related Behaviours in UK Dog Owners. Animals , 14 (3) , Article 484. 10.3390/ani14030484.

Philpotts, Izzie; Blackwell, Emily J; Dillon, Justin; Tipton, Emma; Rooney, Nicola J; (2024) What Do We Know about Dog Owners? Exploring Associations between Pre-Purchase Behaviours, Knowledge and Understanding, Ownership Practices, and Dog Welfare. Animals , 14 (3) p. 396. 10.3390/ani14030396.

Power, A.; Kitson, A.; (2024) The role of school history in helping young people to navigate their future at a time of climate crisis. History Education Research Journal , 21 (1) , Article 8. 10.14324/HERJ.21.1.08.

Quirke, William; Swanton, Dan; Trolley, Sarah; Hammond, Lauren; Healy, Grace; (2024) Time to make more space for knowledge production in geography education? [Digital scholarly resource]. https://www.gereco.org/2024/05/16/making-space-for...

Reiss, Michael; (2024) Michael Ruse (1940-2024). [Digital scholarly resource]. https://www.issr.org.uk/blog/november-2024-blog/

Reiss, Michael; (2024) The Nature of Science. In: Purves, R and Himonides, E, (eds.) Learning to Teach Science in the Secondary School A Companion to School Experience. Routledge: Abingdon, UK.

Reiss, Michael; McCrory, Amanda; Jeffries, Alex; (2024) The Contribution of Socioscientific Issues to Science Education: A United Kingdom Perspective. In: Zeidler, DL, (ed.) A Moral Inquiry into Epistemic Insights in Science Education Personal and Global Perspectives of Socioscientific Issues. (pp. 387-408). Springer, Cham: Cham, Switzerland.

Reiss, Michael J; (2024) ASE Presidential Address: The role of science education at a time of climate crisis and the sixth mass extinction. School Science Review in Depth (SSR in Depth) , 105 (390) pp. 5-11.

Reiss, Michael J; (2024) A biological perspective on spiritual intelligence. In: Perspectives on Spiritual Intelligence. (pp. 101-115). Routledge: Abingdon, UK.

Riordan, Sally; (2024) The translation of cultural capital theory to English secondary schools: knuggets, wild words and pipelines. British Journal of Sociology of Education 10.1080/01425692.2024.2376592. (In press).

Sheldrake, Richard; Reiss, Michael J; Lodge, Wilton; (2024) What do you think being a good scientist involves? School students’ views about science, scientific research, and being scientists. International Journal of Science Education 10.1080/09500693.2024.2385759. (In press).

Smail, Amy; (2024) Ethnic, national, and African consciousness: lessons learned from Ghanaian teachers about decolonising citizenship(s). Compare: A Journal of Comparative and International Education 10.1080/03057925.2024.2370297. (In press).

Stagg, B; Dillon, J; (2024) Teaching the power of plants. Biologist , 71 (1) pp. 10-11.

Stagg, Bethan C; Dillon, Justin; (2024) Plants and the Kunming-Montreal global biodiversity framework: educational approaches to support pro-conservation behaviours. Journal of Biological Education 10.1080/00219266.2024.2332728. (In press).

Stagg, Bethan C; Hetherington, Lindsay; Dillon, Justin; (2024) Towards a model of plant awareness in education: a literature review and framework proposal. International Journal of Science Education 10.1080/09500693.2024.2342575.

Standish, Alexander; (2024) Towards an educational case for social and political issues in the geography curriculum. Journal of Philosophy of Education 10.1093/jopedu/qhae013. (In press).

Starkey, Hugh; (2024) Reasonable accommodations and security agendas in multicultural societies: Secular and faith-based approaches to citizenship education in Canada, France and England. Education, Citizenship and Social Justice 10.1177/17461979241234533. (In press).

Svennevig, Hans; Kitagawa, Kaori; Inoue, Masayoshi; (2024) Preparing for Disasters Through Citizenship Pedagogies. In: Yildiz, Ayse and Shaw, Rajib, (eds.) Disaster and Climate Risk Education: Insights from Knowledge to Action. (pp. 13-27). Springer, Singapore: Singapore, Singapore.

Taylor, Becky; (2024) What Matters in Education? Briefing Note #3: Pupil Absence: Questions for policy, for research, and in practice. ESRC Education Research Programme, UCL Institute of Education: London, UK.

Taylor, Rebecca; Hardman, Mark; Riordan, Sally; (2024) Grassroots efficacy trial: evaluation of an anti-conflict intervention by cluster randomised controlled trial: Evaluation protocol. Youth Endowment Fund

Thurm, Daniel; Geraniou, Eirini; Jankvist, Uffe Thomas; (2024) Unpacking teacher Beliefs about Mathematical Digital Competency. In: Diamantidis, Dimitris and Karavakou, Myrto and Grizioti, Marianthi and Kynigos, Chronis, (eds.) Proceedings of the 16th International Conference on Technology in Mathematics Teaching (ICTMT16). (pp. pp. 247-254). ICTMT: Athens, Greece.

Tunnicliffe, Sue Dale; Ojadejo, Adekunle; Okebukola, Peter; Ogulande, Ibyinka; Shabni, Juma; Agor, Rose; (2024) Exploration of Play as a Vital Strategy to STEM Literacy. In: Proceedings of the NARST 97th Annual International Conference. NARST: Denver, Colorado, USA.

Tutuncu, Sumeyra; (2024) Analysing the educative potential of mathematics curriculum materials for formative assessment practices. Doctoral thesis (Ph.D), UCL (University College London).

Vogiatzis, Thomas; (2024) Motivation in British adult learners of Greek as a foreign language: a Case Study analysis of adult learners at a language centre in London. Doctoral thesis (Ph.D), UCL (University College London).

Walshe, Nicola; (2024) A conversation with young people about climate change and sustainability education in England: Ministerial policy briefing. UCL Centre for Climate Change and Sustainability Education: London, UK.

Walshe, Nicola; Sheldrake, Richard; Healy, Grace; Edwards, RC; Wale, William; Hargreaves, Eleanor; (2024) Climate Change and Sustainability Education: A survey of students in England. IOE, UCL's Faculty of Education and Society: London, UK.

Worton, Sarah; (2024) Playing the ITE Field: from a game of strategy to chance. A Bourdieusian analysis of perspectives on policy in Initial Teacher Education in England. Doctoral thesis (Ph.D), UCL (University College London).

Xu, Shiyu; Reiss, Michael; Lodge, Wilton; (2024) Comprehensive Scientific Creativity Assessment (C-SCA): A New Approach for Measuring Scientific Creativity in Secondary School Students. International Journal of Science and Mathematics Education 10.1007/s10763-024-10469-z. (In press).

Xu, Shiyu; Reiss, Michael J; Lodge, Wilton; (2024) Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms. International Journal of Science Education 10.1080/09500693.2024.2419987. (In press).

Xu, Shiyu; Reiss, Michael J; Lodge, Wilton; (2024) The development of an analytical model for science classroom creativity in China. Research in Science & Technological Education 10.1080/02635143.2024.2377265. (In press).

Yang, Y; Shi, H; Mavrikis, M; Geraniou, E; (2024) Exploring Children’s Interaction with AR to Enhance Spatial Skills: Case Study on Geometry Learning. In: Technology Enhanced Learning for Inclusive and Equitable Quality Education. (pp. pp. 3-17). Springer: Cham, Switzerland.

Young, Sara; (2024) Resisting the anti-migrant narrative: the perspective of Polish-born teenagers living in the UK. Presented at: European Migrants in the UK in the Brexit Era: Discursive Approaches, Liverpool, UK.

Zeng, Xiangmin; Liu, Jie; Bowen, Neil Evan Jon Anthony; (2024) A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing. Assessing Writing , 62 , Article 100896. 10.1016/j.asw.2024.100896.

Zhai, Junqing; Blom, Simone Miranda; Dillon, Justin; Wu, Shanghao; Yan, Xiaomei; (2024) Early childhood immersion in nature: Chinese kindergarten educators’ perspectives on nature play. Environmental Education Research 10.1080/13504622.2024.2351190. (In press).

Zhai (翟俊卿), Junqing; Dillon, Justin; Dawson, Vaille; (2024) Climate Change Education: Cross-Cultural Perspectives. ECNU Review of Education 10.1177/20965311241237243.

2023

Bourn, Douglas (Ed). (2023) Research in Global Learning: Methodologies for global citizenship and sustainable development education. [Book]. UCL Press: London, UK.

Noyes, Andrew and Clark-Wilson, Alison and Hodgen, Jeremy and Button, Tom (Eds). (2023) Mathematics education and digital technology. Joint Mathematical Council: London, UK.

Anderson, Nicole and Campbell, Kristyna and Clark, Lauren and Hansen, Jesper and Hastie, Alex and Kunz, Sarah and Lowe, Thomas and Standen, Alex (Eds). (2023) Postgraduate Pedagogies Vol. 3 No. 1. [Whole issue]. Postgraduate Pedagogies , 3 (1).

(2023) Broadening Secondary School Science (BRaSSS): Teaching materials. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Bourn, Douglas and Tarozzi, Massimiliano (Eds). (2023) Pedagogy of Hope for Global Social Justice: Sustainable Futures for People and the Planet. [Book]. Advances in Education for Sustainable Development and Global Citizenship. Bloomsbury Academic: London, UK.

Amaro de Paula, Diogo; (2023) An investigation into sense of belonging at French lower secondary schools. Doctoral thesis (Ph.D), UCL (University College London).

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Crisan, Cosette; (2023) Connecting mathematics and mathematics education: collected papers on mathematics education as a design science [Wittmann, E. C., Springer Nature, Cham, £34.99 (softcover) and £44.99 (hardcover), ISBN: 978-3-030-61572-7, ISBN: 978-3-030-61570-3 (eBook). https://link.springer.com/content/pdf/10.1007%2F978-3-030-61570-3.pdf]. [Review]. Research in Mathematics Education 10.1080/14794802.2023.2173640. (In press).

Crisan, Cosette; (2023) Supporting pre-service teachers’ development: what can we learn from case studies of three experienced school-based mathematics mentors. In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). (pp. pp. 3371-3378). Alfréd Rényi Institute of Mathematics and ERME

Crisan, Cosette; Geraniou, Eirini; Hodgen, Jeremy; (2023) Educational technologies in Mathematics education. (Mathematical Futures programme RFQ 5377 ). The Royal Society

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Elhawary, Dalia; Hargreaves, Eleanore; (2023) The social and emotional aspects of learning to speak English as an L2 in the Egyptian primary classroom. Nissem Global Briefs , 4 pp. 244-271.

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Ellis, Viv; Dias Filipe Pancada Correia, Ana; Turvey, Keith; Childs, Ann; Andon, Nick; Harrison, Chris; Jones, Jane; Ellis, Viv; Dias Filipe Pancada Correia, Ana; Turvey, Keith; Childs, Ann; Andon, Nick; Harrison, Chris; Jones, Jane; Hayati, Nur; - view fewer (2023) Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research. Teaching and Teacher Education , 121 , Article 103918. 10.1016/j.tate.2022.103918.

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Færch, Julie Vangsøe; Hodgen, Jeremy; (2023) Danish Students’ Understanding of Fractions: A Replication Study. Implementation and Replication Studies in Mathematics Education 10.1163/26670127-bja10014. (In press).

Frangieh, Maha; (2023) Teachers, Leaders and Parents' Perceptions of international-mindedness in an international school in Qatar. Doctoral thesis (Ed.D), UCL (University College London).

Fraser, James W; Fraser-Pearce, Jo; (2023) Introduction: Why Look at Schools and Religion? Why Do It Globally? In: Fraser-Pearce, Jo and Fraser, James W, (eds.) The Bloomsbury Handbook of Schools and Religion. (pp. 1-8). Bloomsbury Academic: London, UK.

Fraser-Pearce, J; Fraser, J; (2023) Conclusion: Why Schools and Religion Matter. In: Fraser-Pearce, J and Fraser, J, (eds.) The Bloomsbury Handbook of Schools and Religion. (pp. 402-403). Bloomsbury Academic: London, UK.

Fraser-Pearce, Jo; (2023) School and Religion as a Mirror of State and Religion? – Bangladesh, England, Israel and Vietnam. In: Fraser-Pearce, Jo and Fraser, James W, (eds.) The Bloomsbury Handbook of Schools and Religion. (pp. 11-33). Bloomsbury Academic: London, UK.

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Geraniou, Eirini; Baccaglini-Frank, Anna; Finesilver, Carla; Mavrikis, Manolis; (2023) Introduction to the Special Issue “Supporting Transitions Within, Across and Beyond Digital Experiences for the Teaching and Learning of Mathematics”. Digital Experiences in Mathematics Education , 9 (1) pp. 1-4. 10.1007/s40751-023-00125-6.

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Geraniou, Eirini; Drijvers, Paul; Lockwood, Elise; (2023) How do computational thinking and mathematical thinking interact (in terms of knowledge, ways of thinking, and competencies)? In: Online Proceedings of the Coding, Computational Modeling, and Equity in Mathematics Education Symposium.

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Golding, Jenefer; Redmond, Benjamin; Grima, Grace; (2023) Primary children’s perspectives on the roles of reflection, challenge and explanation in ‘mastery’ resource-rich classrooms. In: Marks, R, (ed.) Proceedings of the British Society for Research into Learning Mathematics 42 (3) November 2022. BSRLM

Golding, Jenefer; Shaimemanya, Cornelia NS; (2023) Policies and ethical issues in doctoral supervision: the southern African context. In: Luneta, K and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.) Doctoral Supervision in Southern Africa From Theory to Practice. (pp. 17-39). Springer: Cham, Switzerland.

Golding, Jennie; (2023) Supporting Doctoral Students in Crisis. Encyclopedia , 3 (4) pp. 1197-1207. 10.3390/encyclopedia3040087.

Golding, Jennie; (2023) Coherence and relevance of materials and technologies to support Mathematics curriculum reforms. In: Shimizu, Yoshinori and Vithal, Renuka, (eds.) Mathematics Curriculum Reforms Around the World. The 24th ICMI Study. (pp. 173-191). Springer: Cham, Switzerland.

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Hammond, Lauren; Rawlings Smith, Emma; (2023) Ethics, data protection and research in geography education. Teaching Geography , 48 (1) pp. 22-24.

Hancock, Rae; (2023) Comics and the making of meaning in Religious Education. Doctoral thesis (Ph.D), UCL (University College London).

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Harris, Joanne; (2023) Professional identity formation at medical school: a qualitative study to explore the effect of cultural factors on professional identity formation of medical undergraduates. Doctoral thesis (Ed.D), UCL (University College London).

Hayes, Matthew; (2023) Towards an awareness of Global Citizenship: A case study from the United Arab Emirates of Global Citizenship Education integration in national English language textbooks. Doctoral thesis (Ph.D), UCL (University College London).

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Holligan, C.; Shah, Q.; (2023) The prestige economy of elite education: a Baudrillardian analysis of an aspirational English school. London Review of Education , 21 (1) , Article 10. 10.14324/LRE.21.1.10.

Iannucci, C; Ní Chróinín, D; Luguetti, C; Hamblin, D; (2023) Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study. Physical Education and Sport Pedagogy 10.1080/17408989.2023.2271497. (In press).

Jacques, Laura; (2023) Task-Design Lesson Study – A methodological tool for exploring mathematics teachers’ task-design principles and pedagogic practices. In: Drijvers, P and Csapodi, C and Palmér, H and Gosztonyi, K and Kónya, E, (eds.) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). (pp. pp. 4956-4963). Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.

Jacques, Laurie; (2023) Primary Teachers' Design Principles and Pedagogical Practices for Promoting Mathematical Learning from Procedural Variation Tasks. Doctoral thesis (Ph.D), UCL (University College London).

Jankvist, Uffe Thomas; Misfeldt, Morten; Geraniou, Eirini; Aguilar, Mario Sánchez; Baccaglini-Frank, Anna; (2023) Towards a Technocritical Mathematics Education. Nordic Studies in Mathematics Education , 28 (3-4) pp. 9-34.

Johnston, Olivia; Taylor, Rebecca; (2023) A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions. Issues in Educational Research , 33 (1) pp. 91-117.

Jones, Emma; (2023) A New Materialist approach for NGO research: The NGO-research Assemblage. In: Pickering-Saqqa, Susannah, (ed.) Researching Development Ngos Global and Grassroots Perspectives. Routledge: London, UK.

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Leaton Gray, Sandra; Scott, David; (2023) Women Curriculum Theorists Power, Knowledge and Subjectivity. Routledge: New York, NY, USA. (In press).

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Liu, Z; Direito, I; Xu, Y; (2023) Experiences And Career Choices Of Female Engineering Undergraduates In China. In: SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings. European Society for Engineering Education (SEFI)

Liu, Zeyi; (2023) Book Review Essay: Dreams of Flight: The Lives of Chinese Women Students in the West. Journal of International Women's Studies , 25 (1) , Article 27.

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Lodge, Wilton; Reiss, Michael; Sheldrake, Richard; (2023) Investigative Research Projects for Students in Science: The State of the Field and a Research Agenda. Canadian Journal of Science, Mathematics and Technology Education 10.1007/s42330-023-00263-4. (In press).

Loo, Sai; (2023) VET in FE - T Levels and BTEC programmes. FE News

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Mackay, Sandy; Golding, Jenefer; (2023) How can guided reflection help GCSE resit students develop their problem-solving skills? In: Marks, R, (ed.) Proceedings of the British Society for Research into Learning Mathematics 42 (3) November 2022. BSRLM

Mafi, Fatemeh; (2023) Is sexualities and relationships education feasible in Iranian schools? An in-depth examination of selected stakeholders’ perspectives and the vital role of values in sexualities and relationships education. Doctoral thesis (Ph.D), UCL (University College London).

Mahgoub, Mohamed; (2023) General Secondary School Certificate Exam – Thanawiyya Amma – in Egypt and Parity of Participation. Doctoral thesis (Ed.D), UCL (University College London).

Majid, Nasreen; (2023) Education and the climate emergency- reimagining our future, together. Presented at: Green Space Conference, University of Warwick, Warwick, UK.

Majid, Nasreen; Marston, Sarah; Reed Johnson, Jo Anna; Happle, Andrew; (2023) Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK. Sustainability , 15 (16) , Article 12237. 10.3390/su151612237.

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Markwick, Andy; McManus, Shonagh; (2023) Exploring sustainability with children: floating gardens in Bangladesh. Primary Science , 177 pp. 10-14.

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McCarthy, Francesca Louise; (2023) Victims and survivors of symbolic violence: an examination of the lived experiences of 'near-miss' pupils within an academically selective education system. Doctoral thesis (Ph.D), UCL (University College London).

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McCrory, Amanda; Reiss, Michael J; (2023) The Place of Ethics in Science Education: Implications for Practice. In: The Place of Ethics in Science Education: Implications for Practice. (pp. 1-8). Bloomsbury Publishing: London, UK.

McCrory, Catherine; (2023) Can Inferentialism help to re-vision existing modes of thinking about historical knowledge building? Doctoral thesis (Ed.D), UCL (University College London).

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Mitchell, David; (2023) ‘Teaching for Sustainable Futures’: a research-informed professional development course. Geography , 108 (3) pp. 147-151. 10.1080/00167487.2023.2260223.

Moodelly, Sheyne; Reiss, Michael; Rumjaun, Anwar; (2023) Unpacking procedural and conceptual difficulties of grade 13 students in solving problems in genetics crosses (Moodelly et al). School Science Review , 105 (389) pp. 25-31.

Moula, Zoe; Walshe, Nicola; Lee, Elsa; (2023) “It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation. Journal of Environmental Psychology , 90 , Article 102072. 10.1016/j.jenvp.2023.102072.

Murtagh, Lisa; Rushton, Elizabeth AC; (2023) The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England. Asia-Pacific Journal of Teacher Education 10.1080/1359866X.2023.2191306. (In press).

Nachiyunde, Kabunga; Masaiti, Gift; Golding, Jenefer; (2023) Postgraduate Student Growth Trajectory: Supporting Personal, Professional and Career Development in the 21st Century. In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.) Doctoral Supervision in Southern Africa From Theory to Practice. (pp. 129-143). Springer: Cham, Switzerland.

Neshila, Faustina; Golding, Jenefer; (2023) Encouraging doctoral candidates to write and giving feedback. In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.) Doctoral Supervision in Southern Africa From Theory to Practice. (pp. 95-111). Springer: Cham, Switzerland.

Newall, Emma; Reiss, Michael J; (2023) Evolution hesitancy: challenges and a way forward for teachers and teacher educators. Evolution: Education and Outreach , 16 , Article 5. 10.1186/s12052-023-00183-9.

Nienhaus, Luisa; (2023) Nationalism and Internationalism at Napoleonic Heritage Sites - Conflict Heritage, Dark Tourism, and European Identities. Doctoral thesis (Ph.D), UCL (University College London).

Norambuena-Meléndez, Mariela; Guerrero, Gonzalo R; González-Weil, Corina; (2023) What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile. Cultural Studies of Science Education 10.1007/s11422-023-10190-3. (In press).

Noyes, Andrew; Brignall, Christopher; Jacques, Laura; Powell, Jake; Adkins, Michael; (2023) The mathematics pipeline in England: Patterns, interventions and excellence. University of Nottingham

Owens, DC; Reiss, MJ; (2023) What’s in a name? The use of induced perspective taking to inform arguments about the appropriateness of the term “Chinavirus” when talking about COVID-19. Cultural Studies of Science Education , 18 pp. 1149-1168. 10.1007/s11422-023-10171-6.

Owens, John; Greer, Kate; King, Heather; Glackin, Melissa; (2023) Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies. Frontiers in Education , 8 , Article 1193498. 10.3389/feduc.2023.1193498.

Palange, Alessandra; (2023) From Global Solidarity to Local Action: Co-designing Environmental Initiatives with Faith and Community Groups in the UK. IOE, UCL’s Faculty of Education and Society: London, UK.

Pham, Huu Manh Khiet; (2023) High school teachers’ conception on global skills and universal values in Vietnam and in West Bengal, India. Doctoral thesis (Ed.D), UCL (University College London).

Quick, Laura; (2023) Making sense of low attainment: children's experiences in the primary classroom. Doctoral thesis (Ph.D), UCL (University College London).

Quiroz Martinez, Denise Andrea; (2023) Creating pedagogies for sustainability in Chile through chemistry education: co-designing and co- implementing an educational innovation based on teachers' perspectives, beliefs and experiences. Doctoral thesis (Ph.D), UCL (University College London).

Redmond, Benjamin; Golding, Jenefer; Grima, Grace; (2023) Achieving meaningful engagement with a large dataset as part of a reformed A-level Mathematics. In: Proceedings of the 24th annual conference AEA-Europe 2023. AEA-Europe: St Julian's, Malta.

Reiss, Michael; (2023) Science education at a time of existential risk. School Science Review in Depth , 105 (389) pp. 5-10.

Reiss, Michael; (2023) Dignity in non-humans: A theological perspective. In: Challenger, Melanie, (ed.) Animal Dignity: Philosophical Reflections on Non-Human Existence. Bloomsbury Academic: London, UK.

Reiss, Michael; (2023) Our Climate, Our Health: The Importance of Ethics. [Digital scholarly resource]. https://www.nuffieldbioethics.org/blog/our-climate...

Reiss, Michael; (2023) Commentary: I Should Have Stuck to a Video. In: Jeong, Sophia and Bryan, Lynn and Tippins, Deborah and Sexton, Chelsea, (eds.) Navigating Elementary Science Teaching and Learning. (pp. 425-427). Springer: Cham, Switzerland.

Reiss, Michael; (2023) A biologist looks at sex and gender. Education in Science , 293 pp. 10-12.

Reiss, Michael; (2023) Powerful knowledge or big ideas in Religious Education? Aims and classroom approaches. In: Franck, Olof and Thalén, Peder, (eds.) Powerful Knowledge in Religious Education. Palgrave Macmillan: Cham, Switzerland.

Reiss, Michael; Bennett, Judith; Dunlop, Lynda; Compton, S; Glasspoole-Bird, Helen; Lubben, Fred; Turkenburg-van Diepen, Maria; (2023) A Systematic Review of Approaches to Primary Science Teaching. Endowment Education Foundation: London, UK.

Reiss, Michael; Ruse, Michael; (2023) The new biology: A battle between mechanism and organicism. HPS&ST Newsletter , 2023 (MAY)

Reiss, Michael; Winterbottom, Mark; (2023) Teaching secondary biology. School Science Review in Depth , 104 (387) pp. 19-23.

Reiss, Michael J; (2023) Debating Evolution in Context – Religion in the Biology Classroom – Brazil, England, Pakistan and the United States. In: Fraser-Pearce, Jo and Fraser, James, (eds.) The Bloomsbury Handbook of Schools and Religion. Bloomsbury Academic: London, UK.

Reiss, Michael J; (2023) Sex(uality) and Religion in Schools - China, England and the United States. In: Fraser-Pearce, Jo and Fraser, James W, (eds.) The Bloomsbury Handbook of Schools and Religion. Bloomsbury Academic: London, UK.

Reiss, Michael J; (2023) Is It Possible that Robots will not One Day Become Persons? Zygon 10.1111/zygo.12918. (In press).

Reiss, Michael J; Mujtaba, Tamjid; (2023) Teaching science interdisciplinarily – the BRaSSS approach. School Science Review in Depth , 104 (387) pp. 25-31.

Reiss, Michael J; Ruse, Michael; (2023) The New Biology: A Battle between Mechanism and Organicism. Harvard University Press: Cambridge, MA, US.

Reiss, MJ; (2023) Powerful Knowledge or Big Ideas in Religious Education? Aims and Classroom Approaches. In: Franck, O and Thalén, P, (eds.) Powerful Knowledge in Religious Education: Exploring Paths to A Knowledge-Based Education on Religions. (pp. 111-129). Palgrave Macmillan: Cham, Switzerkand.

Retallack, Hanna Maria; (2023) Feminism in Schools? A discursive-psychosocial study of teenagers' constitutions of feminist subjectivities. Doctoral thesis (Ph.D), UCL (University College London).

Richardson, Mary; Leaton Gray, Sandra; Popov, Jelena; Maddox, Bryan; (2023) Computer-based tests and machine marking: candidates’ perceptions and beliefs about the test taking experience. (PTE Academic ). Pearson | PTE: London, UK.

Riordan, Sally; Jopling, Michael; Pillinger, Claire; Cook, Anna; (2023) Family and parenting programmes: rapid evidence assessment. Social Mobility Commission: London, UK.

Ruani, Maria A; Reiss, Michael J; (2023) Susceptibility to COVID-19 Nutrition Misinformation and Eating Behavior Change during Lockdowns: An International Web-Based Survey. Nutrients , 15 (2) p. 451. 10.3390/nu15020451.

Ruani, Maria A; Reiss, Michael J; Kalea, Anastasia Z; (2023) Diet-Nutrition Information Seeking, Source Trustworthiness, and Eating Behavior Changes: An International Web-Based Survey. Nutrients , 15 (21) , Article 4515. 10.3390/nu15214515.

Rushton, Elizabeth; Gibbons, Simon; Brock, Richard; Cao, Ye; Finesilver, Carla; Jones, Jane; Manning, Alex; ... Towers, Emma; + view all Rushton, Elizabeth; Gibbons, Simon; Brock, Richard; Cao, Ye; Finesilver, Carla; Jones, Jane; Manning, Alex; Marshall, Bethan; Richardson, Christina; Steadman, Sarah; Suh, SooYeon; Towers, Emma; - view fewer (2023) Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England. European Journal of Teacher Education 10.1080/02619768.2023.2175663. (In press).

Rushton, Elizabeth; Sharp, Sarah; Kitson, Alison; Walshe, Nicola; (2023) Reflecting on Climate Change Education Priorities in Secondary Schools in England: Moving beyond Learning about Climate Change to the Emotions of Living with Climate Change. Sustainability , 15 (8) , Article 6497. 10.3390/su15086497.

Rushton, Elizabeth; Towers, Emma; Gibbons, Simon; Steadman, Sarah; Brock, Richard; Cao, Ye; Finesilver, Carla; ... Richardson, Christina; + view all Rushton, Elizabeth; Towers, Emma; Gibbons, Simon; Steadman, Sarah; Brock, Richard; Cao, Ye; Finesilver, Carla; Jones, Jane; Manning, Alex; Marshall, Bethan; Richardson, Christina; - view fewer (2023) The “problem” of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England. Educational Review 10.1080/00131911.2023.2184771. (In press).

Russell, Constance; Chandler, Patrick; Dillon, Justin; (2023) Editorial: humour and environmental education. Environmental Education Research , 29 (4) pp. 491-499. 10.1080/13504622.2023.2183845.

Saville, K; Leaton Gray, S; Perryman, J; Hargreaves, E; (2023) Creating year 7 bubbles to support primary to secondary school transition: a positive pandemic outcome? Education 3-13 10.1080/03004279.2023.2186977. (In press).

Scaramanga, Jenna; Reiss, Michael J; (2023) Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum. Cultural Studies of Science Education 10.1007/s11422-023-10187-y. (In press).

Scott, Tim; (2023) Bourdieu, Lacan and Field Theory: Neoliberal Doxa in the Economic Field. Theory, Culture & Society , 41 (2) pp. 113-130. 10.1177/02632764231178646.

Sedawi, Wisam; Ben Zvi Assaraf, Orit; Reiss, Michael; (2023) Fostering Bedouin students' sense of place in the light of place-based education and third-space theory. In: Patrick, Patricia G, (ed.) How People Learn in Informal Science Environments. (pp. 373-396). Springer: Cham, Switzerland.

Serret, Natasha; Correia, Catarina F; (2023) Research design principles for dynamic teacher-researcher collaboration: Two stars and a wish. In: Harrison, Christine and Leung, Constant and Pepper, David, (eds.) Educational Assessment: The Influence of Paul Black on Research, Pedagogy and Practice. (pp. 259-274). Bloomsbury Publishing: London, UK.

Seymour, John; (2023) A Trinitarian history of the creation of a new school. Doctoral thesis (Ph.D), UCL (University College London).

Simsek, Ali; Bretscher, Nicola; Clark-Wilson, Alison; Hoyles, Celia; (2023) Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology. In: Clark-Wilson, Alison and Robutti, Ornella and Sinclair, Nathalie, (eds.) The Mathematics Teacher in the Digital Era. (pp. 263-288). Springer Nature: Cham, Switzerland.

Stagg, Bethan C; Dillon, Justin; (2023) Plants, education and sustainability: rethinking the teaching of botany in school science. Journal of Biological Education , 57 (5) pp. 941-943. 10.1080/00219266.2023.2264617.

Starkey, H.; Wei, L.; (2023) The 120th anniversary of IOE: critical engagement with educational and social thought, practice and development. London Review of Education , 21 (1) , Article 7. 10.14324/LRE.21.1.07.

Surendran, Shone; (2023) Inferentialism and Science Education: Towards Meaningful Communication in Primary Science Classrooms. Doctoral thesis (Ph.D), UCL (University College London).

Szocik, K; Reiss, MJ; (2023) Why space exploitation may provide sustainable development: Climate ethics and the human future as a multi-planetary species. Futures , 147 , Article 103110. 10.1016/j.futures.2023.103110.

Tanprasertkun, Supa; (2023) Public engagement with flood risk management in Bangkok: a case of Thai public visitors to a large science museum in Thailand. Doctoral thesis (Ph.D), UCL (University College London).

Tarozzi, Massimiliano; (2023) The Obsession with Measurement and Construction of Possible Futures in Education. Encyclopaideia , 27 (1S) pp. 21-27. 10.6092/issn.1825-8670/16427.

Taylor, Rebecca; Hardman, Mark; (2023) Grassroots pilot evaluation: evaluation protocol. Youth Endowment Fund: London, UK.

Taylor, Rebecca; Hardman, mark; Riordan, sally; Abbott, nicola; Wong, keri; Hodgen, jeremy; Showunmi, victoria; (2023) Grassroots pilot evaluation: Evaluation protocol. Youth Endowment Fund: London, UK.

Taylor, Rebecca; Hardman, Mark; Riordan, Sally; Moss, Gemma; (2023) Literature review on teacher quality in disadvantaged schools: Protocol for a rapid evidence assessment. Education Endowment Foundation (EEF): London, UK.

Taylor, Rebecca; Hardman, Mark; Riordan, Sally; Pillinger, Claire; Moss, Gemma; (2023) Teacher quality, recruitment, and retention: Rapid Evidence Assessment. Education Endowment Foundation: London, UK.

Tereshchenko, Antonina; Kaur, Balbir; Wiggins, Alison; (2023) Racial and Ethnic Microaggressions on School Placements: A Resource for Mentors. UCL Institute of Education & Brunel University London: London, UK.

Tunnicliffe, SD; (2023) In the Beginning: Interpreting Everyday Science. In: Akpan, B and Kennedy, T, (eds.) Contemporary Issues in Science and Technology Education. (pp. 151-163). Springer: Cham, Switzerland.

Turner, Jen; Chapman, Arthur; (2023) ‘It does duty for any amount of mayhem’: helping Year 8 to understand historians’ narrative decision-making. Teaching History , 190 pp. 80-91.

Tutuncu, Sumeyra; Hodgen, Jeremy; Golding, Jennie; (2023) Proposing educative features of the curriculum materials that can enhance teachers' noticing. In: Drijvers, P and Csapodi, C and Palmér, H and Gosztonyi, K and Kónya, E, (eds.) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education (CERME): Budapest, Hungary.

Unwin, Adam; (2023) Whose Neighbourhood Knowledge is it Anyway? Teaching Business and Economics , 27 (1) pp. 19-21.

Walshe, Nicola; Bungay, Hilary; Dadswell, Anna; (2023) Sustainable Outdoor Education: Organisations Connecting Children and Young People with Nature through the Arts. Sustainability , 15 (5) , Article 3941. 10.3390/su15053941.

Walshe, Nicola; Bungay, Hilary; Dadswell, Anna; Acton, Faye; (2023) Artscaping with Community Artscapers: Research findings from the Branching Out project. University College London (UCL): London, UK.

Walshe, Nicola; Perry, Joy; Moula, Zoe; (2023) Eco-Capabilities: Arts-in-Nature for Supporting Nature Visibilisation and Wellbeing in Children. Sustainability , 15 (16) , Article 12290. 10.3390/su151612290.

Westwood, Molly; Amos, Ruth; (2023) Life as a science Early Career Teacher post-Covid: class of 2020-21. Science Teacher Education , 93 pp. 20-22.

Wilson, Nissan; (2023) Teachers’ conceptions of Orthodox Jewish education in relation to religious nurture in a liberal society. Doctoral thesis (Ph.D), UCL (University College London).

Xue, Siwei; (2023) The efficacy of problem-based learning in science education and its determinants: a study in two secondary schools in China. Doctoral thesis (Ph.D), UCL (University College London).

2022

Anderson, Nicole and Clark, Lauren and Hansen, Jesper and Hastie, Alex and Kunz, Sarah and Lowe, Thomas and Standen, Alex (Eds). (2022) Postgraduate Pedagogies Vol. 2 No. 1. [Whole issue]. Postgraduate Pedagogies , 2 (1).

Academic Network on Global Education & Learning (ANGEL); (2022) Global Education Digest 2022. Development Education Research Centre: London, UK.

Ager, Jen; (2022) Looking through both lenses: exploring long term school partnerships from the perspectives of both Cumbrian and Tanzanian teachers. (Practitioner Research Fund Paper 10 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Ahmed, F; Hammond, L; Nichols, S-A; Puttick, S; Searle, A; (2022) Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. Routledge (In press).

ANGEL; (2022) Global Education Digest 2022. Development Education Research Centre, UCL Institute of Education: London, UK.

Barclay, Nancy; Barnes, Alison; Marks, Rachel; (2022) Choosing and using curriculum resources in primary mathematics. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics: Online.

Barnecutt, Jessica; (2022) Exploring student perspectives of Mathematical Project Based Learning. Doctoral thesis (Ed.D), UCL (University College London).

Bentall, C; (2022) The impact of international volunteering on returned volunteers’ engagement with social action in relation to international development. Compare: A Journal of Comparative and International Education , 52 (5) pp. 804-821. 10.1080/03057925.2020.1837612.

Bentall, Clare; Hunt, Frances; (2022) The value of third sector organisations’ provision of global learning CPD in English schools. Professional Development in Education 10.1080/19415257.2022.2038656. (In press).

Berger-Correa, Bárbara; Ringrose, Jessica; Xie, Xumeng; Cambazoglu, Idil; (2022) Mapping affective circuits of a Twitter trolling attack against feminist arts-based pedagogy during the COVID-19 global pandemic. International Journal of Qualitative Studies in Education 10.1080/09518398.2022.2098410. (In press).

Bourn, Douglas; (2022) Global Citizenship Education and Paulo Freire's Pedagogy of Hope. Global Citizenship Foundation , Article 1.

Bourn, Douglas; Hatley, Jenny; (2022) Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England. (Development Education Research Centre Research Reports 22 , pp. pp. 1-122 ). Development Education Research Centre, UCL Institute of Education: London, UK.

Brant, Jacek; (2022) The curriculum question and school economics: three educational scenarios for the future. Journal of Social Science Education , 21 (2) 10.11576/jsse-4858.

Bravo González, Paulina; (2022) Dialogue and big ideas of science education: exploring the discourses produced by Chilean schoolteachers and teacher educators in and around a continuous professional development programme. Doctoral thesis (Ph.D), UCL (University College London).

Bretscher, Nicola; (2022) Conceptualising TPACK Within Mathematics Education: Teachers’ Strategies for Capitalising on Transitions Within and Beyond Dynamic Geometry Software. Digital Experiences in Mathematics Education 10.1007/s40751-022-00115-0. (In press).

Brooks, Clare; (2022) Teachers' research capacity and initial teacher education policy. In: Tierney, RJ and Rizvi, F and Erkican, K, (eds.) International Encyclopedia of Education. (pp. 611-621). Elsevier

Brooks, Clare; (2022) The uses and abuses of quality in teacher education policy making. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. (pp. 1-17). Palgrave Macmillan: Cham, Switzerland.

Brooks, Clare; Gong, Qian; Rocha, Ana Angelita; Salinas-Silva, Victor; (2022) Spatial Perspectives: A Missing Link for Comparative Teacher Education Research. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. (pp. 1-24). Palgrave Macmillan: Cham, Switzerland.

Buchanan, Denise; Hargreaves, Eleanore; Quick, Laura; (2022) Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children. Education 3-13 pp. 1-14. 10.1080/03004279.2022.2043405. (In press).

Callender, Christine; McCrory, Amanda; (2022) Let’s talk about race in initial teacher education: beginner teachers’ perspectives and questions. Presented at: BERA Conference 2022, Liverpool, UK.

Calvert, Graham Michael; (2022) The Production of the Depressed Subject: A Foucauldian analysis of conflict, power, and the discourse of diagnosis in teachers' narratives of their depression. Doctoral thesis (Ph.D), UCL (University College London).

Carroll, James Edward; (2022) Characterising curricular goals for students’ written historical arguments after exposure to ‘recontextualised’ academic scholarship. Doctoral thesis (Ph.D), UCL (University College London).

Chapman, A; (2022) 'Because they measure success differently': Buidling students' understandngs of how historical accounts are made - possibility and potential. Revista Territórios e Fronteiras , 14 (2) pp. 21-37. 10.22228/rt-f.v14i2.1161.

Cheong, Mi-cheong; (2022) Imagining Peacebuilding Citizenship Education: An investigation of the experience of North Korean migrants as ‘bridge citizens’. Doctoral thesis (Ph.D), UCL (University College London).

Clarke, Matthew; Mills, Martin; Mockler, Nicole; Singh, Parlo; (2022) What is the 'public' in public education? Mapping past, present and future educational imaginaries of Europe and beyond. European Educational Research Journal , 21 (1) pp. 3-12. 10.1177/14749041211030063.

Connolly, J; (2022) The Impact of Physics Anxiety on Personal and Collective Agency in the Physics Classroom. In: Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021). (pp. pp. 147-155). ESERA: Braga, Portugal.

Cook, Anna; (2022) Conceptualisations of Neurodiversity by Early Career Teachers: An Outline of IOE Early Career Researcher Impact Fellowship Activities. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Cook, Stewart; (2022) Exploring the impact a school partnership can have on the school community in challenging stereotypical images. (Practitioner Research Fund Paper 12 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK.

Cotton, Colette; (2022) Exploring a Multi-Country Partnership Through a 'Zero Waste' project. (Practitioner Research Fund Paper 8 , pp. pp. 1-48 ). Connecting Classrooms through Global Learning, in collaboration with the Development Education Research Centre: London, UK.

Crisan, C; (2022) From a Personal to a Pedagogically Powerful Understanding of School Mathematics. In: Gericke, N and Olin-Schelle, C and Stolare, M and Hudson, B, (eds.) International Perspectives on Powerful Knowledge and Epistemic Quality: Implications for Innovation in Teacher Education Policy and Practice. Bloomsbury Publishing. Bloomsbury Academic: London, UK.

Crisan, Cosette; (2022) Taking the Didactic Triangle to the Next Level: a 3D Heuristic Model for Analysing Subject Specific Approaches to Mentoring. In: Fernández, C and Llinares, S and Gutiérrez, A and Planas, N, (eds.) Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1. (pp. p. 197). Universidad de Alicante: Alicante, Spain.

Crisan, Cosette; (2022) Taking The Didactic Triangle To The Next Level: A 3D Heuristic Model For Analysing Subject Specific Approaches To Mentoring. In: Fernández, C and Llinares, S and Gutiérrez, A and Planas, N, (eds.) Proceedings of the 45 th Conference of the International Group for the Psychology of Mathematics Education. (pp. p. 197). PME: Alicante, Spain.

Daly, C; Hardman, M; Taylor, R; (2022) The Early Career Framework pilots: lessons learned. In: Ovenden-Hope, T, (ed.) The Early Career Framework: origins, outcomes and opportunities. John Catt Educational Ltd (In press).

Daly, Caroline; Brooks, Clare; (2022) Developing further as a teacher. In: Capel, S and Leask, M and Younie, S and Hidson, L and Lawrence, J, (eds.) Learning to Teach in the Secondary School. A Companion to School Experience. (pp. 506-517). Routledge: London, UK.

Davies, Ben; Smart, Teresa; Geraniou, Eirini; Crisan, Cosette; (2022) STACKification: automating assessments in tertiary mathematics. In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education (ERME): Bolzano, Italy. (In press).

Davis, Andrew Marc; (2022) Teaching the Holocaust in Jewish Schools in England: A study into practice, perspectives and challenges. Doctoral thesis (Ph.D), UCL (University College London).

Deng, Zongyi; (2022) Recontextualizing and Translating Twenty-First Century Competencies into Curriculum: Bringing Didaktik into Conversation. In: Lee, Wing On and Brown, Phillip and Goodwin, Lin and Green, Andy, (eds.) International Handbook on Education Development in Asia-Pacific. (pp. 1-21). Springer: Singapore, Singapore.

Deng, Zongyi; (2022) Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries. Journal of Curriculum Studies , 54 (5) pp. 599-617. 10.1080/00220272.2022.2089538.

Deng, Z; (2022) Powerful knowledge, transformations and Didaktik /curriculum thinking. British Educational Research Journal , Article berj.374. 10.1002/berj.3748. (In press).

Dunlop, L; Rushton, E; Atkinson, L; Cornelissen, E; De Schrijver, J; Stadnyk, T; Stubbs, J; ... Yuan, X; + view all Dunlop, L; Rushton, E; Atkinson, L; Cornelissen, E; De Schrijver, J; Stadnyk, T; Stubbs, J; Su, C; Turkenburg-van Diepen, M; Veneu, F; Blake, C; Calvert, S; Dècle, C; Dhassi, K; Edwards, R; Malaj, G; Mirjanić, J; Saunders, W; Sinkovec, Y; Vellekoop, S; Yuan, X; - view fewer (2022) Youth co-authorship as public engagement with geoengineering. International Journal of Science Education, Part B: Communication and Public Engagement , 12 (1) pp. 60-74. 10.1080/21548455.2022.2027043.

Dunlop, Lynda; Rushton, Elizabeth AC; (2022) Putting climate change at the heart of education: Is England's strategy a placebo for policy? British Educational Research Journal 10.1002/berj.3816. (In press).

Dunlop, Lynda; Rushton, Elizabeth AC; (2022) Education for Environmental Sustainability and the Emotions: Implications for Educational Practice. Sustainability , 14 (8) , Article 4441. 10.3390/su14084441.

Dunlop, Lynda; Rushton, Elizabeth AC; Atkinson, Lucy; Ayre, Jacquie; Bullivant, Andrea; Essex, Jane; Price, Laura; ... Wood, Lucy; + view all Dunlop, Lynda; Rushton, Elizabeth AC; Atkinson, Lucy; Ayre, Jacquie; Bullivant, Andrea; Essex, Jane; Price, Laura; Smith, Amanda; Summer, Maisy; Stubbs, Joshua E; Turkenburg-van Diepen, Maria; Wood, Lucy; - view fewer (2022) Teacher and youth priorities for education for environmental sustainability: A co-created manifesto. British Educational Research Journal 10.1002/berj.3803. (In press).

Elkjær, Morten; Hodgen, Jeremy; (2022) Replicating a study with tasks associated with the equals sign in an online environment. In: Fernández, C and Llinares, S and Gutiérrez,, A and Planas, N, (eds.) Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. (pp. pp. 251-258). IGPME: Alicante, Portual.

Elkjær, Morten; Hodgen, Jeremy; (2022) Operationalising Vergnaud’s Notion of Scheme in Task Design in Online Learning Environments to Support the Implementation of Formative Assessment. Implementation and Replication Studies in Mathematics Education , 2 (1) pp. 21-44. 10.1163/26670127-bja10002.

Elshirazy, Mohamed; (2022) The Reproduction of Political Agency for Activists in post 2014 Egypt: an account of ignorance as a necessity for politics in traumatic contexts. Doctoral thesis (Ph.D), UCL (University College London).

Elwick, Alexander; Friedrich, Philipp; (2022) Trust in Higher Education Policy-Making. In: Gibbs, P and Maassen, P, (eds.) Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom. (pp. 37-50). Springer Nature: Cham, Switzerland.

England, Ruth; (2022) Exploring Historical Colonial Relationships in North-South School Partnerships. (Practitioner Research Fund Paper 13 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Fargher, Mary; Mitchell, David; Till, Emma; (2022) Recontextualising Geography in Education. Presented at: Geography Teacher Educators Conference 2022, Worcester, UK.

Flint, Sharon; (2022) Wales & Lesotho school partnerships – a study exploring the impact on learning in 4 schools. Connecting Classrooms through Global Learning, in collaboration with the Development Education Research Centre: London, UK.

Foris, Melina Evelyn; (2022) The relationship between family memory and children's history learning about the recent troubled past in the conflict setting of Cyprus. Doctoral thesis (Ph.D), UCL (University College London).

Galpin, Ali; (2022) How can we use visual literacy (picture books) to impact pupils' understandings of global learning issues? (Practitioner Research Fund Paper 9 , pp. pp. 1-33 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Gao, J; Xu, Y; Kitto, E; Bradford, H; Brooks, C; (2022) Promoting culturally-sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach. Early Years , 42 (1) pp. 55-70. 10.1080/09575146.2021.1901661.

Garrecht, Carola; Czinczel, Berrit; Kretschmann, Marek; Reiss, Michael J; (2022) ‘Should We Be Doing It, Should We Not Be Doing It, Who Could Be Harmed?’. Science & Education 10.1007/s11191-022-00342-2. (In press).

Gaušas, Simonas; Daminov, Ildar; Jašinskaitė, Elžbieta; Čop, Diana; Mileiko, Ilze; Gudauskaitė, Greta; Leaton Gray, Sandra; + view all Gaušas, Simonas; Daminov, Ildar; Jašinskaitė, Elžbieta; Čop, Diana; Mileiko, Ilze; Gudauskaitė, Greta; Leaton Gray, Sandra; Pukallus, Stefanie; Bulwer, John; - view fewer (2022) The European Schools system: State of Play, Challenges and Perspectives. European Union: Brussels, Belgium.

Geraniou, Eirini; Crisan, Cosette; (2022) Design considerations for facilitating mathematical learning online. In: Proceedings of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) conference.

Geraniou, Eirini; Hodgen, Jeremy; (2022) A case study of an expert in computational thinking in the context of mathematics education research. In: Weigand, Hans-Georg and Donevska-Todorova, Ana and Faggiano, Eleonora and Iannone, Paola and Medová, Janka and Tabach, Michal and Turgut, Melih, (eds.) MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) held on 7 – 9 September 2022 in Nitra, Slovakia. (pp. pp. 153-160). HAL Open Science: Nitra, Slovakia.

Geraniou, Eirini; Hodgen, Jeremy; (2022) An exploratory study on mathematics teacher educators’ beliefs and understandings about computational thinking. In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education (ERME): Bolzano, Italy. (In press).

Geraniou, Eirini; Jankvist, Uffe Thomas; Elicer, Raimundo; Tamborg, Andreas Lindenskov; Misfeldt, Morten; (2022) On mathematical digital competency for teaching: The case of an expert teacher. In: Weigand, Hans-Georg and Donevska-Todorova, Ana and Faggiano, Eleonora and Iannone, Paola and Medová, Janka and Tabach, Michal and Turgut, Melih, (eds.) MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) held on 7 – 9 September 2022 in Nitra, Slovakia. (pp. pp. 161-168). HAL Open Science: Nitra, Slovakia.

Geraniou, Eirini; Mavrikis, Manolis; (2022) Students' Justification Strategies on the Correctness and Equivalence of Computer-Based Algebraic Expressions. In: Rojano, Teresa, (ed.) Algebra Structure Sense Development amongst Diverse Learners: Theoretical and Empirical Insights to Support In-Person and Remote Learning. Routledge: London, UK.

Glegg, Polly; (2022) Mentoring Teach First trainees: insights to help new teachers excel. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Golding, Jenefer; (2022) Foreword. In: Chirinda, B and Luneta, K and Uworwabayeho, A, (eds.) Mathematics Education in Africa: The Fourth Industrial Revolution. (v-viii). Springer: Cham, Switzerland.

Golding, Jenefer; (2022) The digital transformation of teaching and learning for high-stakes assessment: teacher and student responses in England. In: (Proceedings) AEA-Europe annual conference. AEA-Europe annual conference: Dublin, Ireland. (In press).

Golding, Jenefer; (2022) Qualifications reforms: opportunities and challenges - a focus on A level Mathematics in England. In: (Proceedings) AEA-Europe annual conference. AEA-Europe annual conference: Dublin, Ireland. (In press).

Golding, Jenefer; (2022) UK mathematics 14-19: the gender jigsaw summary report for the Joint Mathematical Council of the UK. UCL IOE: London, UK.

Golding, Jenefer; (2022) UK mathematics 14-19: the gender jigsaw. A report for the Joint Mathematical Council of the UK. UCL IOE: London, UK.

Golding, Jenefer; Barrow, Ellen; Grima, Grace; (2022) Power Maths: Implementation, response and learning by Summer 2021. Pearson UK: London, UK. (In press).

Golding, Jenefer; Hill, Mark J; Custodio, Irene; Grima, Grace; (2022) Gender, self-perception, and mathematics: the 2020 England, Wales and Northern Ireland PISA Field Trial. In: Proceedings of the British Society for Research into Learning Mathematics 41 (3). British Society for Research into Learning Mathematics

Golding, Jenefer; Redmond, Benjamin; Grima, Grace; (2022) Mathematics A Levels Efficacy Study 2017-2021: Final Report. Pearson UK: London, UK.

Golding, Jennie; (2022) New models of supervision: opportunities and challenges for academics and for doctoral students. Presented at: Aga Khan Institute for Educational Development International Doctoral conference 'Building a community of inquirers: learning from the global pandemic', Karachi, Pakistan.

Golding, Jennie; (2022) Keynote lecture: Teacher development for policy change. Presented at: The International Conference on Educational Studies and Entrepreneurships (ICoESE) 2022, Makassar, Indonesia.

Golding, Jennie; (2022) Keynote lecture: The mathematics gender jigsaw in Further Education. Presented at: National Association of Numeracy and Mathematics in Colleges UK conference 2022, Online conference.

Golding, Jennie; (2022) Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic. Presented at: Teaching and Learning Mathematics Online conference: 'Restarting the new normal'', Online conference.

Golding, Jennie; (2022) Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy. In: Hudson, B and Gericke, N and Olin-Scheller, C and Stolare, M, (eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects. (pp. 55-78). Bloomsbury Publishing: London, UK.

Golding, Jennie; (2022) Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy. In: Hudson, B and Gericke, N and Olin-Scheller, C and Stolare, M, (eds.) International Perspectives on Knowledge and Curriculum. Epistemic Quality across School Subjects. (pp. 137-155). Bloomsbury Publishing: London, UK.

Golding, Jennie; Luneta, Kakoma; Kapenda, Hileni; Phirinalube, Patricia; (2022) Collaborative development of doctoral supervision. Presented at: University of London Research in Distance Education conference (RIDE 2022), London, UK.

Golding, Jennie; Luneta, Kakoma; Kapenda, Hileni M; Phirinalube, Patricia; (2022) Doctoral supervision across worlds: comparative supervisor lenses exposed through online collaborative workshops. Presented at: Society for Research in Higher Education (SRHE) International Conference 2022, Online conference.

Gonzalez-Wegener, Xaviera; (2022) An exploration of summative classroom assessment practice at secondary schools in Chile from an inclusive perspective. Doctoral thesis (Ph.D), UCL (University College London).

Goodley, Claire; Perryman, Jane; (2022) Beyond the 'terrors of performativity': dichotomies, identities and escaping the panopticon. London Review of Education , 20 (1) , Article 29. 10.14324/lre.20.1.29.

Gray, SL; (2022) Phantasy and play: Susan Isaacs and child development. London Review of Education , 20 (1) , Article 40. 10.14324/LRE.20.1.40.

Greer, Kate; Perry, Sophie; Hine, Shirin; Wood, Lucy; O'Dwyer, Liam Cini; (2022) Doctoral research as team enterprise: the continuing legacy of Professor Rosalind Driver. Journal of Science Teacher Education , 92 pp. 41-45.

Grima, Grace; Golding, Jennie; Redmond, Benjamin; (2022) Qualifications reforms: opportunities and challenges - a focus on A level Mathematics in England. Presented at: 23rd Annual Meeting of the Association for Educational Assessment – Europe (AEA-Europe 2022), Dublin, Ireland.

Grol, Roel; Glegg, Polly; Oosterbroek, Coen; Pascall, Limara; (2022) Towards a model for analyzing and supporting business reasoning in secondary education. Teaching Business and Economics , 2022

Guerrero Hernández, Gonzalo; (2022) Community-Based Outdoor Science Education in Chile: A Contribution to Expanding Networks within Pro-Eco-Justice Dispositifs. Journal for Activist Science and Technology Education , 12 (1) pp. 65-84.

Guerrero Hernández, Gonzalo; Salinas, Victor; Aspee, Alexsandra; Malhue, Pablo; Pardo, Tania; (2022) Ciencias para la ciudadanía: Ambiente y Sustentabilidad. [Book]. Pontificia Universidad Católica de Valparaíso - Centro de Acción Climática (CAC) y Centro de Investigación en Didáctica de las Ciencias y Educación STEM (CIDSTEM): Santiago de Chile, Chile.

Guler, Zeynep; (2022) Supporting Science Teachers’ Agentic Practice in the Pedagogy of Scientific Argumentation. Doctoral thesis (Ph.D), UCL (University College London).

Gunton, Richard M; Stafleu, Marinus D; Reiss, Michael J; (2022) A General Theory of Objectivity: Contributions from the Reformational Philosophy Tradition. Foundations of Science , 27 pp. 941-955. 10.1007/s10699-021-09809-x.

Hamblin, Declan; Beckey, Alex; (2022) Target setting: mentoring in physical education. Physical Education Matters , 17 (2) pp. 72-74.

Hammond, L; Healy, G; Puttick, S; Walshe, N; (2022) Mentoring and the 'production of space': Research, practice and geographical futures. [Digital scholarly resource]. https://www.gereco.org/2022/01/07/mentoring-and-th...

Hammond, L; Puttick, S; Walshe, N; Healy, G; (2022) Mentoring matters: contributing to a more just tomorrow in geography education. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. (pp. 243-251). Routledge: London, UK.

Hammond, Lauren; (2022) Who are the children we teach? Considering identities, place and time-space in education. Oxford Review of Education , 49 (3) pp. 342-359. 10.1080/03054985.2022.2085086.

Hammond, Lauren; Biddulph, Mary; Catling, Simon; McKendrick, John; (2022) The child and their (geographical) education. In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.) Children, education and geography: Rethinking intersections. (pp. 3-18). Routledge: London, UK.

Hammond, Lauren; Healy, Grace; (2022) Engaging with undergraduate geography students’ perspectives on the value of geography to a person’s education. Geography , 107 pp. 133-144. 10.1080/00167487.2022.2114164.

Hammond, Lauren; Healy, Grace; (2022) Student voice, democratic education and geography: Reflecting on the findings of a survey of undergraduate geography students. In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.) Children, education and geography: Rethinking intersections. (pp. 102-116). Routledge

Hardman, Mark; Taylor, becky; Daly, Caroline; (2022) An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. (pp. 1-26). Palgrave Macmillan: Cham, Switzerland.

Hargreaves, E; Buchanan, D; Quick, L; (2022) Persevering for a cruel and cynical fiction? The experiences of the 'low achievers' in primary schooling. British Journal of Educational Studies 10.1080/00071005.2021.1998340. (In press).

Hargreaves, E; Saville, K; Buchanan, D; Leaton Gray, S; Perryman, J; Quick, L; (2022) Sense of competence, autonomy and relatedness during primary-secondary transition: children express their own experiences. International Journal of Educational and Life Transitions , 1 (1) pp. 1-16. 10.5334/ijelt.36.

Hellawell, B; (2022) Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’ EEF recommendations: meeting identified need in order to thrive. Support for Learning , 37 (2) pp. 336-350. 10.1111/1467-9604.12411.

Hellawell, Beate; Smith, Sharon; Wharton, Julie; (2022) ‘What was required above all else was collaboration’: keeping the momentum for SEND partnership working in the wake of Covid‐19. British Journal of Special Education 10.1111/1467-8578.12413. (In press).

Hodgen, J; Foster, C; Brown, M; (2022) Low attainment in mathematics: An analysis of 60 years of policy discourse in England. Curriculum Journal , 33 (1) pp. 5-24. 10.1002/curj.128.

Hodgen, Jeremy; Adkins, Michael; Ainsworth, Shaaron Elizabeth; (2022) Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial. Cambridge Journal of Education 10.1080/0305764x.2022.2093838. (In press).

Hodgen, Jeremy; Taylor, Becky; Francis, Becky; Craig, Nicole; Bretscher, Nicola; Tereshchenko, Antonina; Connolly, Paul; Hodgen, Jeremy; Taylor, Becky; Francis, Becky; Craig, Nicole; Bretscher, Nicola; Tereshchenko, Antonina; Connolly, Paul; Mazenod, Anna; - view fewer (2022) The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal 10.1002/berj.3838. (In press).

Ingber, Jenny; Wallace, Jamie; (2022) Dioramas as a Place for Play and Early Science Learning: Exploring Teachers’ Perspectives and Experiences. In: (Proceedings) 2022 Annual International Conference. National Association for Research in Science Teaching (NARST): Vancouver, Canada. (In press).

Jerome, Lee; Starkey, Hugh; (2022) Developing children's agency within a children's rights education framework: 10 propositions. Education 3-13 pp. 1-13. 10.1080/03004279.2022.2052233. (In press).

Johann, LI; Rusk, FKH; Reiss, MJ; Groß, J; (2022) Upper secondary students’ thinking pathways in cell membrane biology – an evidence-based development and evaluation of learning activities using the Model of Educational Reconstruction. Journal of Biological Education 10.1080/00219266.2022.2026805. (In press).

Kelly, Kate Tremain; Richardson, Mary; Isaacs, Talia; (2022) Critiquing the rationales for using comparative judgement: a call for clarity. Assessment in Education: Principles, Policy & Practice 10.1080/0969594x.2022.2147901. (In press).

Kraska, Monika Katarzyna; (2022) Internationalisation and global citizenship in higher education - reflections from four case studies in Brazil, Poland, UK and USA. Doctoral thesis (Ph.D), UCL (University College London).

Lang, Adam Peter; (2022) The ‘Prevent Duty’ (Counter Terrorism and Security Act 2015) and its impact on English secondary schools and colleges: A view from Leadership. Doctoral thesis (Ph.D), UCL (University College London).

Lazarashvili, Kakhaber; (2022) Developing Relationships and Sex Education in Higher Education: An exploration of academics and practitioners’ views in Georgia. Doctoral thesis (Ed.D), UCL (University College London).

Lee, Kyoungwon; (2022) Teachers as agents: Understanding teacher agency for global citizenship education in South Korea. Doctoral thesis (Ph.D), UCL (University College London).

Levinson, R; Hadjicosti, I; Korfiatis, K; Price, S; (2022) Students' Forms of Dialogue When Engaged with Contemporary Biological Research: Insights from University and High School Students' Group Discussions. Research in Science Education , 52 pp. 1525-1544. 10.1007/s11165-021-09989-3.

Levinson, Ralph; (2022) Teaching SSIs: An Epistemology Based on Social Justice Through the Meta Theory of Critical Realism. In: Hsu, Ying-Shao and Tytler, Russell and White, Peta J, (eds.) Innovative Approaches to Socioscientific Issues and Sustainability Education. (pp. 367-379). Springer Nature: Singapore.

Lodge, Wilton; Reiss, Michael J; Sheldrake, Richard; (2022) Investigative school research projects in biology: Effects on students. Presented at: ERIDOB 2022, Nicosa, Cyprus.

Loo, Sai; (2022) VET in FE: A Way Forward. FE News

Loo, Sai; (2022) Vocational education and training (VET) in FE: A question of ‘divide and rule’? FE News

Loo, Sai; (2022) Further Education Teacher Educators’ Initial Disciplines, Journeys and Titles: From Their Perspectives in Higher Education Institutions, Further Education Colleges and Private Providers. In: Loo, Sai, (ed.) Teacher Educators in Vocational and Further Education. (pp. 91-104). Springer Nature: Cham, Switzerland.

Loo, Sai; Wilde, Julie; (2022) VET in FE: Curriculum Development Framework. FE News

Majid, Nasreen; Reed Johnson, Joanna; Marston, Sarah; Happle, Andrew; (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading: Reading, UK.

Markwick, A; White, A; (2022) Working scientifically with fruit and vegetable batteries. Primary Science (171) pp. 11-14. (In press).

Markwick, Andy; (2022) Luminescence: a fascinating phenomenon that engages learners. School Science Review , 104 (386) pp. 11-18.

Markwick, Andy; Pope, William; (2022) Learning From Lockdown: How To Develop Blended Learning. Teaching Times pp. 1-8.

Maslowski, Katherine; Biswakarma, Rina; Reiss, Michael J; Harper, Joyce; (2022) Sex and fertility education in England: an analysis of biology curricula and students’ experiences. Journal of Biological Education 10.1080/00219266.2022.2108103. (In press).

Mavrikis, Manolis; Geraniou, Eirini; Vanbecelaere, Stefanie; Depaepe, Fien; (2022) Primary school teachers meet learning analytics dashboards: from dispositions to situation-specific digital competence in practice. In: Weigand, Hans-Georg and Donevska-Todorova, Ana and Faggiano, Eleonora and Iannone, Paola and Medová, Janka and Tabach, Michal and Turgut, Melih, (eds.) MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) held on 7 – 9 September 2022 in Nitra, Slovakia. (pp. pp. 216-223). HAL Open Science: Nitra, Slovakia.

McCarthy, Francesca; (2022) See What I'm Saying? Presented at: See What I'm Saying?, workshop discussion, London, UK.

McIvor, Nick; (2022) Identifying improvisation in the secondary mathematics classroom. In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education: Bozen-Bolzano, Italy.

Mckendrick, John; Catling, Simon; Biddulph, Mary; Hammond, Lauren; (2022) Moving forwards: Strengthening engagement across the intersections between children, education and geography. In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.) Children, education and geography: Rethinking intersections. (pp. 235-248). Routledge

Meredith, A; (2022) A study exploring the impact of the Covid-19 pandemic on overseas school partnerships. (Connecting Classrooms through Global Learning Practitioner Research Fund 2 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Mezue, Ijeaku Iheoma; (2022) The student as a learner, a knower and a facilitator: Share epistemic agency enacted as an innovative school-based mathematics pedagogy. Doctoral thesis (Ph.D), UCL (University College London).

Mills, M; Riddle, S; McGregor, G; Howell, A; (2022) Towards an understanding of curricular justice and democratic schooling. Journal of Educational Administration and History , 54 (3) pp. 345-356. 10.1080/00220620.2021.1977262.

Mitchell, David; (2022) GeoCapabilities 3—knowledge and values in education for the Anthropocene. International Research in Geographical and Environmental Education 10.1080/10382046.2022.2133353. (In press).

Mitchell, David; Hanus, Martin; Béneker, Tine; Biddulph, Mary; Leininger-Frézal, Caroline; Zwartjes, Luc; Donert, Karl; (2022) Enhancing Teachers’ Expertise Through Curriculum Leadership—Lessons from the GeoCapabilities 3 Project. Journal of Geography , 121 (5-6) pp. 162-172. 10.1080/00221341.2022.2149838.

Mitchell, Emma; (2022) Post-16 curriculum choice: processes, values and tensions at a dual-curriculum UK independent school. Doctoral thesis (Ed.D), UCL (University College London).

Mizzi, Emanuel; (2022) Powerful Knowledge and Pedagogy in the Maltese Secondary School Economics Classroom. Doctoral thesis (Ph.D), UCL (University College London).

Mohammed, Victoria; Reiss, Michael J; Hargreaves, Eleanore; (2022) Students' views on what aids their learning of school science in Lagos state, Nigeria. SN Social Sciences , 2 , Article 99. 10.1007/s43545-022-00404-w.

Morgan, J.; (2022) Knowledge, culture and the curriculum in Britain, 1944 to the present. London Review of Education , 20 (1) , Article 34. 10.14324/LRE.20.1.34.

Moula, Zoe; Palmer, Karen; Walshe, Nicola; (2022) A Systematic Review of Arts-Based Interventions Delivered to Children and Young People in Nature or Outdoor Spaces: Impact on Nature Connectedness, Health and Wellbeing. Frontiers in Psychology , 13 , Article 858781. 10.3389/fpsyg.2022.858781.

Mujtaba, Tamjid; Reiss, Michael; (2022) The Development of an ‘Attitudes to Science and Religion’ Instrument for Secondary School Students: How Are the Attitudes of Students to Science and Religion Associated with Student Religion and Other Characteristics? Education Sciences , 12 (12) p. 937. 10.3390/educsci12120937.

Mujtaba, Tamjid; Sheldrake, Richard; Hodgen, Jeremy; Reiss, Michael; (2022) Focus for Teacher Assessment of Primary Science (Focus4TAPS) Evaluation Report. Education Endowment Foundation: London.

Osler, Audrey; Starkey, Hugh; (2022) 3. Global Citizenship Education: Democracy, Children’s Rights, and the Role of the Teacher. In: Alter, Gloria T and Fernekes, William R, (eds.) The Human Rights Imperative in Teacher Education: developing compassion, understanding and advocacy. (pp. 57-72). Rowman & Littlefield: Lanham, MD.

Özmen, Onur; (2022) Towards a Critical Realist Ethics. Doctoral thesis (Ph.D), UCL (University College London).

Pasha, Aamna; (2022) Examining Global Education Discourses in Social Studies Textbooks in Pakistan. Doctoral thesis (Ph.D), UCL (University College London).

Pearce, Andy; (2022) Mining the Strata of Memory. Decolonization and the Contexts of Holocaust Consciousness in Early Postwar Britain. In: Gerber, Jan and Graf, Philipp and Pollmann, Anna, (eds.) Geschichtsoptimismus und Katastrophenbewusstsein: Europa nach dem Holocaust. (pp. 257-284). Vandenhoeck & Ruprecht: Göttingen, Germany.

Perryman, Jane; Leaton Gray, Sandra; Hargreaves, Eleanore; Saville, Katya; (2022) 'Feeling Overwhelmed': Pedagogy and professionalism in a pandemic. Pedagogy, Culture & Society 10.1080/14681366.2022.2133157. (In press).

Pillinger, C; Vardy, E; (2022) The story so far: A systematic review of the dialogic reading literature. Journal of Research in Reading , 45 (4) pp. 533-548. 10.1111/1467-9817.12407.

Prendergast, Mabel; Kanella, Ilektra; Milton-Jones, Helena; Moula, Zoe; Scott, Katie; Shah, Rakhee; (2022) Public health for paediatricians: 15-minute guide to identify and address food insecurity. Archives of Disease in Childhood: Education and Practice Edition 10.1136/archdischild-2021-322023. (In press).

Redmond, Ben; Golding, Jennie; Grima, Grace; (2022) The digital transformation of teaching and learning for high-stakes assessment: teacher and student responses in England. Presented at: AEA-Europe Annual Conference 2022, Dublin, Ireland.

Reid, Keri; (2022) A global partnership from the perspective of the Southern school: Perceptions, pedagogies, and the power of love. (Practitioner Research Fund Paper 5 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Reiss, M; (2022) How can we teach genetics for social justice? In: Haskel-Ittah, M and Yarden, A, (eds.) Genetics Education Current Challenges and Possible Solutions. (pp. 35-52). Springer: Cham, Switzerlend.

Reiss, M; Ji, Y; (2022) Cherish Lives? Progress and compromise in sexuality education textbooks produced in contemporary China. Sex Education: sexuality, society and learning 10.1080/14681811.2021.1955670. (In press).

Reiss, Michael; (2022) Learning to teach controversial topics. In: Luft, Julie and Jones, Gail, (eds.) Handbook of Research on Science Teacher Education. Routledge: Abingdon, UK.

Reiss, Michael; (2022) Unidentified Aerial Phenomena (UAP) and the Search for Knowledge. In: Andresen, Jensine and Chon Torres, Octavio A, (eds.) Extraterrestrial Intelligence: Academic and Societal Implications. (pp. 33-40). Cambridge Scholars Publishing: Newcastle, UK.

Reiss, Michael; Mussard, Jack; (2022) Why is genetics so hard to learn? Insights from examiner reports for 16-18 year-olds in England. School Science Review , 103 (384) pp. 32-40.

Reiss, Michael; Sheldrake, Richard; (2022) Children's Interests and Orientations Towards Nature: Views from Young Children in England. In: Korfiatis, Konstantinos and Grace, Marcus, (eds.) Current Research in Biology Education: Selected Papers from the ERIDOB Community. (pp. 285-299). Springer: Cham, Switzerland.

Reiss, Michael; Swanepoel, Annie; Launer, John; Music, Graham; Wren, Bernadette; (2022) Evolutionary perspectives on childhood trauma. In: Abed, Riadh and St John-Smith, Paul, (eds.) Evolutionary Psychiatry: Current Perspectives on Evolution and Mental Health. (pp. 214-227). Cambridge University Press: Cambridge, UK.

Reiss, Michael; Swanepoel, Annie; Launer, John; Music, Graham; Wren, Bernadette; (2022) Evolutionary perspectives on neurodevelopmental disorders. In: Abed, Riadh and St John-Smith, Paul, (eds.) Evolutionary Psychiatry: Current Perspectives on Evolution and Mental Health. (pp. 228-243). Cambridge University Press: Cambridge, UK.

Reiss, Michael J; (2022) Consent, mutuality and respect for persons as standards for ethical sex and for sex education. Journal of Philosophy of Education 10.1111/1467-9752.12680. (In press).

Reiss, Michael J; (2022) Trust, Science Education and Vaccines. Science & Education 10.1007/s11191-022-00339-x. (In press).

Reiss, MJ; (2022) Faith, science and classrooms. In: Debates in Science Education: Second Edition. (pp. 188-200). Routledge: London, UK.

Reiss, MJ; (2022) Worldviews - A Threat to Religious Education but Ignored in Science Education? In: Barnes, LP, (ed.) Religion and Worldviews: The Triumph of the Secular in Religious Education. (pp. 152-168). Routledge: London, UK.

Reiss, MJ; (2022) Reclimating: 0°C as a target for global warming. Journal of Biological Education , 56 (1) pp. 1-2. 10.1080/00219266.2022.2041536.

Richardson, Mary; (2022) Rebuilding Public Confidence in Educational Assessment. [Book]. UCL Press: London, UK.

Richardson, Mary; (2022) Normal service is resumed? Assessment in FE contexts. [Digital scholarly resource]. https://www.aoc.co.uk/news-campaigns-parliament/ne...

Riordan, Sally; (2022) Improving teaching quality to compensate for socio‐economic disadvantages: A study of research dissemination across secondary schools in England. Review of Education , 10 (2) , Article e3354. 10.1002/rev3.3354.

Rondeau, K; Dillon, J; Mansour, N; Daniels, J; (2022) Managing Knowledge and Identity across the Boundary of Academic and Commercial Science. In: Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. (pp. pp. 432-440). Academic Conferences International Ltd: Porto, Portugal.

Roots, Anne; (2022) Do teachers see global school partnerships as a tool to deliver antiracist and inclusive approaches? Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Rozas Assael, Tamara Camila; (2022) Assessment & Social Justice in a Context of High-Stakes Testing: Conceptions and Experiences of the SIMCE test in Three Chilean Schools Orientated by Inclusive Principles. Doctoral thesis (Ph.D), UCL (University College London).

Rumjaun, A; Atchia, S; Reiss, MJ; (2022) Policy responses to the decline in the number of students choosing biology beyond compulsory school level in Mauritius. Journal of Biological Education pp. 1-18. 10.1080/00219266.2021.2012226. (In press).

Rushton, Elizabeth; Dunlop, Lynda; (2022) Education for Environmental Sustainability. BERA Research Intelligence , 150 pp. 10-11.

Rushton, Elizabeth; Dunlop, Lynda; (2022) Reflections on manifesto-making in the context of education for environmental sustainability. BERA Research Intelligence , 150 pp. 24-25.

Rushton, Elizabeth; Murtagh, Lisa; Ball-Smith, Claire; Black, Bryony; Dunlop, Lynda; Gibbons, Simon; Ireland, Kate; ... Scott, Carole; + view all Rushton, Elizabeth; Murtagh, Lisa; Ball-Smith, Claire; Black, Bryony; Dunlop, Lynda; Gibbons, Simon; Ireland, Kate; Morse, Rachele; Reading, Catherine; Scott, Carole; - view fewer (2022) Reflecting on ‘classroom readiness’ in Initial Teacher Education in a time of global pandemic from the perspectives of eight university providers from across England, UK. Journal of Education for Teaching 10.1080/02607476.2022.2150840. (In press).

Rushton, Elizabeth; Steadman, Sarah; Gibbons, Simon; Sreenan, Niall; (2022) Understanding and mitigating the impact of Covid-19 disruption on trainee and early career teachers in secondary schools: Findings and recommendations to address teacher quality and enable retention. King’s College London, Policy Institute: London, UK.

Rushton, Elizabeth; Walkington, Helen; (2022) Mentoring school student research as an approach to geography teacher professional development. In: Artvinli, Eyüp and Gryl, Inga and Lee, Jongwon and Mitchell, Jerry, (eds.) Geography teacher education and professionalization. (pp. 277-290). Springer: Cham, Switzerland.

Rushton, Elizabeth AC; Walshe, Nicola; (2022) Climate change, sustainability and the environment: the continued importance of biological education. Journal of Biological Education , 56 (3) pp. 243-244. 10.1080/00219266.2022.2116843.

Salinas-Silva, Victor; (2022) Teachers’ territorialities. An expanded definition of teachers’ professional practice in rural education. Doctoral thesis (Ph.D), UCL (University College London).

Saunders, Piers; (2022) Tracing the evolution of teachers' mathematical knowledge and pedagogy through programming: Learning from Scratch. Doctoral thesis (Ph.D), UCL (University College London).

Schweisfurth, Michele; Thomas, Matthew AM; Smail, Amy; (2022) Revisiting comparative pedagogy: methodologies, themes and research communities since 2000. Compare: A Journal of Comparative and International Education , 52 (4) pp. 560-580. 10.1080/03057925.2020.1797475.

Seleznyov, S; Adhami, M; Black, A; Hodgen, J; Twiss, S; (2022) Cognitive Acceleration in Mathematics Education: further evidence of impact. Education 3-13: the professional journal for primary education , 50 (5) pp. 564-576. 10.1080/03004279.2021.1872678.

Sell, J; Reiss, MJ; (2022) Faith-sensitive RSE in areas of low religious observance: really? Sex Education , 22 (1) pp. 52-67. 10.1080/14681811.2020.1835634.

Sheldrake, Richard; Mujtaba, Tamjid; Reiss, Michael J; (2022) Implications of under-confidence and over-confidence in mathematics at secondary school. International Journal of Educational Research , 116 , Article 102085. 10.1016/j.ijer.2022.102085.

Simpson, Jen; (2022) Exploring the transformative potential of specific pedagogies on pupils' awareness and critical understandings of global issues. Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Smith, Emma Rawlings; Rushton, Elizabeth AC; (2022) Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world. International Research in Geographical and Environmental Education 10.1080/10382046.2022.2153988. (In press).

Starkey, Hugh; (2022) Challenges to Global Citizenship Education: nationalism and cosmopolitanism. In: Lütge, Christiane and Merse, Thorsten and Rauschert, Petra, (eds.) Global Citizenship in Foreign Language Education Concepts, Practices, Connections. (pp. 62-78). Routledge: Abingdon, UK.

Starkey, Hugh; (2022) Book review: Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj. London Review of Education , 20 (1) 10.14324/LRE.20.1.08.

Stones, Alexis; Fraser-Pearce, Jo; (2022) Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms? Journal of Religious Education , 70 pp. 367-382. 10.1007/s40839-022-00187-5.

Stones, Alexis; Mitchell, David; (2022) Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene. London Review of Education , 20 (1) , Article 23. 10.14324/LRE.20.1.23.

Stones, Tina; Collacott, Mary; Christie, Beth; (2022) Developing a whole campus approach to learning for sustainability: Challenges and opportunities for embedding and sustaining change. Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK.

Svennevig, Hans; Jerome, Lee; Starkey, Hugh; White, Kirsty; Elwick, Alex; (2022) Powerful Knowledge: Revealing the Citizenship teacher's professional knowledge base. Teaching Citizenship (55) pp. 35-38.

Svennevig, Hans; Starkey, Hugh; Jerome, Lee; Gronland, Gemma; Hayward, Jeremy; Elwick, Alex; (2022) Project Report for the Teachers and Citizenship Knowledge Project – Seed Funded by Centre for Teachers and Teaching Research. IOE, UCL's Faculty of Education and Society: London, UK.

Szocik, K; Reiss, MJ; (2022) The final frontier: what is distinctive about the bioethics of space missions? The cases of human enhancement and human reproduction. Monash Bioethics Review 10.1007/s40592-022-00164-6. (In press).

Tao, Xi; (2022) Becoming a Global Citizen Through Study Abroad: A Longitudinal Study of Chinese Postgraduate Students’ Experience in the UK. Doctoral thesis (Ph.D), UCL (University College London).

Tarozzi, Massimiliano; (2022) Implementing global citizenship education policy: The bargaining process of NGOs in some European countries. Journal of Global Education and Research , 6 (1) pp. 82-97. 10.5038/2577-509x.6.1.1143.

Taylor, Becky; Hodgen, Jeremy; Jacques, Laurie; Tereshchenko, Antonina; Cockerill, Maria; Kwok, Rosa Kit Wan; (2022) Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality. Teachers and Teaching pp. 1-15. 10.1080/13540602.2022.2062717. (In press).

Taylor, R; (2022) Attainment grouping and equity in English schools. Assessment and Development Matters (In press).

Tereshchenko, A; Bei, Z; Bradbury, A; Forde, E; Mullings, G; (2022) Supporting the retention of minority ethnic teachers: A research and practice based guide for school leaders. IOE, UCL’s Faculty of Education and Society: London, UK.

Thurm, Daniel; Geraniou, Eirini; Jankvist, Uffe Thomas; (2022) Preservice teachers’ beliefs about mathematical digital competency – a “hidden variable” in teaching mathematics with digital technology? In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education (ERME): Bolzano, Italy. (In press).

Tunnicliffe, Sue; (2022) Engaging children in Technology. Presented at: The Early Childhood Commission: Investing Today for Tomorrow, Kingston, Jamaica.

Tunnicliffe, Sue Dale; (2022) Play and STEM in the early years. In: Tunnicliffe, Sue Dale and Kennedy, Teresa, (eds.) Play and STEM Education in the Early Years: Iterntaional Polcies and Practice. Springer Nature: Cham, Switzerland.

Tunnicliffe, Sue Dale; (2022) STEM in Early Years play. Presented at: 2022 NARST Annual International Conference, Vancouver, Canada.

Tutuncu, Sumeyra; (2022) An analysis of teacher guides for formative assessment. In: Marks, R, (ed.) Proceedings of the British Society for Research into Learning Mathematics 42. BSRLM: Nottingham, UK.

Walshe, N; Healy, G; Hammond, L; Puttick, S; (2022) Introduction: Mentoring matters in and for geography education. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. Routledge (In press).

Walshe, Nicola; Moula, zoe; lee, elsa; (2022) Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustsainability , 14 (6) , Article 3582. 10.3390/su14063582.

Wright, P; (2022) Conceptualising and operationalising socio-mathematical agency. In: Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME 12). CERME: Online.

Wright, P; Carvalho, T; Fejzo, A; (2022) Visible mathematics pedagogy: A model for transforming classroom practice. Educational Action Research , 30 (2) pp. 168-191. 10.1080/09650792.2020.1850497.

Yamak, M; Chaaban, Y; (2022) Lebanese Pre-service Teachers' Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course. Mathematics Teacher Education and Development , 24 (2) pp. 19-32.

Yamak, M; Chaaban, Y; (2022) Capitalising on professional capital in Lebanese schools post-pandemic. International Journal of Educational Research Open , 3 , Article 100125. 10.1016/j.ijedro.2022.100125.

Yates, Jane; (2022) Global learning during the Covid-19 pandemic. Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Young, Sara; (2022) Positionality in Identity Research. Presented at: Positionality in PAR Research: PAR Network seminar, Online conference.

Zewolde, Solomon; (2022) ‘Race’ and academic performance in international higher education: Black Africans in the UK. Journal of Comparative & International Higher Education , 14 (3a) pp. 211-226. 10.32674/jcihe.v14i3a.3976.

2021

Standen, Alex and Hansen, Jesper and Clark, Lauren and Hastie, Alex and Kunz, Sarah and Thorogood, Joe (Eds). (2021) Postgraduate Pedagogies Vol. 1 No. 1. [Whole issue]. Postgraduate Pedagogies , 1 (1).

Chapman, A (Ed). (2021) Knowing History in Schools: Powerful knowledge and the powers of knowledge. Knowledge and the Curriculum. UCL Press: London, UK.

Standish, A and Cuthbert, AS (Eds). (2021) What Should Schools Teach? Disciplines, subjects and the pursuit of truth. Knowledge and the Curriculum. UCL Press: London, UK.

Academic Network on Global Education & Learning; (2021) Global Education Digest 2021. (Global Education Digest Report Series 4 , pp. pp. 1-154 ). Development Education Research Centre: London, UK.

Ariza, MR; Christodoulou, A; van Harskamp, M; Knippels, MCPJ; Kyza, EA; Levinson, R; Agesilaou, A; (2021) Socio‐scientific inquiry‐based learning as a means toward environmental citizenship. Sustainability , 13 (20) , Article 11509. 10.3390/su132011509.

Barrow, E; Golding, J; Grima, G; (2021) ‘It’s been worth the effort’: Primary school teachers learning to teach mathematics remotely during the pandemic. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 41 No 2. (pp. 01). British Society for Research into Learning Mathematics: Online.

Barrow, E; Golding, J; Grima, G; (2021) Mind the gap: Mathematics teaching and learning in Power Maths primary schools in a pandemic autumn. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 14 No 1. (pp. 05). BSRLM: Online.

Barrow, Ellen; Golding, Jennie; Grima, Grace; (2021) A year of pandemic: managing the impact in Power Maths primary schools in England, 2020-2021. Presented at: AEA-Europe conference 2021, Online conference.

Bourn, D; (2021) Pedagogy of hope: global learning and the future of education. International Journal of Development Education and Global Learning , 13 (2) pp. 65-78. 10.14324/ijdegl.13.2.01.

Bourn, D; Soysal, N; (2021) Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability? Sustainability , 13 (16) , Article 8973. 10.3390/su13168973.

Bravo González, P; Reiss, M; (2021) Science teachers' views of creating and teaching Big Ideas of science education: experiences from Chile. Research in Science and Technological Education 10.1080/02635143.2021.1919868. (In press).

Bretscher, N; (2021) Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools. Research in Mathematics Education , 23 (2) pp. 142-158. 10.1080/14794802.2020.1830156.

Bretscher, N; Geraniou, E; Clark-Wilson, A; Crisan, C; (2021) Learning from the pandemic: Capitalising on opportunities and overcoming challenges for mathematics teaching and learning practices with and through technology. In: Marks, Rachel, (ed.) Proceedings of the British Society for Research into Learning Mathematics 41(3). BSRLM

Briggs, Andrew; Reiss, Michael J.; (2021) Dimensions and Pillars of Human Flourishing. In: Briggs, A and Reiss, MJ, (eds.) Human Flourishing: Scientific insight and spiritual wisdom in uncertain times. (pp. 1-22). Oxford University Press: Oxford, UK.

Brooks, C; (2021) Quality at scale: Strategies for large-scale initial teacher education programmes. Teaching and Teacher Education , 107 , Article 103490. 10.1016/j.tate.2021.103490.

Brooks, C; (2021) Quality conundrums in initial teacher education. In: Initial Teacher Education at Scale: Quality Conundrums. (pp. 1-30). Routledge: London, UK.

Brooks, C; (2021) Research capacity in initial teacher education: trends in joining the 'village'. Teaching Education , 32 (1) pp. 7-26. 10.1080/10476210.2020.1862077.

Brooks, C; McIntyre, J; Mutton, T; (2021) Teacher education policy making during the pandemic: shifting values underpinning change in England? Teachers and Teaching 10.1080/13540602.2021.1997984. (In press).

Brooks, C; Kitto, E; (2021) Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China. Early Years 10.1080/09575146.2021.1935495. (In press).

Buchanan, D; Hargreaves, E; Quick, L; (2021) 'My life is like a massive jigsaw with pieces missing'. How 'lower-attaining' children experience school in terms of their well-being. Education 3-13 , 49 (8) pp. 1000-1012. 10.1080/03004279.2020.1818269.

Buchanan, D; Warwick, I; (2021) First do no harm: using 'ethical triage' to minimise causing harm when undertaking educational research among vulnerable participants. Journal of Further and Higher Education , 45 (8) pp. 1090-1103. 10.1080/0309877X.2021.1890702.

Calleja, J; Foster, C; Hodgen, J; (2021) Integrating ‘Just-in-Time’ Learning in the Design of Mathematics Professional Development. Mathematics Teacher Education and Development (In press).

Chapman, A; (2021) Changing LUK: Nation and Narration in the First and the Third Editions of Life in the United Kingdom. In: Brauch, N and Berger, S and Lorenz, C, (eds.) Analysing Historical Narratives: On Academic, Popular and Educational Framings of the Past. (pp. 304-326). Berghahn Books: Oxford, UK.

Cheong, MC; Azada-Palacios, R; Beye, K; Lang, AP; Saud, NB; Tong, Y; (2021) Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis. Perspectives in Education , 39 (1) pp. 304-322. 10.18820/2519593X/pie.v39.i1.19.

Christodoulou, A; Levinson, R; Davies, P; Grace, M; Nicholl, J; Rietdijk, W; (2021) The use of Cartography of Controversy within socioscientific issues-based education: students' mapping of the badger-cattle controversy in England. International Journal of Science Education , 43 (15) pp. 2479-2500. 10.1080/09500693.2021.1970852.

Clark, Lauren; (2021) Bridging the Power Gap: GTAs and Student-Staff Partnership. Postgraduate Pedagogies , 1 (1) pp. 91-108.

Clark, Lauren; Standen, Alex; Hansen, Jesper; Hastie, Alex; Kunz, Sarah; (2021) Introduction to Postgraduate Pedagogies: Centring Graduate Teaching Assistants in Higher Education. Postgraduate Pedagogies , 1 (1) pp. 7-25.

Clarke, M; Mills, M; (2021) “We have never been public:” Continuity and change in the policy production of “the public” in education in England. European Educational Research Journal 10.1177/1474904121990477.

Cooper, Thomas; Majid, Nasreen; (2021) Can manipulatives benefit pupils' mathematical thinking at Upper KS2? Primary Mathematics , 25 (2) pp. 2-5.

Crisan, C; (2021) Subject specific mentoring: Making mathematics the focus of mentor-mentees conversations. Presented at: Association of Teachers of Mathematics (ATM) 2021 Conference, Online conference.

Crisan, C; (2021) Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics: London, UK.

Crisan, C; Bretscher, N; Clark-Wilson, A; Geraniou, E; Neate, A; Shore, C; (2021) Learning from the pandemic: Capitalising on opportunities and overcoming challenges for mathematics teaching and learning practices with and through technology. In: Proceedings of the British Society for Research into Learning Mathematics 41(2). BSRLM

Crisan, C; Bretscher, N; Geraniou, E; Clark-Wilson, A; (2021) Learning from the pandemic: Capitalising on opportunities and overcoming challenges for mathematics teaching and learning practices with and through technology. In: Proceedings of the British Society for Research into Learning Mathematics 41(1). BSRLM

Crisan, C; Campbell, K; Clark, L; Gourlay, L; Katsapi, E; Riding, K; Warwick, I; (2021) Learning from Lockdown: Listening to students' voices about the challenges and benefits in the post-COVID-19 digital practices. Presented at: UCL Education Conference 2021, Online conference.

Crisan, C; (2021) Promoting a research-informed mathematics teaching practice. The Mathematics Teaching Journal , 275 pp. 28-30.

Critten, S; Holliman, A; Hughes, D; Wood, C; Cunnane, H; Pillinger, C; Deacon, H; (2021) A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing , 34 pp. 371-389. 10.1007/s11145-020-10077-7.

Daly, C; Gandolfi, H; Pillinger, C; Glegg, P; Hardman, MA; Stiasny, B; Taylor, B; (2021) The Early Career Framework – A Guide for Mentors and Early Career Teachers. (Guidance Paper from the Centre for Teachers & Teaching Research ). Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.

Deng, Z; (2021) Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education. In: Green, B and Roberts, P and Brennan, M, (eds.) Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry. (pp. 105-122). Palgrave Macmillan

Deng, Z; (2021) Constructing ‘powerful’ curriculum theory. Journal of Curriculum Studies , 53 (2) pp. 179-196. 10.1080/00220272.2021.1887361.

Dunlop, Lynda; Rushton, Elizabeth AC; Atkinson, Lucy; Blake, Celena; Calvert, Saul; Cornelissen, Eef; Decle, Clementine CM; ... Yuan, Xinyue; + view all Dunlop, Lynda; Rushton, Elizabeth AC; Atkinson, Lucy; Blake, Celena; Calvert, Saul; Cornelissen, Eef; Decle, Clementine CM; DeSchrijver, Jelle; Dhassi, Kirndeep K; Edwards, Rosalind PR; Malaj, Greta; Mirjanie, Jovana; Saunders, William EH; Sinkovec, Yara; Stadnyk, Tetiana; Stofan, Jaroslav; Stubbs, Joshua E; Su, Chrissy; Turkenburg-van Diepen, Maria; Vellekoop, Suzan; Veneu, Fernanda; Yuan, Xinyue; - view fewer (2021) An introduction to the co-creation of policy briefs with youth and academic teams. Journal of Geography in Higher Education 10.1080/03098265.2021.2001793. (In press).

Edwards, C; (2021) Teaching the "non-examinable": Estella Lewis’s contribution to post-war history education in the UK. Paedagogica Historica 10.1080/00309230.2020.1856151. (In press).

El-Abd, Maria; Chaaban, Youmen; Du, Xiangyun; Wang, Li; (2021) Exploring quality teacher education programmes in Lebanon, Qatar, and China. Research in Post-Compulsory Education , 26 (4) pp. 461-478. 10.1080/13596748.2021.1980663.

Elhawary, D; Hargreaves, E; (2021) Why Won’t They Speak English? Guidelines for Teachers on Using Pairwork to Enhance Speaking in the EFL Primary Classroom. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/

Ellington, Peter; (2021) Powerful Knowledge in Accounting Education. Doctoral thesis (Ed.D), UCL (University College London).

Elwick, A; (2021) Alternative universities: speculative design for innovation in higher education. [Review]. Educational Review , 73 (1) pp. 129-130. 10.1080/00131911.2020.1774166.

Es, L; Chapman, A; (2021) Interview with Arthur Chapman. Turkish History Education Journal , 10 (2) pp. 57-64.

Fazza, H; Mahgoub, M; (2021) Student engagement in online and blended learning in a higher education institution in the Middle East: Challenges and solutions. Studies in Technology Enhanced Learning , 2 (1) pp. 417-431. 10.21428/8c225f6e.5bcbd385.

Finn, M; Hammond, L; Healy, G; Todd, JD; Marvell, A; McKendrick, JH; Yorke, L; (2021) Looking ahead to the future of GeogEd: creating spaces of exchange between communities of practice. Area 10.1111/area.12701. (In press).

Fraser-Pearce, J; (2021) Spiritual education as a subspecies of relational education? British Journal of Religious Education , 44 (1) pp. 112-121. 10.1080/01416200.2021.1877613.

Gao, J; Brooks, C; Xu, Y; Kitto, E; (2021) What kind of parenting promotes 0-3-year-olds' development? A review of research evidence in international and China-specific literature. Centre for Teacher and Early Years Education, UCL Institute of Education: London, UK.

Gao, J; Li, M; Xu, Y; Qin, S; Guo, W; Tian, Z; Lok, J; + view all Gao, J; Li, M; Xu, Y; Qin, S; Guo, W; Tian, Z; Lok, J; Zeng, X; - view fewer (2021) (Re)constructing school readiness from Chinese young children's perspectives: Interim Report. Centre for Teacher and Early Years Education, UCL Institute of Education: London, UK.

Garrecht, C; Reiss, MJ; Harms, U; (2021) 'I wouldn't want to be the animal in use nor the patient in need' - the role of issue familiarity in students' socioscientific argumentation. International Journal of Science Education 10.1080/09500693.2021.1950944. (In press).

Glackin, Melissa; Greer, Kate; (2021) Environmental Education-Related Policy Enactment in Japanese High Schools. Journal of Education for Sustainable Development , 15 (2) pp. 165-185. 10.1177/09734082211031325.

Glackin, Melissa; Greer, Kate; (2021) Making the case for A-level biology residential fieldwork: what has nature got to do with it? School Science Review , 102 (381) pp. 21-26.

Golding, J; (2021) Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic. Teaching Mathematics and its Applications: An International Journal of the IMA , 40 (4) , Article , Volume 40, Issue 4, December 2021, Pages,. 10.1093/teamat/hrab025.

Golding, J; Grima, G; (2021) Reformed mathematics A Levels in England: Higher Education perceptions of impact of the first two cycles. Pearson UK: London.

Golding, J; Lyakhova, S; (2021) School mathematics education and digital technologies. Joint Mathematical Council of the UK: London, UK.

Golding, J; Smart, T; (2021) Call for views: methodology technical note. The Royal Society: London, UK.

Golding, Jennie; Grima, Grace; (2021) TIMSS-based teacher workshops adding value to policy and practice in England. Presented at: IEA International Research Conference 2021, Dubai, UAE.

Golding, J; (2021) Transition to university: contributions of a specialist mathematics school. Teaching Mathematics and its Applications , 40 (1) pp. 40-55. 10.1093/teamat/hraa005.

Golding, J; (2021) The Lure of Infinity. Mathematics in School (In press).

Golding, J; Batiibwe, SK; (2021) A design approach to mathematics teacher educator development in East Africa. Journal of Research and Advances in Mathematics Education , 6 (1) pp. 1-16. 10.23917/jramathedu.v6i1.11898.

Golding, J; Grima, G; (2021) A pandemic summer: Impact on teaching and learning for mastery in Power Maths primary schools. In: Marks, R, (ed.) BSRLM Proceedings. BSRLM

Gong, Q; Brooks, C; Duan, Y; (2021) A teacher's role in making a given knowledge curriculum into a powerful knowledge curriculum. Geography , 106 (1) pp. 39-48. 10.1080/00167487.2020.1862591.

Gourlay, L; Campbell, K; Clark, L; Crisan, C; Katsapi, E; Riding, K; Warwick, I; (2021) Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices. Journal of Interactive Media in Education , 1 , Article 15. 10.5334/jime.655.

Greer, Kate; Glackin, Melissa; (2021) ‘What counts’ as climate change education? Perspectives from policy influencers. School Science Review , 103 (383) pp. 16-22.

Grima, Grace; Golding, Jennie; (2021) Understanding learning loss during the pandemic – implications for assessment. Presented at: AEA-Europe conference 2021, Online conference.

Hammond, L; (2021) Recognising and exploring children’s geographies in school geography. Children's Geographies 10.1080/14733285.2021.1913482. (In press).

Hammond, L; (2021) London, Race and Territories: Young People's Stories of Divided City. London Review of Education , 19 (1) pp. 1-14. 10.14324/LRE.19.1.14.

Hardman, MA; Daly, C; Gandolfi, H; Glegg, P; Pillinger, C; Stiasny, B; Taylor, B; (2021) The Early Career Framework – A Guide for School Leaders and Induction Leads. (Guidance Paper from the Centre for Teachers & Teaching Research ). Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.

Hargreaves, E; (2021) Life-history research with children: Extending and enriching the approach. Children & Society (In press).

Hargreaves, E; Elhawary, D; (2021) Children’s experiences of agency when learning English in the classroom of a collectivist culture. System , 98 , Article 102476. 10.1016/j.system.2021.102476.

Hargreaves, E; Quick, L; Buchanan, D; (2021) Parity of participation? Primary-school children reflect critically on being successful during schooling. Oxford Review of Education , 47 (6) pp. 770-786. 10.1080/03054985.2021.1886916.

Hargreaves, E; Quick, L; Buchanan, D; (2021) Systemic threats to the growth mindset: classroom experiences of agency among children designated as 'lower-attaining'. Cambridge Journal of Education , 51 (3) pp. 283-299. 10.1080/0305764X.2020.1829547.

Hargreaves, E; Buchanan, D; Quick, L; (2021) “Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as ‘lower-attaining’. Educational Review 10.1080/00131911.2021.1882942. (In press).

Hargreaves, E; Quick, L; Buchanan, D; (2021) ‘I got rejected’: investigating the status of ‘low-attaining’ children in primary-schooling. Pedagogy, Culture & Society , 29 (1) pp. 79-97. 10.1080/14681366.2019.1689408.

Hayward, J; Gronland, G; (2021) Conspiracy theories in the Classroom: Guidance for teachers. [Digital scholarly resource]. https://teachingcitizenship.org.uk/resource/conspi...

Hayward, Jeremy; (2021) Conspiracy theories and citizenship education. Teaching Citizenship , 54 pp. 12-17.

Hill, Mark; Custodio, Irene; Golding, Jennie; Grima, Grace; (2021) A study of gender, self-perception, and mathematics: The 2020 England, Wales, and Northern Ireland PISA Field Trial. Presented at: AEA-Europe conference 2021, Online conference.

Hordern, J; Muller, J; Deng, Z; (2021) Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik. Journal of Curriculum Studies , 53 (2) pp. 143-152. 10.1080/00220272.2021.1891575.

Jankvist, UT; Geraniou, E; (2021) “Whiteboxing” the Content of a Formal Mathematical Text in a Dynamic Geometry Environment. Digital Experiences in Mathematics Education , 7 pp. 222-246. 10.1007/s40751-021-00088-6.

Jenkins, Sean; (2021) Web-Based Homework versus Paper-Based Homework in United Arab Emirates Secondary Mathematics. Doctoral thesis (M.Phil), UCL (University College London).

Jenkinson, A; Bragg, S; Ringrose, J; Wiggins, A; Boldry, K; (2021) UCL Community Engaged Learning Project: School Uniform Guidance. [Digital scholarly resource]. https://static1.squarespace.com/static/57dbe276f7e...

Jenkinson, A; Whitehead, S; Emmerson, L; Wiggins, A; Worton, S; Ringrose, J; Bragg, S; (2021) Good Practice Guide for Teaching Relationships and Sex(uality) Education (RSE). UCL Institute of Education: London, UK.

Jerome, L; Svennevig, H; Kerr, D; Moorse, L; Baker, Z; Hayward, J; Huddelstone, T; ... Liddle, A; + view all Jerome, L; Svennevig, H; Kerr, D; Moorse, L; Baker, Z; Hayward, J; Huddelstone, T; Siu, A; Shortland, S; Ndiaye, A; Wheeler, K; Corcoran, T; Starkey, H; Spink, M; Liddle, A; - view fewer (2021) 20/20 Vision - What does the next 20 years hold for citizenship education? Teaching Citizenship , 54

Jones, E; Saville, K; (2021) Moving Up: Lessons from Researching Transitions During a Global Pandemic. [Digital scholarly resource]. https://learningspaces.dundee.ac.uk/esw-tcelt/2021...

Jopling, Michael; Riordan, Sally; (2021) Optimierung im englischen Schulsystem: Was Schüler*innen sagen. Psychosozial , 44 (163) pp. 47-55. 10.30820/0171-3434-2021-1-47.

Kambouri, M; Wilson, T; Pieridou, M; Quinn, SF; Liu, J; (2021) Making Partnerships Work: Proposing a Model to Support Parent-Practitioner Partnerships in the Early Years. Early Childhood Education Journal 10.1007/s10643-021-01181-6. (In press).

Leaton Gray, S; (2021) Biometrics Institute 20th Anniversary Report. Biometrics Institute: London, UK.

Leaton Gray, S; Mägdefrau, J; Riel, M; (2021) Life in the digital slow lane: how deprived young people are set up to fail. British Journal of Educational Studies 10.1080/00071005.2021.1919596. (In press).

Leaton Gray, Sandra; Phippen, Andy; (2021) Digital Children: A Guide for Adults. [Book]. John Catt Educational: Woodbridge, UK.

Leaton Gray, S; Saville, K; Hargreaves, E; Jones, E; Perryman, J; (2021) Moving Up: Secondary school transition processes during the COVID-19 pandemic. UCL Institute of Education: London, UK.

Levinson, R; Kurup, P; Xia, L; (2021) Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom. Canadian Journal of Science, Mathematics and Technology Education 10.1007/s42330-020-00123-5. (In press).

Lewis, Nicolas; Morgan, John; (2021) Trouble with social cohesion: The geographies and politics of COVID-19 in Aotearoa New Zealand. New Zealand Geographer , 77 (3) pp. 170-173. 10.1111/nzg.12314.

Liu, X; Zhao, X; Starkey, H; (2021) Ideological and political education in Chinese Universities: structures and practices. Asia Pacific Journal of Education 10.1080/02188791.2021.1960484. (In press).

Lodge, W; (2021) 'Complex and confusing': the language demands of science texts. Research in Science & Technological Education , 39 (4) pp. 489-505. 10.1080/02635143.2020.1772740.

Lodge, W; Reiss, M; (2021) Visual representations of women in a Jamaican school science textbook. International Journals of Science Education 10.1080/09500693.2021.1957514. (In press).

Lodge, W; (2021) Confronting repressive ideologies with critical pedagogy in science classrooms. Cultural Studies of Science Education 10.1007/s11422-021-10047-7. (In press).

Loo, Sai; (2021) From face-to-face to fully online deliveries: teaching and learning for all? In: Regan, Louise and Duckett, Ian, (eds.) Reimagining Education: Curriculum and Assessment. Manifesto Press with Socialist Educational Association: London, UK.

Loo, Sai; Hafez, Rania; (2021) Supporting FE teachers, tutors and managers to create and sustain a climate of practitioner inquiry: London Learning and Skills Research Network. FE News

Majid, Nasreen; (2021) The developing professional identity of Primary Mathematics Specialist Teachers [PMaSTs]; how primary teachers’ biographical processes and experiences shape their new professional identities and career trajectories. Doctoral thesis (Ed.D), University of Reading.

Majid, Nasreen; (2021) The Arts and Mathematics. In: Ogier, Susan and Tutchell, Suzy, (eds.) Teaching the Arts in the Primary Curriculum. Sage: London, UK.

Marks, Rachel; Foster, Colin; Barclay, Nancy; Barnes, Alison; Treacy, Páraic; (2021) A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse? Research in Mathematics Education , 23 (1) pp. 39-62. 10.1080/14794802.2020.1725612.

Markwick, A; (2021) Having fun with microscopy. School Science Review , 103 (382) pp. 27-30.

Markwick, A; (2021) Teaching rates of reaction post-16. Education in Chemistry (In press).

Markwick, A; Warren, D; (2021) Teaching rates of reaction post-16: part 2. Education in Chemistry , 58 (5) pp. 32-33.

Markwick, A; (2021) Teaching Adaptation: some tried and tested activities. Primary Science , 168 pp. 29-32.

Mason, K; Grima, G; Redmond, B; Hill, J; Carter, P; Golding, J; Meredith, J; (2021) A Level Mathematics: Qualification Efficacy Report. Pearson UK: London, UK.

McKenzie, Marcia; Chopin, Nicola; Greer, Kate; (2021) Advancing Global Climate Literacy and Action. Monitoring and Evaluating Climate Communication and Education (MECCE): Saskatoon, Canada.

Miller, D; Rabho, LA; Awondo, P; De Vries, M; Duque, M; Garvey, P; Haapio-Kirk, L; + view all Miller, D; Rabho, LA; Awondo, P; De Vries, M; Duque, M; Garvey, P; Haapio-Kirk, L; Hawkins, C; Otaegui, A; Walton, S; Wang, X; - view fewer (2021) El Smartphone Global: Más allá de una tecnología para jóvenes - A Spanish Translation of The Global Smartphone (Marcela Fuentealba and Ian Davidson, Trans.). [Book]. Ageing with Smartphones. UCL Press: London, UK.

Mills, M; Mockler, N; Stacey, M; Taylor, B; (2021) ‘The village and the world’: research with, for and by teachers in an age of data. Teaching Education , 32 (1) pp. 1-6. 10.1080/10476210.2020.1868141.

Mills, M; Mockler, N; Stacey, M; Taylor, R; (2021) Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education , 32 (1) pp. 77-98. 10.1080/10476210.2020.1843617.

Mohammed, Victoria Olubunmi; (2021) Students' and teachers' perspectives on the learning of school science in Lagos, Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

Morgan, C; (2021) Conceptualising and researching mathematics classrooms as sites of communication. In: Planas, N and Morgan, C and Schütte, M, (eds.) Classroom research on mathematics and language: seeing learners and teachers differently. Routledge: London, UK.

Morgan, C; Planas, N; Schütte, M; (2021) Developing a perspective on multiplicity in the study of language in mathematics classrooms. In: Planas, N and Morgan, C and Schútte, M, (eds.) Classroom research on mathematics and language: seeing learners and teachers differently. Routledge: London, UK.

Moula, Z; Walshe, N; (2021) Eco-Capabilities: Teacher and artist reflections on nature-based art interventions for children's wellbeing. Presented at: European Conference of Educational Research (ECER) 2021, Geneva, Switzerland (Online).

Moula, Z; Walshe, N; Lee, E; (2021) Making Nature Explicit in Children’s Drawings of Wellbeing and Happy Spaces. Child Indicators Research , 14 pp. 1653-1675. 10.1007/s12187-021-09811-6.

Newall, Emma; (2021) Evolution and the Controversy: Existential and Psychoanalytic Perspectives. Doctoral thesis (Ed.D), UCL (University College London).

Nixon, Graeme; Smith, David; Fraser-Pearce, Jo; (2021) Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland. Religions , 12 (3) , Article 184. 10.3390/rel12030184.

Pearce, A; Körber, A; (2021) Editorial: Understanding the role of experience(s) in history education research. [Editorial comment]. History Education Research Journal , 18 (1) pp. 1-6. 10.14324/HERJ.18.1.01.

Pearce, J; Stones, A; Reiss, MJ; Mujtaba, T; (2021) 'Science is purely about the truth so I don't think you could compare it to non-truth versus the truth.' Students' perceptions of religion and science, and the relationship(s) between them: religious education and the need for epistemic literacy. British Journal of Religious Education , 43 (2) pp. 174-189. 10.1080/01416200.2019.1635434.

Pettigrew, A; Karayianni, E; (2021) ‘The Holocaust is a place where  … ’: the position of Auschwitz and the camp system in English secondary school students’ understandings of the Holocaust. Holocaust Studies , 27 (1) pp. 60-76. 10.1080/17504902.2019.1625116.

Redmond, B; Golding, J; Grima, G; (2021) ‘Hard to focus, difficult to learn’: Covid19 Impacts on teaching, learning and progression for A Levels in Mathematics. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 41 No 2. (pp. p. 16). BSRLM: Online.

Redmond, Ben; Golding, Jennie; Grima, Grace; (2021) What is lost when exams are cancelled? Presented at: AEA-Europe conference 2021, Online conference.

Redmond, B; Golding, J; Grima, G; (2021) Covid 19: Impacts on teaching, learning and progression for A Levels in Mathematics. In: Marks, R, (ed.) (Proceedings) BSRLM Day conference. BSRLM

Reiss, M; (2021) Vaccine hesitancy: Why trust science and science education? In: McCloughlin, T, (ed.) The Nature of Science in Biology: A Source for Educators. Graphikon Teo: Dublin, Ireland.

Reiss, M; (2021) Futures of Education in a Digitally Globalized Era. [Digital scholarly resource]. https://www.globalcitizenshipfoundation.org/ed/the...

Reiss, M; (2021) Sustainability. [Digital scholarly resource]. https://routesjournal.org/

Reiss, M; (2021) Robots as persons? Implications for moral education. Journal of Moral Education , 50 (1) pp. 68-76. 10.1080/03057240.2020.1763933.

Reiss, M; Norman, Z; (2021) The emergence of an environmental ethos on Luna. In: Rappaport, M and Szocik, K, (eds.) The Human Factor in the Settlement of the Moon An Interdisciplinary Approach. (pp. 221-232). Springer: Cham, Switzerland.

Reiss, M; (2021) The use of AI in education: Practicalities and ethical considerations. London Review of Education , 19 (1) , Article 5. 10.14324/LRE.19.1.05.

Reiss, M; Berry, M; (2021) Reproduction. In: Reiss, M and Winterbottom, M, (eds.) Teaching Secondary Biology 3rd Edition. (pp. 155-180). Hodder Education: London, UK.

Reiss, M; Winterbottom, M; (2021) The principles behind secondary biology teaching. In: Reiss, M and Winterbottom, M, (eds.) Teaching Secondary Biology 3rd Edition. Hodder Education: London, UK.

Richardson, M; Clesham, R; (2021) Rise of the machines? The evolving role of Artificial Intelligence (AI) technologies in high stakes assessment. London Review of Education , 19 (1) pp. 1-13. 10.14324/LRE.19.1.10.

Riddle, S; Howell, A; McGregor, G; Mills, M; (2021) Student engagement in schools serving marginalised communities. International Journal of Inclusive Education 10.1080/13603116.2021.1956605. (In press).

Riordan, J-P; Hardman, M; Cumbers, D; (2021) Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil & researcher perspectives. Research in Science & Technological Education 10.1080/02635143.2021.1972960. (In press).

Riordan, Sally; Jopling, Michael; Starr, Sean; (2021) Against the odds: achieving greater progress for secondary students facing socio-economic disadvantage. The Social Mobility Commission: London, UK.

Riordan, Sally; Jopling, Michael; Starr, Sean; Lalli, Gurpinder; (2021) The Black Country Education Insight Report 2021. (Education Observatory research 2020-21 ). Education Observatory, University of Wolverhampton: Wolverhampton, UK.

Rushton, EAC; Reiss, MJ; (2021) Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in Science Education , 57 (2) pp. 141-203. 10.1080/03057267.2020.1799621.

Rushton, Elizabeth; Dunlop, Lynda; (2021) A manifesto for Education for Environmental Sustainability: implications for science education. School Science Review , 103 (383) pp. 38-41.

Rushton, Elizabeth; Dunlop, Lynda; (2021) Science education in the context of the climate crisis. School Science Review , 103

Rushton, Elizabeth; Dunlop, Lynda; (2021) Youth perspectives on contributions to the SSR special issue: science education in the context of the climate emergency. School Science Review , 103 (383) pp. 48-50.

Rushton, Elizabeth; King, Heather; (2021) The language of play. A cross linguistic look at notions of 'play' in STEM engagement activities. EAL Journal , 14

Rushton, Elizabeth; Varaden, Diana; King, Heather; Barratt, B; (2021) Engaging primary students with the issue of air pollution through citizen science: lessons to be learnt. Journal of Emergent Science , 21 pp. 30-36.

Rushton, Elizabeth AC; (2021) Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers. Sustainability , 13 (9) , Article 5321. 10.3390/su13095321.

Rushton, Elizabeth AC; Dunlop, Lynda; Atkinson, Lucy; Price, Laura; Stubbs, Joshua E; Turkenburg-van Diepen, Maria; Wood, Lucy; (2021) The challenges and affordances of online participatory workshops in the context of young people's everyday climate crisis activism: insights from facilitators. Children's Geographies 10.1080/14733285.2021.2007218.

Rushton, Elizabeth AC; Nayeri, Cyrus; Crowther, Darcy Beardmore; Griffiths, Lydia; Newell, Pierce; Sayliss, Zoe; Wise, Juliette; Rushton, Elizabeth AC; Nayeri, Cyrus; Crowther, Darcy Beardmore; Griffiths, Lydia; Newell, Pierce; Sayliss, Zoe; Wise, Juliette; Zeina, Aisha; - view fewer (2021) What enables student geography teachers to thrive during their PGCE year and beyond? Journal of Geography in Higher Education 10.1080/03098265.2021.1978064. (In press).

Rushton, EAC; Charters, L; Reiss, MJ; (2021) The experiences of active participation in academic conferences for high school science students. Research in Science and Technological Education , 39 (1) pp. 90-108. 10.1080/02635143.2019.1657395.

Saville, K; Leaton Gray, S; (2021) Year 6’s: ‘ready, strong and brave’ for the transition to secondary in the time of Covid. [Digital scholarly resource]. https://blogs.ucl.ac.uk/ioe/2021/06/02/year-6s-rea...

Scott, D; (2021) On Learning: A general theory of objects and object-relations. UCL Press: London, UK.

Sedawi, W; Ben Zvi Assaraf, O; Reiss, MJ; (2021) Challenges in measuring "connectedness to nature" among indigenous children: lessons from the Negev Bedouin. Cultural Studies of Science Education , 16 pp. 193-229. 10.1007/s11422-020-09995-3.

Sheldrake, R; Reiss, M; (2021) Primary children’s views about appreciating, supporting, and learning about nature. Journal of Biological Education 10.1080/00219266.2021.1909643. (In press).

Silver, Matthew; (2021) An Exploratory Study of the Impact of a Meaningful, Mastery Project Based Learning Curriculum Structure Based on Self-Determination Theory and Agentic Engagement on Motivation, Engagement and Outcomes in a SEND Secondary School in England. Doctoral thesis (Ed.D), UCL (University College London).

Sissling, Susan; (2021) The environment for secondary school science teachers’ continuing professional development in England: policy influencers’ and practitioners’ perspectives. Doctoral thesis (Ed.D), UCL (University College London).

Song, J; Chu, Z; Xu, Y; (2021) Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China. Higher Education , 82 pp. 255-272. 10.1007/s10734-020-00642-y.

Standish, Alexander; Perks, David; (2021) The place of public examinations in future school assessment. Impact: The Journal of Chartered College of Teaching , 12 pp. 32-35.

Starkey, H; (2021) Classroom counternarratives as transformative multicultural citizenship education. Multicultural Education Review 10.1080/2005615X.2021.1964266.

Starkey, H; (2021) Education, values, and schools: the role of international organisations [Éducation, valeurs, école: le rôle des organisations internationales]. Revue internationale d'éducation de Sèvres , 2021 (87) pp. 163-171. 10.4000/ries.11133.

Stones, A; Fraser-Pearce, J; (2021) Some pupils should know better (because there is better knowledge than opinion). Interim findings from an empirical study of pupils’ and teachers’ understandings of knowledge and big questions in Religious Education. Journal of Religious Education , 69 (3) pp. 353-366. 10.1007/s40839-021-00155-5.

Svennevig, H; Jerome, L; Elwick, A; (2021) Countering violent extremism in education: a human rights analysis. Human Rights Education Review , 4 (1) pp. 91-110. 10.7577/hrer.3980.

Szocik, K; Shelhamer, M; Braddock, M; Cucinotta, FA; Impey, C; Worden, P; Peters, T; ... Munévar, G; + view all Szocik, K; Shelhamer, M; Braddock, M; Cucinotta, FA; Impey, C; Worden, P; Peters, T; Ćirković, MM; Smith, KC; Tachibana, K; Reiss, MJ; Norman, Z; Gouw, AM; Munévar, G; - view fewer (2021) Future Space Missions and Human Enhancement: Medical and Ethical Challenges. Futures , 133 , Article 102819. 10.1016/j.futures.2021.102819.

Taylor, B; Mills, M; Elwick, A; Pillinger, C; Gronland, G; Hayward, J; Hextall, I; + view all Taylor, B; Mills, M; Elwick, A; Pillinger, C; Gronland, G; Hayward, J; Hextall, I; Panjwani, F; - view fewer (2021) Addressing Extremism Through the Classroom. A Research Report from the Centre for Teachers & Teaching Research. UCL Institute of Education: London, UK.

Taylor, Rebecca; Francis, Rebecca; Hodgen, Jeremy; Tereshchenko, Antonina; (2021) Attainment Grouping in Schools: Implications for Equity. Peking University Education Review , 19 (2) pp. 2-18.

Taylor, B; Daly, C; Gandolfi, H; Glegg, P; Hardman, MA; Pillinger, C; Stiasny, B; (2021) The Early Career Framework – A Guide for Implementation. (Guidance Paper from the Centre for Teachers & Teaching Research ). Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.

Tereshchenko, A; Mills, M; Bradbury, A; (2021) What makes minority ethnic teachers stay in teaching, or leave? Centre for Teachers & Teaching Research, UCL Institute of Education: London, UK.

Tereshchenko, A; Bradbury, A; Mills, M; (2021) Improving the retention of minority ethnic teachers in England. Policy Briefing from the Centre for Teachers & Teaching Research. UCL Institute of Education: London, UK.

Tinkler, A; (2021) What perceptions do children involved in an active school partnership with a school in India have of the country? (Connecting Classrooms through Global Learning Practitioner Research Fund 1 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK.

Toran, M; Sak, R; Xu, Y; Şahin-Sak, İT; Yu, Y; (2021) Parents and children during the COVID-19 quarantine process: Experiences from Turkey and China. Journal of Early Childhood Research 10.1177/1476718X20977583. (In press).

Tunnicliffe, SD; (2021) Talk and Do Science at Home. Presented at: Professional Development Institute, Early Years Directorate, Government of Jamaica, Virtual conference.

Vidal, M; Simonneaux, J; Levinson, R; (2021) The role of myths in students discussing ‘pest’–agriculture relations. Cultural Studies of Science Education , 16 (4) pp. 1197-1209. 10.1007/s11422-020-10013-9.

Walshe, N; Moula, Z; Lee, E; (2021) Making Nature Explicit In Children's Drawings Of Wellbeing And Happy Spaces. Presented at: European Conference of Educational Research (ECER) 2021, Geneva, Switzerland (Online).

Walshe, N; Sund, L; (2021) Developing (Transformative) environmental and sustainability education in classroom practice. Sustainability , 14 (1) , Article 110. 10.3390/su14010110.

Wren, B; Launer, J; Music, G; Reiss, MJ; Swanepoel, A; (2021) Can an evolutionary perspective shed light on maternal abuse of children? Clinical Child Psychology and Psychiatry , 26 (1) pp. 283-294. 10.1177/1359104520974418.

Wright, P; (2021) Towards an empowering mathematics curriculum: A focus on learner and teacher agency. Mathematics Teaching (MT) , 2021 (279) pp. 40-43.

Wright, P; (2021) Toward equity and social justice in mathematics education: edited by Tonya Gau Bartell, Cham, Springer, 2018, 341 pp., £87.50 (hardback), ISBN: 9783319929071. [Review]. Research in Mathematics Education , 23 (1) pp. 103-106. 10.1080/14794802.2020.1737567.

Wright, P; Black, L; (2021) Critiquing Bourdieu: Implications for doing critical pedagogy in the mathematics classroom. In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. (pp. pp. 1072-1080). Tredition: Hamburg, Germany.

Wright, P; Fejzo, A; Carvalho, T; (2021) Recognising the benefits of progressive pedagogies for promoting equity and social justice in the mathematics classroom. In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. (pp. pp. 1081-1089). Tredition: Hamburg, Germany.

Wright, P; Fejzo, A; Carvalho, T; (2021) Progressive pedagogies made visible: Implications for equitable mathematics teaching. Curriculum Journal 10.1002/curj.122. (In press).

Xu, Y; (2021) Challenging gender stereotypes through gender-sensitive practices in early years education and care. Early Education Journal (93) pp. 10-12.

Xu, Y; Gao, J; (2021) A Systematic Review of Parent-child Reading in Early Childhood (0-6): Effects, Factors, and Interventions. Centre for Teacher and Early Years Education, UCL Institute of Education: London, UK.

Yunianto, W; Rully Charitas Indra, P; Crisan, C; (2021) Indonesian mathematics teachers' knowledge of content of area and perimeter of rectangle. Journal on Mathematics Education , 12 (2) pp. 223-238. 10.22342/jme.12.2.13537.223-238.

Zotzmann, K; Sheldrake, R; (2021) Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics. Journal of Second Language Writing , 52 , Article 100810. 10.1016/j.jslw.2021.100810.

2020

Foster, S and Pearce, A and Pettigrew, A (Eds). (2020) Holocaust Education: Contemporary Challenges and Controversies. [Book]. UCL Press: London.

Academic Network on Global Education & Learning; (2020) Global Education Digest 2020. (Global Education Digest Report Series 3 , pp. pp. 1-150 ). Development Education Research Centre, UCL Institute of Education: London, UK.

Altintas, Mustafa Cabir; (2020) Worldviews and identity discernment of Turkish youth and the role of religious education: An investigation of imam-Hatip High Schools' senior students' meaning-making of the world in the 21st Century. Doctoral thesis (Ph.D), UCL (University College London).

Amos, Ruth; (2020) Climate crisis continues: early career science teachers as key facilitators supporting compassionate engagement with, and action on, local and global issues through blended learning. Presented at: TEESNet 2020: Education as a Pedagogy of Hope and Possibility: The Role of Teacher Education in Leading Narratives of Change, Online conference.

Barmania, S; Reiss, MJ; (2020) Health promotion perspectives on the COVID-19 pandemic: The importance of religion. Global Health Promotion 10.1177/1757975920972992. (In press).

Bennett, J; Dunlop, L; Knox, K; Torrance Jenkins, R; Reiss, M; (2020) Being a scientist: The role of practical research projects in school science. In: Parchmann, I and Simon, S and Apotheker, J, (eds.) Engaging Learners with Chemistry: Projects to Stimulate Interest and Participation. (pp. 32-51). Royal Society of Chemistry: London, UK.

Bentall, C; (2020) Editorial: The policy environment for development education. International Journal of Development Education and Global Learning , 12 (2) pp. 89-91. 10.14324/ijdegl.12.2.01.

Bentall, C; (2020) Continuing professional development of teachers in global learning: What works? In: Bourn, D, (ed.) The Bloomsbury Handbook of Global Education and Learning. (pp. 356-368). Bloomsbury Academic: London, UK.

Blum, N; (2020) Study Abroad as a Route to Global Citizenship: Student Perspectives in the UK. In: Bourn, D, (ed.) The Bloomsbury Handbook of Global Education and Learning. Bloomsbury Academic: London, UK.

Bosio, Emiliano Tiberio; (2020) Implementing Principles of Global Citizenship Education into University Curricula. Doctoral thesis (Ph.D), UCL (University College London).

Bourn, D; (2020) What are the Challenges for Development Education Arising from the Merger of the UK Department for International Development with the Foreign and Commonwealth Office ? Policy and Practice : development education review , 31 pp. 95-109.

Bourn, D; (2020) Global education and global development and skills. Educar em Revista , 56 (2) pp. 279-295. 10.5565/rev/educar.1143.

Bourn, D; Pasha, A; (2020) Developing effective learning in Nepal: Insights into school leadership, teaching methods and curriculum. [Book]. British Council Nepal: Katmandu, Nepal.

Bretscher, N; (2020) Using the Knowledge Quartet to analyse interviews with teachers manipulating dynamic geometry software. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 3855-3862). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME: Utrecht, Netherlands.

Buchanan, D; (2020) 'Five years ago I was on suicide watch…now I’m in college gaining a qualification'. Journal of Further and Higher Education , 44 (6) pp. 843-855. 10.1080/0309877X.2019.1612861.

Buchanan, D; Warwick, I; (2020) Supporting adults with mental health problems through further education. Health Education Journal 10.1177/0017896920929739. (In press).

Casinader, N; Mitchell, D; Hammond, L; (2020) Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools. International Research in Geographical and Environmental Education , 29 (4) pp. 316-331. 10.1080/10382046.2019.1675991.

Chapman, A; (2020) What Should School History Be? Reflections on the aims of school history and Manifesto per la Didattica della Storia. Didactica della Storia: Journal of research and didactics of history , 2 (1) pp. 52-62. 10.6092/issn.2704-8217/11017.

Charles Cole, Syreeta; (2020) PGCE Primary Trainee Teachers' Perceptions and Accounts of Using Manipulatives When Teaching Mathematics on Placement. Doctoral thesis (Ed.D), UCL (University College London).

Clark, Lauren Beth; (2020) Critical pedagogy in English universities: the relationship between theory and practice. Doctoral thesis (Ph.D), UCL (University College London).

Cockett, Andrea Michelle; (2020) ‘Becoming a nurse’: Students’ perceptions of the role of assessment in enabling them to meet the requirements of their programme of study to ‘become a nurse’. Doctoral thesis (Ed.D), UCL (University College London).

Correia, CF; Harrison, C; (2020) Teachers' beliefs about inquiry-based learning and its impact on formative assessment practice. Research in Science and Technological Education , 38 (3) pp. 355-376. 10.1080/02635143.2019.1634040.

Crisan, C; (2020) Making mathematics the focus of mentor-mentee conversations. Presented at: British Society for Research into the Learning Mathematics (BSRLM) Conference 2020, Online conference.

Crisan, C; (2020) Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics. In: BSRLM Proceedings. (pp. pp. 1-6).

Dawes, AJ; Wheeldon, R; (2020) Why I became a chemistry teacher: identifying turning points in chemistry teacher narratives of their trajectories into teaching. Research in Science and Technological Education , 40 (4) 454 -477. 10.1080/02635143.2020.1816951.

Dudley-Smith, R; Whiteman, N; (2020) Diagramming the Social: Relational Method in Research. Routledge: London, UK.

Durden, G; (2020) Qualitative differences in beginner teachers' knowledge of pupils' understandings: evidence from learning study and implications for teacher education. Journal of Education for Teaching , 46 (1) pp. 99-116. 10.1080/02607476.2019.1708630.

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Walshe, N; Moula, Z; Lee, E; (2020) Eco-Capabilities: Making nature explicit in children’s drawings about wellbeing. Presented at: North American Association for Environmental Education (NAAEE) 2020 Virtual Conference on Environmental Education, Online conference.

Whitburn, R; Mohamud, A; (2020) 'What is History?' Africa and the excitement of sources with Year 7. Teaching History , 181 pp. 17-25.

Willems, H; De Cesco, S; Svensson, F; (2020) Computational Chemistry on a Budget – Supporting Drug Discovery with Limited Resources. Journal of Medicinal Chemistry , 63 (18) pp. 10158-10169. 10.1021/acs.jmedchem.9b02126.

Wood, A; (2020) Built policy: school-building and architecture as policy instrument. Journal of Education Policy , 35 (4) pp. 465-484. 10.1080/02680939.2019.1578901.

Wood, A; (2020) Giancarlo De Carlo’s Concept of Architecture – a Powerful and Inclusive Tool for Thinking about Educational Space. Histories of Postwar Architecture , 5 pp. 64-75. 10.6092/issn.2611-0075/10684.

Worton, S; (2020) The role of capital in the field of initial teacher education in England. British Journal of Sociology of Education , 41 (7) pp. 1013-1028. 10.1080/01425692.2020.1802226.

Wright, P; (2020) Visible and socially-just pedagogy: Implications for mathematics teacher education. Journal of Curriculum Studies , 52 (6) pp. 733-751. 10.1080/00220272.2020.1790667.

Wright, P; (2020) Developing an empowering school curriculum: A renewed focus on action research. London Review of Education , 18 (3) pp. 323-338. 10.14324/LRE.18.3.01.

Wright, P; (2020) Report from the Critical Mathematics Education Working Group meeting: What are the implications of Bourdieu’s ideas for the mathematics classroom? In: BSRLM Proceedings: Vol 40 No 1 at The University of Cambridge, Cambridge, on Saturday 7 th March 2020. (pp. p. 16). BSRLM: Cambridge, UK.

Wright, P; (2020) Transforming mathematics classroom practice through participatory action research. Journal of Mathematics Teacher Education 10.1007/s10857-019-09452-1. (In press).

Wright, P; Fejzo, A; Carvalho, T; (2020) Challenging inequity in mathematics education by making pedagogy more visible to learners. International Journal of Mathematical Education in Science and Technology 10.1080/0020739X.2020.1775320. (In press).

Xu, Y; Warin, J; Thorpe, K; Rohrmann, T; (2020) Researching men’s career trajectories in ECEC: A cross-cultural inter-researcher approach. In: Brody, D and Emilsen, K and Rohrmann, T and Warin, J, (eds.) Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay. (pp. 43-56). Routledge: London, UK.

Xu, Y; (2020) Does the gender of a practitioner matter? Perspectives from Scottish and Chinese young children in early childhood education and care (ECEC). Children & Society , 34 (5) pp. 354-370. 10.1111/chso.12371.

Xu, Y; (2020) Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China. Early Years: an international research journal , 40 (1) pp. 109-124.

Xu, Y; Brooks, C; Gao, J; Kitto, E; (2020) 从国际走向本土：国际 0-3 课程框架对中国建立 0-3 保教课程体系的启示和参考. UCL Institute of Education, Centre for Teacher and Early Years Education: London, UK.

Xu, Y; Brooks, C; Gao, J; Kitto, E; (2020) From Global to Local: How Can International 0-3 Curriculum Frameworks Inform the Development of 0-3 Care and Education Guidelines in China? UCL Institute of Education, Centre for Teacher and Early Years Education: London, UK.

Xu, Y; Warin, J; Robb, M; (2020) Beyond gender binaries: pedagogies and practices in early childhood education and care (ECEC). Early Years: An International Research Journal , 40 (1) pp. 1-4. 10.1080/09575146.2020.1728077.

Xu, Y; Woodyer, T; (2020) One child policy, China. In: Cook, DT, (ed.) The SAGE Encyclopedia of Children and Childhood Studies. (pp. 1156-1157). SAGE Publications Ltd: London, UK.

Zhang, H; Wang, Z; Hua, S; (2020) Understanding Assessment in Early Childhood Education in China. UCL Institute of Education: London, UK.

2019

Tarozzi, M and Inguaggiato, C (Eds). (2019) Teachers’ education in GCE: emerging issues in a comparative perspective. Università di Bologna: Bologna, Italy.

Amos, R; Levinson, R; (2019) Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science. International Journal of Development Education and Global Learning , 11 (1) pp. 29-49. 10.18546/ijdegl.11.1.03.

Barrow, E; Grima, G; Golding, J; (2019) How are Abacus resources supporting transformational mathematics learning and assessment? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

Billingsley, B; Chappell, K; Reiss, MJ; (2019) Closing Remarks. In: Science and Religion in Education. (pp. 349-353). Springer: Cham, Switzerland.

Blum, A; Bourn, D; (2019) Study Abroad and Student Mobility: Stories of Global Citizenship. Development Education Research Centre, UCL Institute of Education: London, UK.

Blum, N; Berlin, A; Isaacs, A; Burch, WJ; Willott, C; (2019) Medical students as global citizens: a qualitative study of medical students' views on global health teaching within the undergraduate medical curriculum. BMC Medical Education , 19 (1) , Article 175. 10.1186/s12909-019-1631-x.

Braund, M; Reiss, MJ; (2019) The ‘Great Divide’: How the Arts Contribute to Science and Science Education. Canadian Journal of Science, Mathematics and Technology Education , 19 pp. 219-236. 10.1007/s42330-019-00057-7.

Breadmore, Helen L; Vardy, Emma; Cunningham, Anna J; Kwok, Rosa KW; Carroll, Julia M; (2019) Literacy Development: Evidence Review. Education Endowment Foundation: London, UK.

Bretscher, N; Hodgen, J; Anders, J; (2019) Statistical Analysis Plan: SMART Spaces: Spaced Learning Revision Programme. Education Endowment Foundation: London, UK.

Carvalho, T; Fejzo, A; Wright, P; (2019) Visible Maths Pedagogy: Do students understand teachers’ intentions? Mathematics Teaching , 269 (2019) pp. 32-36.

Cheong, SM-C; (2019) Book review: Successful Dissertations: The complete guide for education, childhood and early childhood studies students, edited by Caron Carter. London Review of Education , 17 (3) pp. 442-444. 10.18546/lre.17.3.17.

Clark, L; Ribéreau-Gayon, A; Sotiriou, M; Standen, A; Thorogood, J; Tong, VCH; (2019) Developing a collaborative book project on higher education pedagogy: The institutional, organizational, and community identity dimensions of student-staff partnerships. International Journal for Students as Partners , 3 (2) pp. 99-108. 10.15173/ijsap.v3i2.3714.

Connolly, P; Taylor, R; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; (2019) The misallocation of students to academic sets in maths: A study of secondary schools in England. British Educational Research Journal , 45 (4) pp. 873-897. 10.1002/berj.3530.

Crisan, C; (2019) Powerful pedagogical knowledge: attending to the quality of teachers’ knowledge. Presented at: NOFA7​, Nordic Conference on​ Teaching and Learning in Curriculum Subjects, Stockholm, Sweden.

Crisan, C; (2019) Empowering teachers conceptually and pedagogically through supporting them in seeing connections between school mathematics and relevant advanced mathematics knowledge. In: Proceedings of The Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). CERME11: Utrecht, the Netherlands.

Crisan, C; Hobbs, L; (2019) Subject specific demands of teaching: Implications for out-of-field teachers. In: Hobbs, L and Torner, G, (eds.) Examining the Phenomenon of “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. (pp. 151-178). Springer: Cham, Switzerland.

Daly, C; Brooks, C; (2019) Developing as a professional. In: Capel, S and Leask, M and Younie, S, (eds.) Learning to Teach in the Secondary School: A Companion to School Experience. (pp. 527-540). Routledge: Abingdon, UK. (In press).

Dann, R; (2019) Feedback as a relational concept in the classroom. The Curriculum Journal , 30 (4) pp. 352-374. 10.1080/09585176.2019.1636839.

Dann, R; (2019) The Interrelation of Curriculum, Pedagogy and Assessment: understanding the struggle. Research Intelligence (138)

Dann, R; Basford, J; Booth, C; O'Sullivan, R; Scanlon, J; Woodfine, C; Wright, P; (2019) The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context. Studies in Higher Education , 44 (7) pp. 1166-1182. 10.1080/03075079.2017.1421155.

Deng, Z; (2019) Reciprocal Learning, Pedagogy and High-Performing Education Systems: Learnings from and for Singapore. Teachers and Teaching. Theory and practice , 25 (6) pp. 647-663. 10.1080/13540602.2019.1671326.

DERC; (2019) Global Education Digest 2018. Development Education Research Centre, UCL Institute of Education: London, UK.

Dunk, RDP; Barnes, ME; Reiss, MJ; Alters, B; Asghar, A; Carter, BE; Cotner, S; ... Wiles, JR; + view all Dunk, RDP; Barnes, ME; Reiss, MJ; Alters, B; Asghar, A; Carter, BE; Cotner, S; Glaze, AL; Hawley, PH; Jensen, JL; Mead, LS; Nadelson, LS; Nelson, CE; Pobiner, B; Scott, EC; Shtulman, A; Sinatra, GM; Southerland, SA; Walter, EM; Brownell, SE; Wiles, JR; - view fewer (2019) Evolution education is a complex landscape. [Editorial comment]. Nature Ecology and Evolution , 3 pp. 327-329. 10.1038/s41559-019-0802-9.

Durden, GP; (2019) Beginner Teachers' conceptions of a successful lesson in English Secondary schools: structure and implications. Teaching and Teacher Education , 77 pp. 10-18. 10.1016/j.tate.2018.09.013.

Edsall, Dominic G; (2019) As If... A Game Theory Perspective on Self-Access Learning. Studies in Self-Access Learning Journal , 10 (3) pp. 223-238. 10.37237/100302.

El-Abd, M; Callahan, C; Azano, A; (2019) Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools. Journal of Advanced Academics , 30 (3) pp. 298-325. 10.1177/1932202X19843238.

El-Abd, Maria; (2019) A teacher’s guide to developing expertise through Ascending Intellectual Demand. Gifted Education International , 35 (3) pp. 259-274. 10.1177/0261429418824106.

Elwick, A; (2019) Problematising social mobility in relation to Higher Education policy. Higher Education Quarterly , 73 (4) pp. 507-520. 10.1111/hequ.12220.

Elwick, A; Burnard, P; Huhtinen-Hildén, L; Osgood, J; Pitt, J; (2019) Young children’s experiences of music and soundings in museum spaces: Lessons, trends and turns from the literature. Journal of Early Childhood Research 10.1177/1476718x19888717. (In press).

Elwick, A; Jerome, L; (2019) Balancing securitization and education in schools: Teachers’ agency in implementing the Prevent duty. Journal of Beliefs and Values , 40 (3) pp. 338-353. 10.1080/13617672.2019.1600322.

Fargher, M; (2019) GIS maps as powerful curriculum artefacts. In: Sester, Monika, (ed.) Proceedings of the 29th International Cartographic Conference (ICC 2019) // 2 of 2. Copurnicus Publications: Göttingen, Germany.

Fine, P; Leung, A; Bentall, C; Louca, C; (2019) The impact of confidence on clinical dental practice. European Journal of Dental Education , 23 (2) pp. 159-167. 10.1111/eje.12415.

Flynn, S; Hardman, M; (2019) The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure. Science and Education , 28 (1-2) pp. 127-152. 10.1007/s11191-019-00032-6.

Francesconi, D; Tarozzi, M; (2019) Embodied Education and Education of the Body: The Phenomenological Perspective. In: Brinkmann, M and Türstig, J and Weber-Spanknebel, M, (eds.) Leib – Leiblichkeit –Embodiment.Pädagogische Perspektiven auf eine Phänomenologie des Leibes Reihe: Phänomenologische Erziehungswissenschaft. (pp. 229-247). Springer: Wiesbaden, Germany.

Francis, RJ; Archer, L; Mazenod, A; Craig, N; Taylor, B; Tereshchenko, A; Hodgen, J; Francis, RJ; Archer, L; Mazenod, A; Craig, N; Taylor, B; Tereshchenko, A; Hodgen, J; Connolly, P; - view fewer (2019) Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality. Teaching and Teacher Education , 77 pp. 183-192. 10.1016/j.tate.2018.10.001.

Gao, J; Arden, M; Hoo, ZH; Wildman, M; (2019) Understanding patient activation and adherence to nebuliser treatment in adults with cystic fibrosis: responses to the UK version of PAM-13 and a think aloud study. BMC Health Services Research , 19 (1) , Article 420. 10.1186/s12913-019-4260-5.

Geraniou, E; Crisan, C; (2019) University students’ engagement with an asynchronous online course on digital technologies for mathematical learning. In: van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel, (eds.) Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME 11). Freudenthal Group, Utrecht University and ERME: Utrecht, the Netherlands. (In press).

Geraniou, E; Jankvist, UT; (2019) Towards a definition of "mathematical digital competency". Educational Studies in Mathematics 10.1007/s10649-019-09893-8. (In press).

Geraniou, E; Mavrikis, M; Gutierrez Santos, S; Poulovassilis, A; (2019) Intelligent Analysis and Data Visualisation for Teacher Assistance tools: the case of exploratory learning. British Journal of Educational Technology , 50 (6) pp. 2920-2942. 10.1111/bjet.12876.

Golding, J; (2019) Epistemic quality in the intended curriculum: what is it, why does it matter, and what are the implications for policy? Presented at: European Conference for Education Research (ECER) 2019, Hamburg, Germany.

Golding, J; (2019) Teacher capacity for developing problem solving. Presented at: CERME 11, Utrecht, Netherlands.

Golding, J; (2019) East African teacher educators learning at a distance. UCL Institute of Education: London, UK.

Golding, J; (2019) Review of 'Learning as Development: Rethinking International Education in a Changing World'. London Review of Education , 17 (2) pp. 239-241. 10.18546/LRE.17.2.11.

Golding, J; (2019) What price coherence? Challenges of embedding a coherent curriculum in a market-driven and high-stakes assessment regime. In: Proceedings of ICMI Study 24 Conference. IMU: Tsukuba, Japan.

Golding, J; (2019) Progression through a mathematics specialist school: a study of trajectories of the first two cohorts through King's College London Mathematics School. UCL Institute of Education: London, UK.

Golding, J; Batiibwe, MSK; (2019) Mixed mode approaches to sustainable mathematics teacher educator development in areas with limited access to digital technologies. In: Proceedings of the 5th Strathmore International Mathematics Conference (Promoting Challenge-Driven Research in Mathematical Sciences and Building Collaborative Research Networks). Strathmore University

Golding, J; Hyde, RM; Clark-Wilson, A; (2019) Every learner counts: Learning mathematics across the curriculum. In: Capel, S and Lawrence, J and Leask, M and Younie, S, (eds.) Surviving and Thriving in the Secondary School: The NQT's Essential Companion. Routledge: London, UK.

Griffiths, L; Pratt, D; Jennings, D; Schmoller, S; (2019) A MOOC for Adult Learners of Mathematics and Statistics: Tensions and Compromises in Design. In: Topics and Trends in Current Statistics Education Research. (pp. pp. 351-371). Springer Nature

Hammond, L; (2019) Utilising the 'Production of Space' to Enhance Young People's Understanding of the Concept of Space. Geography , 104 (1) pp. 28-38.

Hardman, M; (2019) Ghosts in the Curriculum—Reframing Concepts as Multiplicities. Journal of Philosophy of Education , 53 (2) pp. 273-292. 10.1111/1467-9752.12339.

Hargreaves, E; (2019) Compassionate collaboration, choice and creativity: Learning Communities against the grain in hierarchical institutions. Impact , 5

Hargreaves, E; (2019) Feeling Less Than Other People: attainment scores as symbols of children's worth. FORUM , 61 (1) pp. 53-66. 10.15730/forum.2019.61.1.53.

Hargreaves, E; ElHawary, D; (2019) Professional development through mutually respectful relationship: senior teachers' learning against the backdrop of hierarchical relationships. Professional Development in Education , 45 (1) pp. 46-58. 10.1080/19415257.2018.1500390.

Hayes, M; (2019) Robert Kennedy and the Cuban Missile Crisis: A Reassertion of Robert Kennedy's Role as the President's ‘Indispensable Partner’ in the Successful Resolution of the Crisis. History , 104 (361) pp. 473-503. 10.1111/1468-229X.12815.

Hellawell, B; (2019) An ethical audit of the SEND CoP 2015: professional partnership working and the division of ethical labour. Journal of Research in Special Educational Needs , 19 (1) pp. 15-26. 10.1111/1471-3802.12422.

Hodgen, J; Adkins, M; Ainsworth, S; Evans, S; (2019) Catch Up Numeracy: Evaluation report and executive summary. Education Endowment Foundation (EEF): London, UK.

Hodgen, J; Taylor, R; Anders, J; Tereshchenko, A; Francis, R; (2019) The Student Grouping Study: investigating the effects of setting and mixed attainment grouping. Education Endowment Foundation: London, UK.

Hooper, A; Golding, J; Grima, G; (2019) Preparing for high-stakes assessment of aspirational curricula: the role of educative resources. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

Jerome, L; Elwick, A; Kazim, R; (2019) The impact of the Prevent Duty on schools: a review of the evidence. British Educational Research Journal , 45 (4) pp. 821-837. 10.1002/berj.3527.

Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; + view all Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; Emirie, G; Gezahegne, K; - view fewer (2019) Qualitative research toolkit to explore child marriage dynamics and how to fast-track prevention. Gender and Adolescence: Global Evidence: London, UK.

Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; + view all Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; Gezahegne, K; Tilahun, K; - view fewer (2019) Qualitative research toolkit: GAGE’s approach to researching with adolescents. Gender and Adolescence: Global Evidence: London, UK.

Kang, J; Keinonen, T; Simon, S; Rannikmäe, M; Soobard, R; Direito, I; (2019) Scenario Evaluation with Relevance and Interest (SERI): Development and Validation of a Scenario Measurement Tool for Context-Based Learning. International Journal of Science and Mathematics Education , 17 (7) pp. 1317-1338. 10.1007/s10763-018-9930-y.

Kazmi, Asyia; (2019) Teaching and learning mathematics in Karachi's low-cost private schools. Doctoral thesis (Ed.D), UCL (University College London).

Krishnaswamy, V; Golding, J; (2019) The GCSE Mathematics saga… How is the reform implemented and does the assessment fit the purpose? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

Kukita, Stephanie Mitsuko; (2019) Connecting the 'Local' and 'Global': Japanese Secondary School Students' Perceptions and Attitudes Towards the World. Doctoral thesis (Ph.D), UCL (University College London).

Lake, E; (2019) 'Playing it safe' or 'throwing caution to the wind': Risk-taking and emotions in a mathematics classroom. LUMAT , 7 (2) pp. 50-64. 10.31129/LUMAT.7.2.335.

Levinson, Ralph; (2019) Stories of hope. In: Bazzul, Jesse and Siry, Christina, (eds.) Critical Voices in Science Education Research: Narratives of Hope and Struggle. (pp. 37-45). Springer Nature: Cham, Switzerland.

Levinson, Ralph; Bencze, Larry; Carter, Lyn; Martins, Isabel; Pouliot, Chantal; Weinstein, Matthew; Zouda, Majd; (2019) EcoJust STEM Education Mobilized Through Counter-Hegemonic Globalization. In: Saltman, Kenneth J and Means, Alexander J, (eds.) The Wiley Handbook of Global Educational Reform. (pp. 389-411). John Wiley & Sons, Inc.: Hoboken, NJ, USA.

Levinson, Ralph; Christodoulou, Andri; (2019) Short country report United Kingdom. In: Hadjichambis, Andreas and Reis, Pedro and Paraskeva-Hadjichambi, Demetra, (eds.) European SWOT Analysis on Education for Environmental Citizenship. (pp. 267-278). Institute of Education — University of Lisbon, Cyprus Centre for Environmental Research and Education & European Network for Environmental Citizenship — ENEC Cost Action.: Lisbon, Portugal.

Li, R; Kitchen, H; George, B; Richardson, M; Fordham, E; (2019) OECD Reviews of Evaluation and Assessment in Education: Georgia. (OECD Reviews of Evaluation and Assessment in Education ). OECD Publishing: Paris, France.

Lodge, WG; (2019) ‘What’s in a name? The power of the English language in secondary school science education’. Cultural Studies of Science Education 10.1007/s11422-019-09941-y. (In press).

Loo, S; (2019) Case Studies. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Conclusion. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Highways and byways: pathways to becoming teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. [Book]. Routledge Research in Vocational Education. (1st ed.). Routledge: London, UK.

Loo, S; (2019) Professional education of teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Professional identities of teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Researching the further education teacher educators’ landscape. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ knowledge: types, sources and application in the training of teachers. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ profiles. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiences. Presented at: The London Learning and Skills Research Network Event 2019, University of Greenwich, London.

Loo, S; Sutton, B; (2019) Practitioner Inquiry, Informal Learning and Occupational Education: Learning and transformation. Presented at: The Universities Association for Lifelong Learning Work and Learning Network Annual Conference 2019, University of the Arts, London,.

Loo, SY; (2019) A typology of occupational teachers’ capacities across the three academic levels. In: Loo, S, (ed.) Multiple Dimensions of Teaching and Learning for Occupational Practices. (pp. 72-91). Routledge: London, UK.

Majid, Nasreen; Bobik-Dawes, Renata; (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics. Primary Mathematics , 23 (3) pp. 23-25.

Marks, Rachel; Barclay, Nancy; Barnes, Alison; Treacy, Páraic; (2019) Research Review of BSRLM 2003-2017. BSRLM: London, UK.

Marks, Rachel; Barclay, Nancy; Harvey-Swanston, Richard; (2019) Examining Newly Qualified Teachers’ use of Textbooks to Support a Mastery Approach to Mathematics Teaching in Primary Schools: A case-study. University of Brighton, Maths No Problem!: Brighton, UK.

Markwick, A; (2019) Working scientifically and assessing mathematics mastery. Primary Science , 158 pp. 25-27.

Mat Noor, Mohd Syafiq Aiman; (2019) Improving pedagogical practices of teaching inquiry in primary science in Malaysia: a classroom action research study. Doctoral thesis (Ph.D), UCL (University College London).

Mazenod, A; Hodgen, J; Francis, B; Taylor, B; Tereshchenko, A; (2019) Students' university aspirations and attainment grouping in secondary schools. Higher Education , 78 pp. 511-527. 10.1007/s10734-018-0355-x.

McCrory, Amanda; Callender, Christine; Sappor, Gideon; Lewis, Jacqueline; (2019) Race, ethnicity and science: Exploring the community cultural wealth of BME pupils in Key Stage 4 and 5; student and teacher perspectives. Presented at: BERA Conference 2019, Manchester, UK.

McCrory, Amanda; Callender, Christine; Sappor, Gideon; Lewis, Jacqueline; (2019) Race, ethnicity and science: Exploring the community wealth of BME pupils - a parents' perspective. Presented at: ECER 2019, Hamburg, Germany.

McCrory, Amanda; Phillips, Sheldon; (2019) The mutual metamorphosis of the doctoral supervisor and student relationship. Presented at: 7th IOE-BNU International Conference: Innovation in Education and Pedagogy, Beijing, China.

Melliss, Nick; (2019) Sacred and profane knowledge and the problem of identity: an exploration of the relationship between knowledge and identity in three different disciplinary fields in Higher Education. Masters thesis (M.Phil), UCL (University College London).

Milana, Milana; Tarozzi, Massimiliano; (2019) Addressing global citizenship education (GCED) in adult learning and education (ALE). UNESCO Institute for Lifelong Learning: Hamburg, Germany.

Mills, M; Hextall, I; (2019) The co-operative schools movement in England: who, where and why. International Journal of Inclusive Education , 23 (11) pp. 1116-1133. 10.1080/13603116.2019.1629162.

Mills, M; Howell, A; Lynch, D; Dungan, J; (2019) Approaches to Improving School Attendance: Insights From Australian Principals. Leadership and Policy in Schools 10.1080/15700763.2019.1695847.

Mitchell, E; Ramsey, C; (2019) Upper Sixths and Higher Education: 2019 Survey. UCL Institute of Education: London, UK.

Nair, Suguna; (2019) Informal and formal learning and the pursuit of environmental education in young children: the role of Forest School. Masters thesis (M.Phil), UCL (University College London).

Panjwani, F; Brown, N; (2019) Teaching for 3 Cs: centring imagination in teacher education. In: Social Theory for Teacher Education Research: Beyond the Technical-Rational. (pp. 105-124). Bloomsbury: London, UK.

Pearce, A; (2019) An Emerging "Holocaust Memorial Problem?" The Condition of Holocaust Culture in Britain. The Journal of Holocaust Research , 33 (2) pp. 117-137. 10.1080/25785648.2019.1587583.

Pearce, A; (2019) In the thick of it: ‘high politics’ and the holocaust in millennial Britain. Patterns of Prejudice , 53 (1) pp. 98-110. 10.1080/0031322X.2018.1536352.

Pearson, .com; (2019) GCSE Mathematics Qualification – UK. Regulated qualification efficacy report. Pearson

Redmond, B; Golding, J; Grima, G; (2019) Reformed GCSE Mathematics qualifications: teacher's views of the impact on students starting A levels. Presented at: Ofqual Education Research seminar, Warwick, UK.

Redmond, B; Grima, G; Golding, J; (2019) Post 16 Qualification Reforms: Impacts on mathematics teaching, learning and assessment in England. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

Reiss, M; Billingsley, B; Chappell, K; (2019) Introduction. In: Billingsley, B and Chappell, K and Reiss, M, (eds.) Science and religion in education. (pp. 1-11). Springer: Cham, Switzerland.

Reiss, M; (2019) Food and nutrition. In: Reiss, MJ and Watts, F and Wiseman, H, (eds.) Rethinking Biology: Public Understandings. (pp. 213-230). World Scientific

Reiss, M; (2019) How children understand biology. In: Reiss, M and Watts, F and Wiseman, H, (eds.) Rethinking biology: public understandings. (pp. 283-298). World Scientific: Singapore, Singapore.

Reiss, M; (2019) Science, religion and education. Reviews (Science and Religion Forum) , 72 pp. 21-50.

Reiss, M; (2019) Thinking like a fox: Queering the science classroom when teaching about sex and sexuality. In: Letts, W and Fifield, S, (eds.) STEM of Desire: Queer Theories and Science Education. (pp. 255-267). Brill: Leiden, The Netherlands.

Reiss, M; (2019) Evolution education: treating evolution as a sensitive rather than a controversial issue. Ethics and Education , 14 (3) pp. 351-366. 10.1080/17449642.2019.1617391.

Reiss, M; Dunlop, L; Bennett, J; Torrance-Jenkins, R; (2019) Students becoming researchers. School Science Review , 100 (372) pp. 69-75.

Reiss, M; Harms, U; (2019) The present state of evolution education. In: Harms, U and Reiss, M, (eds.) Evolution Education: Re-considered. (pp. 1-19). Springer: Cham, Switzerland.

Reiss, M; Harms, U; (2019) What now for evolution education? In: Harms, U and Reiss, M, (eds.) Evolution Education: Re-considered. (pp. 331-343). Springer: Cham, Switzerland.

Reiss, M; Rushton, E; (2019) From science teacher to 'teacher scientist': Exploring the experiences of research-active science teachers in the UK. International Journal of Science Education , 41 (11) pp. 1541-1461. 10.1080/09500693.2019.1615656.

Reiss, MJ; (2019) Beyond Bare Statistics. In: Science and Religion in Education. (pp. 119-121). Springer: Singapore.

Reiss, MJ; (2019) Science, Religion, and Ethics: The Boyle Lecture 2019. Zygon: Journal of Religion & Science , 54 (3) pp. 793-807. 10.1111/zygo.12549.

Reiss, MJ; (2019) And Finally…. [Letter]. The Expository Times , 130 (10) p. 476. 10.1177/0014524619837847.

Reiss, MJ; (2019) The relevance of natural history dioramas for sociocultural issues. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes. (pp. 201-211). Springer: Cham, Switzerland.

Reiss, MJ; (2019) The use of natural history dioramas for science education. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects. (pp. 205-215). Springer: Cham, Switzerland.

Richardson, M; (2019) Social class still stops too many pupils from fulfilling their A-level potential. [Digital scholarly resource]. https://www.theguardian.com/commentisfree/2019/aug...

Richardson, M; Healy, M; (2019) Examining the Ethical Environment in Higher Education. British Educational Research Journal , 45 (6) pp. 1089-1104. 10.1002/berj.3552.

Rumbelow, M; Rodd, M; (2019) Modelling motion from nature. Mathematics Teaching , 269 pp. 16-19.

Salonen, A; Hartikainen-Ahia, A; Keinonen, T; Direito, I; Connolly, J; Scheersoi, A; Weiser, L; (2019) Students’ Awareness of Working Life Skills in the UK, Finland and Germany. In: McLoughlin, E and Finlayson, O and Erduran, S and Childs, P, (eds.) Bridging Research and Practice in Science Education. (pp. 123-138). Springer, Cham

Sedawi, W; Assaraf, OBZ; Reiss, MJ; (2019) Regenerating Our Place: Fostering a Sense of Place Through Rehabilitation and Place-Based Education. Research in Science Education 10.1007/s11165-019-09903-y. (In press).

Sen, A; Starkey, H; (2019) Citizenship Education in Turkey From Militant-Secular to Islamic Nationalism. [Book]. Lexington Books: London, UK.

Sheldrake, R; Amos, R; Reiss, M; (2019) Children and Nature: A research evaluation for The Wildlife Trusts. The Wildlife Trusts: Newark, UK.

Sheldrake, R; Mujtaba, T; (2019) Children’s Aspirations Towards Science-related Careers. Canadian Journal of Science, Mathematics and Technology Education 10.1007/s42330-019-00070-w. (In press).

Sheldrake, R; Mujtaba, T; Reiss, MJ; (2019) Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School. Research in Science Education , 49 (6) pp. 1809-1834. 10.1007/s11165-017-9676-5.

Shirazi, A; Amos, R; (2019) Gendered science questioning: To boys or not to boys, that is the question. Presented at: ESERA 2019, Bologna, Italy.

Standish, A; (2019) Decolonizing Geography and Access to Powerful Disciplinary Knowledge. Journal of Geographical Research , 2 (3) 10.30564/jgr.v2i3.898.

Standish, A; (2019) What does leaving the European Union mean? Re-visiting the meaning of the nation state. Geographic , 104 pp. 38-41. 10.1080/00167487.2019.12094060.

Starkey, HW; (2019) Learning to Live Together: Children's Rights, Identities and Citizenship. In: Drinkwater, M and Rizvi, F and Edge, K, (eds.) Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education. (pp. 179-196). Bloomsbury: London, UK.

Tarozzi, M; Mallon, B; (2019) Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education , 17 (2) pp. 112-125. 10.18546/lre.17.2.02.

Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; Pepper, D; - view fewer (2019) Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'? British Journal of Educational Studies , 67 (1) pp. 5-24. 10.1080/00071005.2018.1424317.

Tereshchenko, A; Bradbury, A; Archer, L; (2019) Eastern European migrants' experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness & Education , 4 (1) pp. 53-71. 10.1080/23793406.2019.1584048.

Thouless, H; Gifford, S; (2019) Paper Plate Patterns: Pre-school teachers working as a community of practice. In: Engelbrecht, Johann and van Putten, Sonja, (eds.) Proceedings of 43rd Conference of the International Group for the Psychology of Maths Education (IGPME 2019). (pp. pp. 375-381). University of Pretoria, South Africa: Pretoria, South Africa.

Thouless, H; Gifford, S; (2019) Dotty triangles. For the Learning of Mathematics , 39 (2) pp. 13-18.

Thouless, H; Lewis, S; Gifford, S; (2019) Staircase Patterns. Mathematics Teaching (269) pp. 37-40.

Torkar, G; Gnidovec, T; Tunnicliffe, SD; Tomažič, I; (2019) Assessing students' knowledge of owls from their drawings and written responses. Journal of Biological Education , 53 (1) pp. 54-62. 10.1080/00219266.2017.1420682.

Tunnicliffe, S; Tunnicliffe, SD; (2019) Experiencing science in free choice play pre school. Presented at: 67th Annual NSTA National Conference on Science Education, St Louis ,MO, USA.

Tunnicliffe, SD; (2019) Play and narratives - developing scientifically literate children - a contribution to sustainability of our planet? [Lecture]. In: Proceedings of a Workshop held at the Rajiv Ghandi Science Centre in Mauritius for the Minister of Education in Early Years and Core School Science. Rajiv Ghandi Science Centre: Port Louis, Mauritius.

Tunnicliffe, SD; (2019) Essential stage in Science learning: Play and narratives – meeting Challenges in the present age of need for Sustainable Development. In: Proceedings of the International Conference on Education (ICE7). University of Education, Lahore: Lahore, Pakistan.

Unwin, A; (2019) New Teacher Survival and Development in a Neo-liberal World. International Journal of Innovative Business Strategies , 5 (2) pp. 296-302. 10.20533/ijibs.2046.3626.2019.0040.

Viehrig, K; Siegenthaler, D; Burri, S; Reinfried, S; Bednarz, S; Blankman, M; Bourke, T; ... Sprenger, S; + view all Viehrig, K; Siegenthaler, D; Burri, S; Reinfried, S; Bednarz, S; Blankman, M; Bourke, T; Brooks, C; Hertig, P; Kerski, J; Kisser, T; Solem, M; Stoltman, J; Behnke, Y; Lane, R; Lupatini, M; Scholten, N; Siegmund, A; Sprenger, S; - view fewer (2019) Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education , 43 (3) pp. 299-322. 10.1080/03098265.2019.1608920.

Walkington, Helen; Rushton, Elizabeth AC; (2019) Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development. Higher Education Studies , 9 (4) , Article 133. 10.5539/hes.v9n4p133.

Whitburn, R; Mohamud, A; (2019) Anatomy of Enquiry: deconstructing an approach to history curriculum planning. Teaching History , 177 pp. 28-39.

Wren, B; Launer, J; Reiss, MJ; Swanepoel, A; Music, G; (2019) Can evolutionary thinking shed light on gender diversity? BJPsych Advances , 25 (6) pp. 351-362. 10.1192/bja.2019.35.

Wright, P; (2019) Visible Maths Pedagogy Project: Report from Year 2. Visible Maths Pedagogy research project: London, UK.

Wright, P; (2019) Visible pedagogy and challenging inequity in school mathematics. In: Heuvel-Panhuizen, Marja van den and Veldhuis, Michiel, (eds.) Proceedings of CERME 11 - Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education (ESRME): Utrecht, Netherlands.

Xu, Y; (2019) From theories to practicalities: doing cross-cultural research fieldwork in Early Childhood Education & Care (ECEC). In: Tsang, K and Liu, D and Hong, Y, (eds.) Challenges and Opportunities in Qualitative Research: Young Scholars’ Experiences Sharing. (pp. 95-109). Springer: Singapore.

Young, Sara; (2019) 'My Mum didn't really wanna stay in Poland and my Dad didn't wanna come to England': the changing pattern of family migration from Poland to the UK. Presented at: IMISCOE Spring Conference: Transforming Mobility and Immobility: Brexit and Beyond, Sheffield, UK.

2018

Alshwaikh, J; Morgan, CR; (2018) A framework for the study of written and spoken discourse: school mathematics in Palestine. ZDM , 50 (6) pp. 1041-1051. 10.1007/s11858-018-0970-0.

Amos, R; Reiss, M; (2018) Learning in nature: primary school children develop through biological experiences which connect the curriculum. Presented at: XII Conference of European Researchers in Didactics of Biology (ERIDOB 2018), Zaragoza, Spain.

Amos, R; Christodoulou, A; (2018) Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL). School Science Review (371)

Archer, L; Francis, B; Miller, S; Taylor, B; Tereschenko, A; Mazenod, A; Pepper, D; Archer, L; Francis, B; Miller, S; Taylor, B; Tereschenko, A; Mazenod, A; Pepper, D; Travers, M-C; - view fewer (2018) The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students' views about setting. British Educational Research Journal , 44 (1) pp. 119-140. 10.1002/berj.3321.

Ballin, B; McGuire, A; Murphy, L; (2018) Towards an understanding of the contribution of global learning to the wellbeing and mental health of young people with special educational needs. (Global Learning Programme Innovation Fund Research Series 4 ). Global Learning Programme (GLP) – England: London, UK.

Barrow, E; Golding, J; Redmond, B; Grima, G; (2018) “I get better and better all the time”: Impact of resources on pupil and teacher confidence. In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J and Morgan, C, (eds.) Proceedings of the 9th British Congress of Mathematics Education:BCME9. (pp. pp. 8-15). BSRLM: University of Warwick, UK.

Bartoszeck, A; Vandrovieski, W; Tratch, V; Czelusniak, F; Tunnicliffe, SD; (2018) What do Brazilian school children know about birds in their country? European Journal of Educational Research , 7 (3) pp. 485-499. 10.12973/eu-jer.7.3.485.

Bencze, L; Reiss, MJ; Sharma, A; Weinstein, M; (2018) STEM Education as “Trojan Horse”: Deconstructed and Reinvented for All. In: Bryan, L and Tobin, K, (eds.) 13 Questions: Reframing Education's Conversation: Science. (pp. 69-87). Peter Lang: New York, NY, USA.

Bennett, J; Dunlop, L; Knox, KJ; Reiss, MJ; Torrance Jenkins, R; (2018) Practical Independent Research Projects in Science: a Synthesis and Evaluation of the Evidence of Impact on High School Students. International Journal of Science Education , 40 (14) pp. 1755-1773. 10.1080/09500693.2018.1511936.

Bentall, C; (2018) Competing or complementary priorities? Global Citizenship Education in UK Higher Education. Presented at: British Association of International and Comparative Education (BAICE) Conference 2018, York, UK.

Benton, L; Kalas, I; Saunders, P; Hoyles, C; Noss, R; (2018) Beyond jam sandwiches and cups of tea: An exploration of primary pupils' algorithm‐evaluation strategies. Journal of Computer Assisted Learning , 34 (5) pp. 590-601. 10.1111/jcal.12266.

Benton, L; Saunders, P; Kalas, I; Hoyles, C; Noss, R; (2018) Designing for learning mathematics through programming: A case study of pupils engaging with place value. International Journal of Child-Computer Interaction , 16 pp. 68-76. 10.1016/j.ijcci.2017.12.004.

Bourn, D; (2018) Understanding Global Skills for 21st Century Professions. [Book]. MacMillan Palgrave: London, UK.

Bourn, D; (2018) Fairtrade in Schools and Global Learning. (Development Education Research Centre Research Papers 18 ). Development Education Research Centre, Institute of Education, UCL in partnership with the Fairtrade Foundation: London, UK.

Brant, JW; (2018) Financial and economic education on the English curriculum and PSHE: new hope or another false dawn? Teaching Business and Economics , 22 (1) p. 19.

Brooks, C; (2018) Insights on the field of geography education from a review of master's level practitioner research. International Research in Geographical and Environmental Education , 27 (1) pp. 5-23. 10.1080/10382046.2017.1285134.

Buchanan, Denise; (2018) Exploring the potential of classroom learning for adults with mental health problems: perceptions of transformation and wellbeing. Doctoral thesis (Ph.D), UCL (University College London).

Burnard, P; Osgood, J; Huhtinen-Hilden, L; Pitt, J; Elwick, A; (2018) Musiceum: Museums as Spaces for Early Childhood Music-making – a Mapping Exercise. CERS (Centre for Education Research and Scholarship): Middlesex University, London.

Channon, David; (2018) Exploring the dynamics of higher education curriculum change in Myanmar: a case study of internationalisation in an English department. Doctoral thesis (Ed.D), UCL (University College London).

Chapman, AJ; Burn, K; Kitson, A; (2018) What is School History For? British Student-teachers' Perspectives // ¿Para Qué Sirve La Enseñanza De La Historia? Perspectivas De Docentes y Estudiantes Británicos. Arbor: Revista de Ciencia, Pensamiento y Cultura , 194 (788) , Article a443. 10.3989/arbor.2018.788n2003.

Clark, LB; (2018) Critical pedagogy in the university: Can a lecture be critical pedagogy? Policy Futures in Education , 16 (8) pp. 985-999. 10.1177/1478210318787053.

Cotton, C; (2018) A study exploring the sustainability of global learning in schools. (Global Learning Programme Innovation Fund Research Series 7 ). Global Learning Programme (GLP) – England: London, UK.

Crisan, C; (2018) Challenges and opportunities in choosing a research topic and carrying out a dissertation project. Presented at: UCL Education Conference 2018, London, UK.

Crisan, C; (2018) The pedagogy of an asynchronous online course: supporting students' engagement. Presented at: 9th British Congress of Mathematics Education (BCME9), Warwick, UK.

Crisan, C; (2018) Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Course. In: Silverman, J and Hoyos, V, (eds.) Distance Learning, E-Learning and Blended Learning in Mathematics Education. (pp. pp. 165-181). Springer: Cham, Switzerland.

Crisan, C; (2018) The pedagogy of an asynchronous online course: supporting students' engagement. In: Pope, S, (ed.) BCME9 Conference: Informal Proceedings. (pp. pp. 15-18). British Congress of Mathematics Education (BCME): Warwick, UK.

Crisan, C; (2018) Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Course. In: Silverman, J and Hoyos, V, (eds.) Distance Learning, E-Learning and Blended Learning of Mathematics: International Trends in Research and Development. (pp. 165-181). Springer: Cham, Switzerland.

Crisan, C; Rodd, M; (2018) Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice. MSOR Connections , 16 (3) pp. 31-42. 10.21100/msor.v16i3.783.

Crisan, C.; Rodd, M.; (2018) From 'Frowns and growns' to 'astonishment and delight': Seeking indicators of a mathematics teachers identity. In: Bergqvist, E. and Österholm, M. and Granberg, C. and Sumpter, L., (eds.) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 315-322. PME: Umeå, Sweden.

Deng, Z; (2018) Rethinking teaching and teachers: Bringing content back into conversation. London Review of Education , 16 (3) pp. 371-383. 10.18546/lre.16.3.02.

Deng, Z; (2018) Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education , 72 pp. 155-164. 10.1016/j.tate.2017.11.021.

Deng, Z; (2018) Bringing knowledge back in: perspectives from liberal education. Cambridge Journal of Education , 48 (3) pp. 335-351. 10.1080/0305764X.2017.1330874.

Deng, Z; (2018) Contemporary curriculum theorizing: crisis and resolution. Journal of Curriculum Studies , 50 (6) pp. 691-710. 10.1080/00220272.2018.1537376.

DERC; (2018) Global Education Digest 2015 - 2017. Development Education Research Centre, UCL Institute of Education: London, UK.

Durden, G; (2018) Improving teacher learning: variation in conceptions of learning study. International Journal of Learning and Lesson Studies , 7 (1) pp. 50-61. 10.1108/IJLLS-09-2017-0041.

Elwick, A; (2018) The Values of English Universities: Questioning the Role of Value Statements and Mapping Their Current Focus. Higher Education Policy 10.1057/s41307-018-0112-x. (In press).

Elwick, Alexander; (2018) New forms of government school provision–an international comparison. Journal of Education Policy , 33 (2) pp. 206-225. 10.1080/02680939.2017.1329551.

Evers, K; Golding, J; Grima, G; (2018) (Missed) opportunities for teaching and learning with digital resources: what and why. In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J and Morgan, C, (eds.) Proceedings of the 9th British Congress of Mathematics Education:BCME9. (pp. pp. 48-55). BSRLM: Univeristy of Warwick, UK.

Fargher, MG; (2018) WebGIS for Geography Education : Towards a GeoCapabilities Approach. ISPRS International Journal of Geo-Information , 7 (3) , Article 111. 10.3390/ijgi7030111.

Francis, R; Taylor, R; (2018) The Problematic Interface Between Research, Policy and Practice: the Case of Attainment Grouping. Impact: Journal of the Chartered College of Teaching (2)

Francis, R; Taylor, R; Hodgen, J; Tereshchenko, A; Archer, L; (2018) Dos and Don'ts of Attainment Grouping. UCL Institute of Education: London, UK.

Galdames Castillo, Ximena; (2018) (Un)doing the Chilean Child and Aunty in a Chilean early years classroom. Doctoral thesis (Ph.D), UCL (University College London).

Gao, J; McLellan, R; (2018) Using Ryff's scales of psychological well-being in adolescents in mainland China. BMC Psychology , 6 (1) , Article 17. 10.1186/s40359-018-0231-6.

Gkouskou, E; Tunnicliffe, SD; (2018) Leisure visitor’s responses to natural history dioramas. In: Scheersoi, A and Tunnicliffe, S, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Socio-Cultural Aspects. (pp. 9-24). Springer: Cham, Switzerland.

Gokpinar, Tuba; (2018) The Significance of Outside-school Factors in Science Education: The Role of Families on the Attitudes that Turkish Children in London have to Science. Doctoral thesis (Ph.D), UCL (University College London).

Golding, Jennie; Bretscher, Nicola; Crisan, Cosette; Geraniou, Eirini; Hodgen, Jeremy; Morgan, Candia; (2018) Introduction to the Research Proceedings of the 9th British Congress in Mathematics Education (BCME9). In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J, (eds.) Research Proceedings of the 9th British Congress on Mathematics Education. (pp. pp. 6-7). British Society for Research into Learning Mathematics (BSRLM)

Golding, J; (2018) Mathematics education in the spotlight: its purpose and some implications. London Review of Education , 16 (3) pp. 460-473. 10.18546/LRE.16.3.08.

Golding, J; (2018) Collaborative workshops for sustainable teacher development. In: The Africa Regional Congress of ICMI on Mathematical Education (AFRICME 5): Quality Mathematics Education for All. (pp. pp. 173-177). ICMI

Golding, J; Bretscher, N; (2018) Developing pedagogies for a synchronous online course on teaching pre-university mathematics. Teaching Mathematics and its Applications , 37 (2) pp. 98-112. 10.1093/teamat/hry010.

Golding, J; Smith, C; Blaylock, M; (2018) Learning to teach contextualized problem-solving in a non-calculus mathematics pathway. Teaching Mathematics and its Applications , 37 (2) pp. 69-83. 10.1093/teamat/hry009.

Green, C; Golding, J; Grima, G; (2018) GCSE (9-1) Mathematics Qualification and Free Surround Efficacy Study. From 'jumping off a cliff' to 'it was pretty good': tier entry decisions. Presented at: Ofqual Education Research Conference 2018, Warwick, UK.

Grima, G; Golding, J; (2018) Assessment to support the development of problem-solving goals in mathematics curricula 5-16. Presented at: 19th AEA Annual Conference, Arnhem–Nijmegen, Netherlands.

Grima, G; Golding, J; (2018) Teaching and assessing for handling large data sets within Pearson Edexcel A-level Mathematics. Presented at: IAEA Annual Conference 2018, Oxford, UK.

Hale, R; (2018) Reflections on What Year 7 Students Know and Understand About the Holocaust: An Argument for Empirical Research in English Primary Schools. In: Szejnmann, CCW and Cowan, P and Griffiths, J, (eds.) Holocaust Education in Primary Schools in the Twenty-First Century: Current Practices, Potentials and Ways Forward. (pp. 221-237). Palgrave Macmillan: Cham, Switzerland.

Hammond, L; El Rashidi, S; (2018) 'Layers of London' - A Rich Geographical Palimpsest. Geography , 103 (1)

Hardman, M; (2018) How does learning emerge in science classrooms? Presented at: CogSciSci - A Meeting of Minds, London, UK.

Hargreaves, E; Elhawary, D; Mahgoub, M; (2018) Children critique learning the "pure" subject of English in the traditional classroom. Educational Studies , 44 (5) pp. 535-550. 10.1080/03055698.2017.1382329.

Hayward, J; (2018) Promoting Fundamental British Values at Key Stage 2. Resources overview and guidance. [Digital scholarly resource]. https://since911.com/

Hellawell, B; (2018) ‘There is Still a Long Way to Go to be Solidly Marvellous’: Professional Identities, Performativity and Responsibilisation Arising From the Send Code of Practice 2015. British Journal of Educational Studies , 66 (2) pp. 165-181. 10.1080/00071005.2017.1363374.

Hetherington, L; Hardman, M; Wegerif, R; (2018) Making the case for a Material-Dialogic theory for Science Education. Presented at: 2018 European Conference for Educational Research (ECER 2018), Bolzano, Italy.

Hetherington, L; Hardman, M; Noakes, J; Wegerif, R; (2018) Making the case for a material-dialogic approach to science education. Studies in Science Education , 54 (2) pp. 141-176. 10.1080/03057267.2019.1598036.

Hodgen, J; Foster, C; Marks, R; Brown, M; (2018) Improving Mathematics in Key Stages Two and Three: Evidence Review. Education Endowment Foundation: London, UK.

Hodgen, J; Anders, J; Bretscher, N; Hardman, M; (2018) Pilot Evaluation Protocol: SMART Spaces (Chemistry Teaching - Pilot Trial). (SMART Spaces ). EEF (Education Endowment Foundation): London.

Hodgen, J; Anders, J; Bretscher, N; Hardman, M; (2018) Trial Evaluation Protocol: SMART Spaces (Spaced Learning Revision Programme). (SMART Spaces ). EEF (Education Endowment Foundation): London.

Hrast, Š; Trampuž, L; Tome, S; Tunnicliffe, SD; Torkar, G; (2018) Natural history dioramas for teaching biodiversity on an ecosystem level: pre-service biology teacher education programme. Presented at: Twelfth conference of European Researchers in Didactics of Biology - ERIDOB 2018, Zaragoza, Spain.

Isaksen, Karl Robert; (2018) A study on the usefulness of narrative teaching: an attempt at accomplishing judgemental rationality in the face of ubiquitous epistemic relativity. Doctoral thesis (Ph.D), UCL (University College London).

Isaksen, KR; (2018) Without foundation or neutral standpoint: using immanent critique to guide a literature review. Journal of Critical Realism , 17 (2) pp. 97-117. 10.1080/14767430.2018.1427180.

Jacques, L; (2018) What is teaching with variation and is it relevant to teaching and learning mathematics in England? In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J and Morgan, C, (eds.) Research Proceedings of the 9th British Congress on Mathematics Education. (pp. pp. 104-110). British Society for Research in Learning Mathematics: Warwick, UK.

Jacques, L; Drury, H; (2018) Making sense of deep mathematical learning: A review of some literature. In: BSRLM Proceedings. BSRLM: London, UK.

Jankvist, Uffe Thomas; Geraniou, Eirini; (2018) A tentative framework for students’ mathematical digital competencies. In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J, (eds.) Research Proceedings of the 9th British Congress on Mathematics Education. (pp. pp. 56-63). British Society for Research into Learning Mathematics (BSRLM)

Jones, E; (2018) Developing ‘Feminist Archival Sensibility’ in a PhD Literature Review. Crossing Conceptual Boundaries , 10 pp. 10-24.

Jones, E; Denman, K; Molloy, E; Fairbanks, A; (2018) Managing the Security of Aid Workers with Diverse Profiles. European Interagency Security Forum (EISF): London, UK.

Kambouri-Danos, M; Liu, J; Pieridou, M; Quinn, SF; (2018) Exploring our practitioner and parent partnerships. Early Years Educator , 19 (10) pp. 26-29. 10.12968/eyed.2018.19.10.26.

Karayianni, E; Foster, S; (2018) History education, national identity, and the road to brexit. In: Gross, MH and Terra, L, (eds.) Teaching and Learning the Difficult Past: Comparative Perspectives. (pp. 182-200). Routledge: New York, NY, USA.

Kazak, S; Pratt, D; Gökce, R; (2018) Sixth grade students' emerging practices of data modelling. ZDM , 50 (7) pp. 1151-1163. 10.1007/s11858-018-0988-3.

Khazem, D; (2018) Critical realist approaches to global learning: A focus on education for sustainability. International Journal of Development Education and Global Learning , 10 (2) pp. 125-134. 10.18546/IJDEGL.10.2.02.

Kraska, M; Bourn, D; Blum, N; (2018) From internationalization to global citizenship: Dialogues in international higher education. In: Davies, J and Pachler, N, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. (pp. 85-98). UCL IoE Press: London, UK.

Lambert, D; (2018) Teaching as a research-engaged profession: Uncovering a blind spot and revealing new possibilities. London Review of Education , 16 (3) pp. 357-370. 10.18546/LRE.16.3.01.

Lambert, D; Walshe, N; (2018) How Geography Curricula Tackle Global Issues. In: Demirci, A and De Miguel González, R and Bednarz, SW, (eds.) Geography Education for Global Understanding. (pp. 83-96). Springer: Cham, Switzerland.

Lambert, DM; (2018) Geography, Capabilities and the Educated Person. In: Shin, E and Witham Bednarz, S, (eds.) Spatial Citizenship Education: Citizenship Through Geography. (pp. 22-40). Routledge: Abingdon, Oxon.

Lambert, DM; (2018) Geography Education (K-12). [Digital scholarly resource]. https://doi.org/10.1093/OBO/9780199874002-0028

Lamont, A; Murray, M; Hale, R; Wright-Bevans, K; (2018) Singing in later life: The anatomy of a community choir. Psychology of Music , 46 (3) pp. 424-439. 10.1177/0305735617715514.

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Leaton Gray, S; (2018) Biometrics in Schools. In: Deakin, J and Taylor, E and Kupchik, A, (eds.) The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. (pp. 405-424). Palgrave Macmillan: Basingstoke, UK.

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Levinson, R; Teixeira, PP; (2018) Crenças religiosas e evolução: um modelo para o diálogo em aula = Religious Beliefs and Evolution: A Model for the Dialogue in Classroom. Alexandría : Revista de Ciencias de la Información , 11 (1) pp. 195-216. 10.5007/1982-5153.2018v11n1p195.

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McComas, W; Reiss, MJ; Dempster, E; Lee, YC; Olander, C; Clément, P; Boerwinkel, DJ; McComas, W; Reiss, MJ; Dempster, E; Lee, YC; Olander, C; Clément, P; Boerwinkel, DJ; Waarlo, AJ; - view fewer (2018) Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences. The American Biology Teacher , 80 (7) pp. 483-492. 10.1525/abt.2018.80.7.483.

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Mizzi, E; (2018) Educators’ Attitudes at an Informal Learning Environment in the Society of Christian Doctrine in Malta: Insights for Teacher Education. Scottish Educational Review , 50 (2) pp. 39-53.

Mujtaba, T; Lawrence, M; Oliver, M; Reiss, MJ; (2018) Learning and engagement through natural history museums. Studies in Science Education , 54 (1) pp. 41-67. 10.1080/03057267.2018.1442820.

Mujtaba, T; Sheldrake, R; Reiss, M.J; Simon, S; (2018) Students’ science attitudes, beliefs, and context: associations with science and chemistry aspirations. International Journal of Science Education , 40 (6) pp. 644-667. 10.1080/09500693.2018.1433896.

Newall, E; Tolulope, B; (2018) Learning through research: A case study of STEM research-based work placements for post-16 education. In: Davies, J and Pachler, N, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. UCL IOE Press: London, UK.

O'Brien, Emma Aoife; (2018) Perspectives on the Pursuit of Professional Learning: Insights from Teachers who are Mothers. Doctoral thesis (Ed.D), UCL (University College London).

Opposs, D; Taylor, R; Richardson, M; Tymms, P; (2018) Case study: England. In: Baird, J-A and Isaacs, T and Opposs, D and Grey, L, (eds.) Examination standards: How measures and meanings differ around the world. UCL IOE Press: London, UK.

Osgood, J; Robertson, L; Sakr, M; Wilson, D; (2018) In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy , 33 (4) pp. 510-525. 10.1080/02680939.2017.1416426.

Osler, A; Starkey, HW; (2018) Extending the theory and practice of education for cosmopolitan citizenship. Educational Review , 70 (1) pp. 31-40. 10.1080/00131911.2018.1388616.

Owens, DC; Pear, RSA; Alexander, HA; Reiss, MJ; Tal, T; (2018) Scientific and Religious Perspectives on Evolution in the Curriculum: an Approach Based on Pedagogy of Difference. Research in Science Education , 48 (6) pp. 1171-1186. 10.1007/s11165-018-9774-z.

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Pearce, AR; (2018) Holocaust Education at Australian Universities: Reflections on a Roundtable. Australian Humanities Review (63) pp. 167-171.

Pearce, AR; (2018) The anatomy of a relationship: The Holocaust, genocide and Britain. In: Pearce, A, (ed.) Remembering the Holocaust in Educational Settings. (pp. 40-59). Routledge: Abingdon, Oxon.

Pearce, AR; (2018) Introduction: Education, remembrance and the Holocaust: Towards pedagogic memory work. In: Pearce, A, (ed.) Remembering the Holocaust in Educational Settings. (pp. 1-22). Routledge: Abingdon, Oxon.

Pepper, D; Hodgen, J; Lamesoo, K; Kõiv, P; Tolboom, J; (2018) Think aloud: using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. International Journal of Research and Method in Education , 41 (1) pp. 3-16. 10.1080/1743727X.2016.1238891.

Perryman, J; Maguire, M; Ball, SJ; Braun, A; (2018) Surveillance, Governmentality and moving the goalposts: The influence of Ofsted on the work of schools in a post-panoptic era. British Journal of Educational Studies , 66 (2) pp. 145-163. 10.1080/00071005.2017.1372560.

Planas, N; Morgan, CR; Schütte, M; (2018) Mathematics education and language: Lessons and directions from two decades of research. In: Dreyfus, T and Artigue, M and Potari, D and Prediger, S and Ruthven, K, (eds.) Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe. Routledge: Oxford, UK.

Pratt, D; Kazak, S; (2018) Research on Uncertainty. In: Ben-Zvi, D and Makar, K and Garfiled, J, (eds.) International Handbook of Research in Statistics Education. (pp. 193-228). Springer: Cham, Switzerland.

Reiss, M; (2018) Reproduction and sex education. In: Kampourakis, K and Reiss, M, (eds.) Teaching Biology in Schools Global Research, Issues, and Trends. (pp. 87-98). Routledge: London, UK.

Reiss, MJ; (2018) The role of genetic inheritance in how well children do in schools. In: Luckin, R, (ed.) Enhancing Learning and Teaching with Technology What the Research Says. UCL IoE Press: London, UK.

Reiss, MJ; (2018) Beyond 2020: ten questions for science education. School Science Review , 100 (370) pp. 47-52.

Reiss, MJ; (2018) Biology Education: The Value of Taking Student Concerns Seriously. Education Sciences , 8 (130) 10.3390/educsci8030130.

Reiss, MJ; (2018) Creationism and Intelligent Design. In: Smeyers, P, (ed.) International Handbook of Philosophy of Education. (pp. 1247-1259). Springer: Cham, Switzerland.

Reiss, MJ; Mazorodze, R; (2018) Raising attainment in post-compulsory physics through collaborative problem solving. School Science Review , 99 (369) pp. 96-104.

Reiss, MJ; McCulloch, S; (2018) A proposal for a UK Ethics Council for Animal Policy: The case for putting ethics back into policy making. Animals , 8 (6) 10.3390/ani8060088.

Retallack, H; (2018) Interrogating the Intersections of Girls and Sex. [Review]. Girlhood Studies , 11 (2) pp. 130-134. 10.3167/ghs.2018.110211.

Richardson, MI; (2018) Assessment in a "post-truth" world. [Digital scholarly resource]. https://mailchi.mp/45f194505eba/iaea-newsletter?e=...

Richardson, M; Dann, R; (2018) Good Practice in Assessment. Institute of Education: London.

Salinas Silva, V; Brooks, C; (2018) Expandiendo la noción de profesionalidad docente desde la educación geográfica. Revista de geografía Norte Grande (70) pp. 85-108. 10.4067/S0718-34022018000200085.

Scaramanga, J; Reiss, MJ; (2018) Accelerated Christian Education: a case study of the use of race in voucher-funded private Christian schools. Journal of Curriculum Studies , 50 (3) pp. 333-351. 10.1080/00220272.2017.1408856.

Scott, D; Posner, C; martin, C; Martin, C; Guzman, E; (2018) The Education System in Mexico. [Book]. UCL Press: London, UK.

Sheldrake, RP; (2018) Changes in Children’s Science-Related Career Aspirations from Age 11 to Age 14. Research in Science Education 10.1007/s11165-018-9739-2. (In press).

Simpson, J; (2018) Participatory Pedagogy in Practice: Using effective participatory pedagogy in classroom practice to enhance pupil voice and educational engagement. (Global Learning Programme Innovation Fund Research Series 5 ). Global Learning Programme (GLP) – England: London, UK.

Smith, C; Bretscher, N; (2018) Designing teacher education for pre-university mathematics: articulating and operationalizing pedagogic messages. Teaching Mathematics and its Applications: An International Journal of the IMA , 37 (2) pp. 84-97. 10.1093/teamat/hry008.

Smith, C; Golding, J; (2018) Schools’ Strategies for Promoting Girls’ Participation in Mathematics. In: Bergqvist, E and Osterholm, M and Granberg, C and Sumpter, L, (eds.) Proceedings of 42nd Conference of the International Group for the Psychology of Mathematics Education. (pp. pp. 211-218). PME: Umeå, Sweden.

Smith, C; Golding, J; (2018) Teaching A-level in early career: induction, support and professional learning. Teaching Mathematics and its Applications: An International Journal of the IMA , 347 (2) pp. 55-68. 10.1093/teamat/hry007.

Smith, C; Golding, J; Bretscher, N; (2018) Special issue: Preparing to teach mathematics pathways beyond 16. Teaching Mathematics and its Applications: An International Journal of the IMA , 37 (2) pp. 53-54. 10.1093/teamat/hry011.

Smith, DR; Nixon, G; Pearce, JL; (2018) Bad Religion as False Religion: An Empirical Study of UK Religious Education Teachers' Essentialist Religious Discourse. Religions , 9 (11) , Article 361. 10.3390/rel9110361.

Standish, A; (2018) What to Teach? Conceptualising a Geography Curriculum. Journal of Geographical Research , 68 pp. 73-88. 10.6234/JGR.201805_(68).0004.

Standish, A; (2018) Teaching about development in a post-development society: the case of geography. International Research in Geographical and Environmental Education , 27 (3) pp. 199-215. 10.1080/10382046.2017.1367539.

Starkey, HW; (2018) Fundamental British Values and Citizenship Education: tensions between national and global perspectives. Geografiska Annaler: Series B, Human Geography , 100 (2) 10.1080/04353684.2018.1434420.

Swanepoel, A; Music, G; Launer, J; Reiss, MJ; (2018) How evolutionary thinking can help us to understand ADHD. BJPsych Advances , 23 (6) pp. 410-418. 10.1192/apt.bp.116.016659.

Tarozzi, M; Inguaggiato, C; (2018) Implementing global citizenship education in EU primary schools: The role of government ministries. International Journal of Development Education and Global Learning , 10 (1) pp. 21-38. 10.18546/IJDEGL.10.1.03.

Taylor, R; Yandell, J; (2018) Developing Best Practice in Mixed Attainment English. UCL Institute of Education: London.

Taylor-Mullings, Nicholas; (2018) Race, education and the status quo. Doctoral thesis (Ph.D), UCL (University College London).

Tereshchenko, A; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Taylor, B; Pepper, D; Tereshchenko, A; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Taylor, B; Pepper, D; Travers, M-C; - view fewer (2018) Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment. Research Papers in Education 10.1080/02671522.2018.1452962. (In press).

Thouless, H; Ruttenberg-Rozen, R; (2018) Mathematics and special education. (PME newsletter ). PME

Thouless, H; Gifford, S; (2018) Dotty triangles: two different approaches to analysing young children’s responses to a pattern replication activity. In: Golding, Jennie and Bretscher, Nicola and Crisan, Cosette and Geraniou, Eirini and Hodgen, Jeremy and Morgan, Candia, (eds.) Proceedings of the 9th British Congress of Mathematics Education 2018. (pp. pp. 175-182). BSRLM: University of Warwick, UK.

Tunnicliffe, SD; Bruguière, C; (2018) Biology concepts and Pictorial Fiction Books. Do early years children comprehend? Presented at: 12th Conference of European Researchers in Didactics of Biology (ERIDOB 2018), Zaragoza, Spain.

Tunnicliffe, SD; Bruguiere, C; (2018) Biology concepts and Pictorial Fiction Books. Do early years children comprehend? Presented at: Twelfth conference of European Researchers in Didactics of Biology - ERIDOB 2018, Zaragoza, España.

Tunnicliffe, SD; Gazey, R; Gkouskou, E; (2018) Learning in Physical Science Opportunities at Natural History Dioramas. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects. (pp. 171-183). Springer: Cham, Switzerland.

Tunnicliffe, SD; Mifsud, E; (2018) Learning at Natural History Dioramas: A model for Interpreting Museum biology settings. In: Grace, M and Gericke, N, (eds.) Challenges in Biology Education Research- Eleventh Conference of European Researchers in Didactics of Biology. ERIDOB: Karlstad, Sweden.

Walker, Kate; Pillinger, Claire; Brown, Sarah; (2018) Characteristics and motivations of perpetrators of child sexual exploitation: A rapid evidence assessment of research. Centre of Expertise on Child Sexual Abuse (CSA): Ilford, UK.

Wood, A; (2018) Economies of School-building: the Selling of Architectural and Educational Futures. Ardeth , 3 (2) pp. 137-157. 10.17454/ARDETH03.08.

Wright, P; (2018) Visible Maths Pedagogy Project: Report from Year 1. Visible Maths Pedagogy research project: London, UK.

Xu, Y; Waniganayake, M; (2018) An exploratory study of gender and male teachers in early childhood education and care centres in China. COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION , 48 (4) pp. 518-534. 10.1080/03057925.2017.1318355.

Yates, J; (2018) How can the Philosopher’s Backpack enrich critical global thinking? (Global Learning Programme Innovation Fund Research Series 6 ). Global Learning Programme (GLP) – England: UK.

Young, Sara; (2018) “The teachers were just annoyed because I couldn’t say anything”: English language experiences of Polish migrants in UK schools. Educate~ , 18 (1) pp. 13-20.

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Ainley, J; Pratt, D; (2017) Computational Modelling and Children's Expressions of Signal and Noise. Statistics Education Research Journal , 16 (2) pp. 15-36.

Alam, KMN; Morgan, C; (2017) Why do few children at rural secondary madrasas in Bangladesh choose to study an optional course in Higher Mathematics? In: BSRLM Proceedings: Vol 37 No 1 at Birkbeck College, University of London, London. BSRLM

Amos, R; Christodoulou, A; (2017) Teaching science using socio-scientific inquiry-based learning: UK pre-service teachers' perspectives. Presented at: ESERA conference 2017, Dublin, Ireland.

Bartoszeck, AB; Tunnicliffe, SD; (2017) Development of biological literacy through drawing organisms. In: Katz, P, (ed.) Drawing for Science Education: An International Perspective. (pp. 55-65). SensePublishers: Rotterdam, Netherlands.

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.

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.

Bourn, D; Hunt, F; Ahmed, H; (2017) Childhood development stages and learning on global issues. (K4D Helpdesk Report ). Institute of Development Studies (IDS): Brighton, UK.

Bourn, D; Hunt, F; Bamber, P; (2017) A review of education for sustainable development and global citizenship education in teacher education. (UNESCO GEM Background Paper ). UNESCO: Paris, France.

Brant, JW; Vincent, K; (2017) Teacher education in England: professional preparation in times of change. In: Trippestad, TA and Swennen, A and Werler, T, (eds.) The Struggle for Teacher: Education International Perspectives on Governance and Reforms. Bloomsbury: London, UK.

Bretscher, N; (2017) Beyond a positive stance: integrating technology is demanding on teachers' mathematical knowledge for teaching. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education: Dublin, Ireland.

Brooks, C; (2017) Becoming a geography teacher in a primary school: Reflections on the value of HEIs in ITE. In: Catling, S, (ed.) Reflections on Primary Geography. (pp. 171-173). The Geographical Association: Sheffield, UK.

Brooks, C; (2017) International differences in thinking geographically, and why ‘the local’ matters. In: Fargher, M and Brooks, C and Butt, G, (eds.) The Power of Geographical Thinking. (pp. 169-179). Springer: Cham, Switzerland. (In press).

Brooks, C; (2017) Pedagogy and identity in initial teacher education: developing a 'professional compass'. Geography , 102 pp. 44-50.

Brooks, C; (2017) Teaching Geography in England "in this day and age". In: Ida, Y, (ed.) 教科教育におけるESDの実践と課題 地理・歴史・公民・社会科. (pp. 231-243). 古今書院: Tokyo, Japan.

Brooks, C; Gong, Q; Salinas-Silva, V; (2017) What next for Geography Education? A perspective from the International Geographical Union - Commission for Geography Education. J-Reading: Journal of Research and Didactics in Geography , 2017 (1) pp. 5-15. 10.4458/8579-01.

Chapman, AJ; (2017) Research and practice in history education in England: a perspective from London. The Journal of Social Studies Education , 6 pp. 13-41.

Chapman, AJ; Gómez Carrasco, CJ; Miralles Martínez, P; (2017) Los procedimientos de evaluación en la clase de Historia. Un análisis comparativo a través de las opiniones de los docentes en formación en España e Inglaterra = The assessment procedures when teaching history. A comparative analysis through the opinions of teachers in training in Spain and England. Revista Electrónica Interuniversitaria de Formación del Profesorado , 20 (2) pp. 45-61. 10.6018/reifop/20.2.284631.

Chapman, AJ; Hale, R; (2017) Understanding what young people know: methodological and theoretical challenges in researching young people’s knowledge and understanding of the Holocaust. Holocaust Studies , 23 (3) pp. 289-313. 10.1080/17504902.2017.1296067.

Charles-Cole, Syreeta; (2017) A Study of Children’s Views of Mathematical Manipulatives in the Transition from Primary to Secondary. Doctoral thesis , UCL (University College London).

Crisan, C; (2017) Mathematics. In: Standish, A and Sehgal-Cuthbert, A, (eds.) What should schools teach? Disciplines, subjects and the pursuit of truth. (pp. 20-37). UCL IoE Press: London, UK.

Crisan, C; (2017) Supporting the pursuit of and transition to postgraduate studies in mathematics. In: Proceedings of Mathematics Education beyond 16: Pathways and Transitions. Institute of Mathematics and its Applications: Birmingham, UK.

Crisan, C; Geraniou, E; (2017) Using video cases to encourage participants’ engagement with research and theory: Emergent pedagogies from an online course on digital technologies for mathematical learning. In: Curtis, F, (ed.) Proceedings of the British Society for Research into Learning Mathematics, 37 (1), March 2017. (pp. No. 4). British Society for Research into Learning Mathematics: Cambridge, UK.

Crisan, C; Rodd, M; (2017) Learning mathematics for teaching mathematics: non-specialist teachers' mathematics teacher identity. Mathematics Teacher Education and Development (MTED) , 19 (2) pp. 104-122.

Darlington, Helen Margaret; (2017) Understanding and developing student interest in science: an investigation of 14-16 year-old students in England. Doctoral thesis (Ph.D), UCL (University College London).

Deng, Z; (2017) Rethinking curriculum and teaching. In: Noblit, GW, (ed.) Oxford Research Encyclopedia of Education. Oxford University Press: Oxford, UK.

Direito, I; Connolly, J; Simon, S; Trevethan, J; (2017) Gender Differences in Science Interest, Self-concept and Career Aspirations. In: Proceedings of the ESERA 2017 Conference. European Science Education Research Association (ESERA): Dublin, Ireland.

Drijvers, P; Faggiano, E; Geraniou, E; Weigand, H-G; (2017) Introduction to the papers of TWG16: Learning Mathematics with Technology and Other Resources. In: Dooley, Therese and Gueudet, Ghislaine, (eds.) Proceedings of the 10th Congress of European S. (pp. pp. 2499-2506). Institute of Education, Dublin City University, Ireland and ERME (European Society for Research in Mathematics Education): Dublin, Ireland.

Durden, GP; (2017) Accounting for the context in phenomenography-variation theory: Evidence of English graduates' conceptions of price. International Journal of Educational Research , 87 pp. 12-21. 10.1016/j.ijer.2017.11.005.

Edwards, C; (2017) Recovering History Education's Forgotten Past: Diversity and Change in Professional Discourse in England, 1944-1962. Doctoral thesis , UCL (University College London).

Ehren, M; Perryman, J; (2017) Accountability of school networks: who is accountable to whom and for what? Educational Management Administration and Leadership 10.1177/1741143217717272. (In press).

Elwick, A; (2017) Education reform in New York City (2002–2013). Oxford Review of Education , 43 (6) pp. 677-694. 10.1080/03054985.2017.1296421.

Elwick, Alex; Cannizzaro, Sara; (2017) Happiness in Higher Education. Higher Education Quarterly , 71 (2) pp. 204-219. 10.1111/hequ.12121.

Fargher, Mary; (2017) GIS and other geospatial technologies. In: Jones, Mark, (ed.) The Handbook of Secondary Geography. (pp. 244-259). Geographical Association: Sheffield, UK.

Foster, S; Karayianni, E; (2017) Portrayals of the Holocaust in English history textbooks, 1991–2016: continuities, challenges and concerns. Holocaust Studies , 23 (3) pp. 314-344. 10.1080/17504902.2017.1296087.

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.

Francis, R; Connolly, P; Archer, L; Hodgen, J; Mazenod, A; Pepper, D; sloan, S; ... Travers, M; + view all Francis, R; Connolly, P; Archer, L; Hodgen, J; Mazenod, A; Pepper, D; sloan, S; Taylor, B; Tereschchenko, A; Travers, M; - view fewer (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.

Francis, RJ; Mills, M; Lupton, R; (2017) Towards social justice in education: contradictions and dilemmas. Journal of Education Policy , 32 (4) pp. 414-431. 10.1080/02680939.2016.1276218.

Garcia Souto, MDP; Striolo, CN; Vogel, M; Grammenos, R; Whyndham, M; Hughes, G; Kador, T; ... Gibson, A; + view all Garcia Souto, MDP; Striolo, CN; Vogel, M; Grammenos, R; Whyndham, M; Hughes, G; Kador, T; Britton, J; Mambetisaeva, E; Richardson, M; Albelda-Gimeno, L; Chester, I; Akinmolayan, F; Pollock, M; Bele, E; Wright, D; Gibson, A; - view fewer (2017) Peer assessing individual contributions in a group project. In: Proceedings of SRHE Annual Research Conference 2017. SRHE (Society for Research into Higher Education): London, UK.

Garcia Souto, MDP; Striolo, CN; Vogel, M; Grammenos, R; Whyndham, M; Hughes, G; Kador, T; ... Gibson, A; + view all Garcia Souto, MDP; Striolo, CN; Vogel, M; Grammenos, R; Whyndham, M; Hughes, G; Kador, T; Britton, J; Mambetisaeva, E; Richardson, M; Albelda-Gimeno, L; Chester, I; Akinmolayan, F; Pollock, M; Bele, E; Wright, D; Gibson, A; - view fewer (2017) Peer assessing individual contributions in a group project. [Lecture]. Presented at: 50th SRHE Conference, Celtic Manor, Newport, Wales, UK.

Geraniou, E; Mavrikis, M; (2017) Investigating the integration of a digital resource in the mathematics classroom: the case of a creative electronic book on Reflection. In: Proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education: Dublin, Ireland.

Gkouskou, E; Tunnicliffe, SD; (2017) Natural History Dioramas: An opportunity for children to observe physical Science in action in a moment of time. Science Education International , 28 (2) pp. 97-103.

Golding, J; (2017) Is it mathematics or is it school mathematics?: Presidential address to The Mathematical Association, April 2017. The Mathematical Gazette , 101 (552) pp. 385-400. 10.1017/mag.2017.120.

Golding, J; (2017) Subject professional association activity: what can it offer teachers of mathematics and their students? In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). DCU Institute of Education and ERME. (pp. pp. 3304-3311). European Society for Research in Mathematics Education: Dublin, Ireland.

Golding, J; (2017) Mathematics teacher capacity for change. Oxford Review of Education , 43 (4) pp. 502-517. 10.1080/03054985.2017.1331846.

Golding, J; (2017) Policy critics and policy survivors: who are they and how do they contribute to a department policy role typology? Discourse: Studies in the Cultural Politics of Education , 38 (6) pp. 923-936. 10.1080/01596306.2016.1183589.

Gómez Carrasco, CJ; Chapman, AJ; (2017) Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudiocomparativo, España - Francia - Inglaterra = Historiographical approaches and social representations in textbooks. A comparative study, Spain - France - England. Historia y Memoria de la Educación , 2017 (6) pp. 319-361. 10.5944/hme.6.2017.17132.

Gonzalez Torres, AF; (2017) Rhetoric and Reality of School Improvement in Chile. A Multiple Case Study of School Improvement Policy and External Technical Support Programmes for Municipal Primary Schools. Doctoral thesis , UCL (University College London).

Hale, R; Fox, CL; Murray, M; (2017) “As a Parent You Become a Tiger”: Parents Talking about Bullying at School. Journal of Child and Family Studies , 26 (7) pp. 2000-2015. 10.1007/s10826-017-0710-z.

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Thouless, HR; (2017) The role of gestures in supporting mathematical communication for students with language delays. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Dublin City University: Dublin, Ireland.

Thouless, HR; Sivadasan, S; Mayorga, P; Gifford, S; (2017) Understanding and overcoming number difficulties. In: Proceedings of the British Society for Research into Learning Mathematics 2016. British Society for Research into Learning Mathematics (BSRLM): London, UK.

Tunnicliffe, SD; (2017) Overcoming 'Earth Science Blindness': Earth Science in Action in Natural History Dioramas. In: Costa, MFPCM and Dorrío, BVJ, (eds.) Hands-on Science: Growing with Science. (pp. pp. 1-4). The Hands-on Science Network (HSCI)

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Tunnicliffe, SD; Sarker, A; (2017) The Understanding of Human Anatomy Elicited from Drawings of Some Bangladeshi Village Women and Children. In: Katz, P, (ed.) Drawing for Science Education: An International Perspective. (pp. 87-93). SensePublishers: Rotterdam, The Netherlands.

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Watts, F; Reiss, MJ; (2017) Holistic Biology: What It Is And Why It Matters. Zygon , 52 (2) pp. 419-441. 10.1111/zygo.12339.

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Foster, SJ; Pettigrew, A; Pearce, AR; Hale, R; Burgess, A; Salmons, P; Lenga, R; (2016) What do students know and understand about the Holocaust? Evidence from English secondary schools. Centre for Holocaust Education, Institute of Education, University College London: London, UK.

Glegg, P; (2016) Business resource ideas: Revising core knowledge and decision making skills. Teaching Business and Economics , 20 (1) pp. 20-21.

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Golding, J; (2016) Professional association activity: what contribution can it make to mathematics teachers' professional development and student learning, and are any of those distinctive? Final report. Meeting of the Mathematics Subject Associations: MMSA: UK.

Golding, J; (2016) Professional association activity: what contribution can it make to the professional development of teachers of mathematics and to their students' learning? Interim report. Meeting of the Mathematics Subject Associations: MMSA: UK.

Golding, J; Smith, CA; (2016) Beginner mathematics teachers learning to teach and assess advanced problem solving. (Supporting Advanced Mathematics Project ). The Advanced Mathematics Support Programme (AMSP): London, UK.

Golding, J; Smith, C; (2016) Wider school effects of engaging with the Further Mathematics Support Programme to introduce Further Mathematics: Final Report. UCL Institute of Education: London, UK.

Golding, J; Smith, Cathy; (2016) Beginner mathematics teachers assessing advanced problem solving: what do they bring, what do they need, and how can the gap be bridged? In: Proceedings of the Day Conference held at Loughborough University, Saturday 11th June 2016. BSRLM

Gono, EN; (2016) The contributions of Interactive Dynamic Mathematics software in probing understanding of mathematical concepts: Case study on the use GeoGebra in learning the concept of modulus functions. Doctoral thesis , UCL (University College London).

Hansen, A; Mavrikis, ME; Geraniou, E; (2016) Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. Journal of Mathematics Teacher Education , 19 (2) pp. 205-226. 10.1007/s10857-016-9344-0.

Hardman, MA; (2016) Complexity and Classroom Learning. Doctoral thesis , Canterbury Christ Church University.

Hargreaves, Eleanore; Mahgoub, Mohamed; Elhawary, Dalia; (2016) An investigation into improved primary school English language learning in the traditional classroom: pupils explain what children and teachers can do to make progress: An Egyptian case study. (ELT Research Papers 17.01 ). British Council: London, UK.

Hollins, M; Reiss, MJ; (2016) A review of the school science curricula in eleven high achieving jurisdictions. The Curriculum Journal , 27 (1) pp. 80-94. 10.1080/09585176.2016.1147968.

Hubber, PJ; Outhwaite, LA; Chigeda, A; McGrath, S; Hodgen, J; Pitchford, NJ; (2016) Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? Frontiers in Psychology , 7 , Article 839. 10.3389/fpsyg.2016.00839.

Lambert, David; Reiss, Michael J; (2016) The place of fieldwork in geography qualifications. Geography , 101 (1) pp. 28-34. 10.1080/00167487.2016.12093980.

Lambert, DM; (2016) A different view: geo-onderwijs in Engeland. Agora: Magazine voor sociaalruimteliike vraagstukken , 32 (2)

Lambert, DM; Graves, N; Slater, F; (2016) Geography as Powerful Knowledge. International Research in Geographical and Environmental Education , 25 (3) pp. 189-194. 10.1080/10382046.2016.1155321.

Leaton Gray, SH; Scott, D; (2016) Evaluation of the BBC's Bitesize Programme with special reference to the different educational frameworks of the UK’s component nations. UCL: London, UK.

Lewis, M; (2016) A study of a focused, critical approach to pupils' images and perceptions of Africa. (Global Learning Programme Innovation Fund Research Series 3 ). Global Learning Programme (GLP) – England: London, UK.

Loo, S; (2016) A theoretical framework of creative knowledge work. In: Creative Working in the Knowledge Economy. Routledge: Abingdon, UK.

Loo, S; (2016) Training of FE teachers with occupational/vocational experiences: an approach using collaboration and evidence-based research. In: Vocationalism in Further and Higher Education: Policy, programmes and pedagogy. Routledge: Abingdon, UK.

Loo, SY; (2016) Training of Teachers of Occupation-Related Programmes. In: Teacher Education Assessment, Impact and Social Perspectives. (pp. 23-40). Nova Science Publishers: New York, NY, USA.

Marks, Rachel; (2016) Children put in the bottom maths group at primary believe they'll never be any good. [Digital scholarly resource]. https://theconversation.com/children-put-in-the-bo...

Marks, Rachel; (2016) Primary pupils' perceptions of mathematical ability. In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9). (pp. pp. 1610-1616). Congress of the European Society for Research in Mathematics Education: Prague, Czech Republic.

Marks, R; Hodgen, J; Coben, D; Bretscher, N; (2016) Nursing Students’ Experiences of Learning Numeracy for Professional Practice. Adults Learning Mathematics: An International Journal , 11 (1) pp. 43-58.

Markwick, A; Clarke, K; (2016) Science + Maths = a better understanding of science! [Digital scholarly resource]. https://www.ase.org.uk/resources/primary-science/i...

Mazorodze, R; (2016) The impact on students' self-efficacy and attainment of the explicit teaching of cognitive and metacognitive problem solving strategies in post-16 physics. The case for a GCE A-level physics course in an inner London Academy. Doctoral thesis , UCL (University College London).

Mitchell, D; (2016) Geography teachers and curriculum making in “changing times”. International Research in Geographical and Environmental Education , 25 (2) pp. 121-133. 10.1080/10382046.2016.1149338.

Morgan, CR; (2016) Communicating research in mathematics education: theoretical and ethical problems. In: Straehler-Pohl, H and Bohlmann, N and Pais, A, (eds.) The disorder of mathematics education - challenging the socio-political dimensions of research. (pp. 121-134). Springer: Switzerland.

Morgan, CR; (2016) Studying the role of human agency in school mathematics. Research in Mathematics Education , 18 (2) pp. 92-119. 10.1080/14794802.2016.1176595.

Morgan, CR; Sfard, A; (2016) Guest editorial: Studying the evolution of school mathematics as a change in discourse. Research in Mathematics Education , 18 (2) pp. 89-91. 10.1080/14794802.2016.1182063.

Morgan, CR; Sfard, A; (2016) Investigating changes in high-stakes examinations: A discursive approach. Research in Mathematics Education , 18 (2) pp. 92-119. 10.1080/14794802.2016.1176596.

Morgan, CR; Tang, S; (2016) To what extent are students expected to participate in specialised mathematical discourse? Change over time in school mathematics in England. Research in Mathematics Education , 18 (2) pp. 142-164. 10.1080/14794802.2016.1174145.

Mujtaba, T; (2016) Education in London: Challenges and opportunities for young people. London Review of Education , 14 (2) pp. 1-3. 10.18546/LRE.14.2.01.

Mujtaba, T; Reiss, MJ; (2016) “I Fall Asleep in Class … But Physics Is Fascinating”: The Use of Large-Scale Longitudinal Data to Explore the Educational Experiences of Aspiring Girls in Mathematics and Physics. Canadian Journal of Science, Mathematics and Technology Education , 16 (4) pp. 313-330. 10.1080/14926156.2016.1235743.

Mujtaba, T; Reiss, MJ; (2016) Girls in the UK have similar reasons to boys for intending to study mathematics post-16 thanks to the support and encouragement they receive. London Review of Education , 14 (2) pp. 66-82. 10.18546/LRE.14.2.05.

Panjwani, F; (2016) The Psychology of Democracy, by Fathali M. Moghaddam. [Review]. London Review of Education , 14 (3) pp. 98-100. 10.18546/LRE.14.3.09.

Panorkou, N; Pratt, D; (2016) Using Google SketchUp to Develop Students' Experiences of Dimension in Geometry. Digital Experiences in Mathematics Education , 2 (3) pp. 199-227. 10.1007/s40751-016-0021-9.

Patel, J; (2016) Exploring an undergraduate economics curriculum: An investigation of lecturers in the UK and Singapore. Doctoral thesis , UCL University College London.

Pournara, C; Hodgen, J; Sanders, Y; Adler, J; (2016) Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test. Pythagoras , 37 (1) 10.4102/pythagoras.v37i1.334.

Pratt, D; (2016) Using a computer microworld to make sense of the total of two dice. In: Silver, EA and Kenney, PA, (eds.) More Lessons Learned from Research. (pp. 259-268). NCTM: Reston, VA, USA.

Reiss, MJ; (2016) The future of biology education research. In: Tal, T and Yarden, A, (eds.) Eleventh Conference of European Researchers in Didactics of Biology. Karlstadt Universitet: Karlstadt, Sweden.

Reiss, MJ; Abrahams, I; Sharpe, R; (2016) To DAPS or to IAPS: that is the question. In: Eilks, I and Markic, S and Ralle, B, (eds.) Science Education Research and Practical Work A Collection of Invited Papers Inspired by the 23rd Symposium on Chemistry and Science Education Held at the TU Dortmund University, May 26-28, 2016. (pp. 119-130). Shaker Verlag: Düren, Germany.

Reiss, Michael J; (2016) Alternatives to school sex education. In: Lees, HE and Noddings, N, (eds.) The Palgrave International Handbook of Alternative Education. (pp. 401-414). Palgrave Macmillan: London, United Kindom.

Reiss, MJ; (2016) Learning for a better world: futures in science education. In: Corrigan, D and Buntting, C and Dillon, J and Jones, A and Gunstone, R, (eds.) The Future in Learning Science: What’s in it for the Learner? (pp. 19-34). Springer Cham: Cham, Switzerland.

Reiss, MJ; (2016) Education and sexualities: The next generation. In: Aggleton, P, (ed.) Education and sexualities: major themes in education. (pp. 195-210). Routledge: London, United Kindom.

Reiss, MJ; (2016) Could a pig’s heart save your life? BBC Focus , 297 pp. 66-73.

Reiss, MJ; (2016) Religious diversity and inclusive practice. In: Richards, G and Armstrong, F, (eds.) Key Issues for Teaching Assistants: Teaching in Diverse and Inclusive Classrooms. (pp. 52-62). Routledge: Abingdon, United Kingdom.

Reiss, MJ; (2016) Journal of Biological Education: A Personal Reflection on its First 50 Years. Journal of Biological Education , 50 (1) pp. 3-6. 10.1080/00219266.2016.1140984.

Reiss, MJ; (2016) Teaching and Learning in Diverse and Inclusive Classrooms. In: Richards, G and Armstrong, F, (eds.) Teaching and Learning in Diverse and Inclusive Classrooms: Key Issues for New Teachers. (pp. 111-121). Routledge: Abingdon, United Kingdom.

Reiss, MJ; Billingsley, B; Evans, EM; Kissel, RA; Lawrence, M; Mujtaba, T; Oliver, M; + view all Reiss, MJ; Billingsley, B; Evans, EM; Kissel, RA; Lawrence, M; Mujtaba, T; Oliver, M; Pickering, J; Sheldrake, R; Shen, C; Stott, J; Veall, D; - view fewer (2016) The Contribution of Natural History Museums to Science Education. UCL Institute of Education: London, UK.

Reiss, MJ; Collins, S; (2016) Science during primary-secondary transitions. [Editorial comment]. School Science Review (362) pp. 17-18.

Retallack, Hanna; Ringrose, Jessica; Lawrence, Emilie; (2016) “Fuck Your Body Image”: Teen Girls’ Twitter and Instagram Feminism in and Around School. In: Coffey, Julia and Budgeon, Shelley and Cahill, Helen, (eds.) earning Bodies: Perspectives on Children and Young People. (pp. 85-103). Springer, Singapore.: Singapore, Singapore.

Richardson, MI; (2016) "The cuts they trimmed the people" School children, precarity and citizenship. European Educational Research Journal , 15 (6) pp. 714-735. 10.1177/1474904116665852.

Rodd, M; (2016) Transitioning from "It Looks Like" to "It Has To Be" in Geometrical Workspaces: affect and near-to-me attention. Bolema: Boletim de Educação Matemática , 30 (54) pp. 142-164. 10.1590/1980-4415v30n54a07.

Sheldrake, R; (2016) Differential predictors of under-confidence and over-confidence for mathematics and science students in England. Learning and Individual Differences , 49 (C) pp. 305-313. 10.1016/j.lindif.2016.05.009.

Sheldrake, R; (2016) Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence. International Journal of Science Education , 38 (8) pp. 1256-1277. 10.1080/09500693.2016.1186854.

Sheldrake, R; (2016) Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research , 76 (C) pp. 50-65. 10.1016/j.ijer.2015.12.001.

Simpson, J; (2016) A study to investigate, explore and identify successful 'interventions' to support teachers in a transformative move from a charity mentality to a social justice mentality. (Global Learning Programme Innovation Fund Research Series 2 ). Global Learning Programme (GLP) – England: London, UK.

Skene, RJ; (2016) Student Voice and the International Curriculum: connections, contexts and spaces. Doctoral thesis , UCL (University College London).

Smith, CA; Morgan, C; (2016) Curricular orientations to real-world contexts in mathematics. The Curriculum Journal , 27 (1) pp. 24-45. 10.1080/09585176.2016.1139498.

Smith, R; Burke, J; (2016) Restoring the Liminal: A Critique of Rotman’s Schema of Mathematical Subjectivity. Philosophy of Mathematics Education Journal (30) pp. 1-28.

Standish, A; Hawley, D; Willy, T; (2016) The London Geography Alliance: Re-connecting the school subject with the university discipline. London Review of Education , 14 (2) pp. 83-103. 10.18546/LRE.14.2.06.

Stylianou, A; (2016) The phenomenon of teachers’ dis/empowerment within the context of inclusive intercultural education: Using tools from the philosophy of critical realism. Doctoral thesis , UCL (University College London).

Swanepoel, A; Sieff, DF; Music, G; Launer, J; Reiss, M; Wren, B; (2016) How evolution can help us understand child development and behaviour. BJPscyh Advances , 22 (1) pp. 36-43. 10.1192/apt.bp.114.014043.

Taylor, B; Francis, B; Archer, L; Hodgen, J; Pepper, D; Tereshchenko, A; Travers, MC; (2016) Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture and Society 10.1080/14681366.2016.1256908. (In press).

Thorley, C; (2016) Physicists and Outreach: Implications of schools physics outreach programmes from the perspective of the participating physicists. Doctoral thesis , UCL (University College London).

Thouless, HR; Gifford, S; (2016) Using pattern to inspire rich mathematical discourse in mixed attainment groups. Mathematics Teaching (254) pp. 19-21.

Tunnicliffe, SD; (2016) Observing mealworms in the primary classroom. Journal of Emergent Science , 11 pp. 23-33.

Tunnicliffe, SD; (2016) Life saving science: English four-year olds' understanding of injuries and the appropriate first aid treatment. Problemy Wczesnej Edukacji / Issues in Early Education , 32 (1) pp. 83-90.

Tunnicliffe, SD; Gkouskou, E; (2016) Physical Science learning opportunities at Natural History Dioramas. In: Costa, MF and Dorrio, BV and Trna, J and Trnova, E, (eds.) Hands-on : the heart of science education. (pp. pp. 1-8). Hands-on Science Network (HSCI): Braga, Portugal.

Uhlenwinkel, A; Béneker, T; Bladh, G; Tani, S; Lambert, D; (2016) GeoCapabilities and curriculum leadership: balancing the priorities of aim-based and knowledge-led curriculum thinking in schools. International Research in Geographical and Environmental Education , 26 (4) pp. 327-341. 10.1080/10382046.2016.1262603.

Unwin, AR; (2016) PISA-envy, Pearson and Starbucks-style schools. [Digital scholarly resource]. https://newint.org/features/2016/04/01/edu-busines...

Unwin, AR; (2016) How can an Online Community of Practice support New Teacher Development? Literacy Information and Computer Education Journal , 7 (3) pp. 2361-2367. 10.20533/licej.2040.2589.2016.0313.

Wright, P; (2016) Social justice in the mathematics classroom. London Review of Education , 14 (2) pp. 104-118. 10.18546/LRE.14.2.07.

Wright, P; (2016) Diversity in mathematics education: towards inclusive practices. [Review]. Research in Mathematics Education , 18 (1) pp. 80-84. 10.1080/14794802.2016.1141114.

2015

Affouneh, S; Hargreaves, E; (2015) Fear in the Palestinian classroom: pedagogy, authoritarianism and transformation. Pedagogies: An International Journal , 10 (3) pp. 222-237. 10.1080/1554480X.2015.1009837.

Amos, R; (2015) An exploration of science teachers' beliefs about socio-scientific inquiry in the classroom. Presented at: ESERA conference 2015, Helsinki, Finland.

Amos, R; Moreira, MC; (2015) Outdoor Learning in Science for Sustainability. Presented at: ESERA conference 2015, Helsinki, Finland. (In press).

Bentall, C; Wilkins, D; (2015) Curriculum Development. FAIMER-Keele Master’s in Health Professions Education: Accreditation and Assessment. Module 5, Unit 3. FAIMER Centre for Distance Learning, CenMEDIC, London, UK.

Blum, N; (2015) Topic Guide: Education, Climate and Environment. (Topic Guides ). Evidence on Demand / UK Department for International Development: London, UK.

Brant, J; Panjwani, F; (2015) School economics and the aims of education: Critique and possibilities. Journal of Critical Realism , 14 (3) pp. 306-324. 10.1179/1572513815Y.0000000004.

Brant, JW; (2015) What’s wrong with secondary school economics and how teachers can make it right - Methodological critique and pedagogical possibilities. Journal of Social Science Education , 14 (4) pp. 7-16. 10.2390/jsse-v14-i4-1391.

Brugueire, C; Tunnicliffe, SD; Charles, F; (2015) Classifying in primary school: is it excluded? The case of the platypus. In: Lavonen, J and Juuti, K and Lampiselkä, J and Uitto, A and Hahl, K and Kariotoglu, P and Russell, T, (eds.) Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 16, Strand 16. (pp. pp. 2709-2715). University of Helsinki: Helsinki, Finland.

Dann, R; (2015) Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective. London Review of Education , 13 (3) pp. 5-20. 10.18546/LRE.13.3.03.

Deng, Z; (2015) Organisation and sequencing of subject matters. In: He, MF and Schultz, BD and Schubert, WH, (eds.) The SAGE guide to curriculum in education. Sage: Thousand Oaks, CA, USA.

Dudley-Smith, R; (2015) Negotiating Legitimacy: Rituals and Reflection in School by Robert Hamm. [Review]. Other Education , 4 (2) pp. 242-246.

Dudley-Smith, R; (2015) Discriminatory networks in mathematics education research. In: Krainer, K and Vondrova, N, (eds.) Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). (pp. pp. 2621-2627). European Society for Research in Mathematics Education (ERME): Prague, Czech Republic.

Elwick, AR; McAleavy, T; (2015) Interesting cities: five approaches to urban school reform. Education Development Trust: Reading, UK.

Geraniou, E; Mavrikis, M; (2015) Building Bridges to Algebra through a Constructionist Learning Environment. Constructivist Foundations , 10 (3) pp. 321-330.

Geraniou, E; Mavrikis, M; (2015) Crossing the Bridge: From a Constructionist Learning Environment to Formal Algebra. In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. (pp. pp. 2494-2500). Charles University in Prague, Faculty of Education and ERME: Prague, Czech Republic.

Glegg, P; (2015) Testing As A Tool For Learning: Ideas For Classroom Application. Teaching Business & Economics , 19 (2)

Hardman, MA; (2015) How do classroom dynamics affect learning? In: Sangster, M, (ed.) Challenging Perceptions in Primary Education Exploring Issues in Practice. (pp. 30-33). Bloomsbury Publishing: London, UK.

Hargreaves, E; (2015) ‘I think it helps you better when you’re not scared’: fear and learning in the primary classroom. Curriculum, Pedagogy and Society , 23 (4) pp. 617-638. 10.1080/14681366.2015.1082077. (In press).

Hunt, F; Cara, O; (2015) Global Learning in England: Baseline analysis of the Global Learning Programme Whole School Audit 2013–14. (DERC Research Papers 15 ). Development Education Research Centre, UCL Institute of Education: London, UK.

Hunt, F; King, RP; (2015) Supporting whole school approaches to global learning: focusing learning and mapping impact. (DERC Research Papers 13 ). Institute of Education, University College London: London, UK.

Lambert, D; Solem, M; Tani, S; (2015) Achieving Human Potential Through Geography Education: A Capabilities Approach to Curriculum Making in Schools. Annals of the Association of American Geographers , 105 (4) pp. 723-735. 10.1080/00045608.2015.1022128.

Leaton Gray, S; Scott, D; Reiss, M; Pachler, N; Mehisto, P; Gutierrez-Peris, D; (2015) External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report Document A: Summary. Office of the Secretary-General of the European Schools: London, UK.

Leaton Gray, SH; Scott, D; Reiss, M; Pachler, N; Gutierrez-Peris, D; Mehisto, P; (2015) External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report Document B: Outline Analysis and Recommendations. Office of the Secretary-General of the European Schools: Brussels, Belgium.

Leaton Gray, SH; Scott, D; Reiss, M; Pachler, N; Gutierrez-Peris, D; Mehisto, P; (2015) External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report: Document C An Evaluation. Office of the Secretary-General of the European Schools: Brussels, Belgium.

Levinson, Ralph; (2015) Teaching Evolution in Schools: A Matter of Controversy? In: Boulter, C and Reiss, M and Sanders, D, (eds.) Darwin-Inspired Learning. (pp. 211-219). SensePublishers: Rotterdam, the Netherlands.

McAleavy, T; Elwick, AR; (2015) Lessons from London schools: A global perspective. Education Development Trust: Reading, UK.

McCrory, C; (2015) The knowledge illusion: who is doing what thinking? Teaching History , 161 pp. 37-47.

Mujtaba, T; Reiss, MJ; Rodd, M; Simon, S; (2015) Methodological issues in mathematics education research when exploring issues around participation and engagement. In: Middleton, James A and Cai, Jinfa and Hwang, Stephen, (eds.) Large-Scale Studies in Mathematics Education. (pp. 335-362). Springer: Cham, Switzerland.

Mujtaba, T; Reiss, MJ; (2015) The Millennium Development Goals Agenda: Constraints of Culture, Economy, and Empowerment in Influencing the Social Mobility of Pakistani Girls on Mathematics and Science Related Higher Education Courses in Universities in Pakistan. Canadian Journal of Science, Mathematics and Technology Education , 15 (1) pp. 51-68. 10.1080/14926156.2014.992556.

Murdan, S; Blum, N; Francis, SA; Slater, E; Alem, N; Munday, M; Taylor, J; Murdan, S; Blum, N; Francis, SA; Slater, E; Alem, N; Munday, M; Taylor, J; Smith, F; - view fewer (2015) Global health learning outcomes for pharmacy students in the UK. Pharmacy Education , 15 (1) pp. 189-192.

Mylona, P; (2015) How do we make sense of the experience of learning? Understanding and researching meta-learning. Presented at: UCL IOE Doctoral Poster Conference, London, UK.

Osler, AH; Starkey, HW; (2015) Education for cosmopolitan citizenship: A framework for language learning. Argentinian Journal of Applied Linguistics , 3 (2) pp. 30-39.

Paran, A; Hyland, F; Bentall, C; (2015) Managing and mediating the research element on Masters' courses: The roles of course leaders and supervisors. In: Breeze, R and Sancho Guinda, C, (eds.) Essential Competencies for English-medium University Teaching. (pp. 267-280). Springer US: New York, NY, USA.

Pearce, JL; (2015) An examination of spiritual education in Steiner Schools. Doctoral thesis , UCL.

Pournara, C; Hodgen, J; Adler, J; Pillay, V; (2015) Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics? South African Journal of Education , 35 (3) pp. 1-10. 10.15700/saje.v35n3a1083.

Reiss, MJ; Boulter, CJ; Sanders, DL; (2015) Introduction: Darwin-inspired learning. In: Boulter, CJ and Reiss, MJ and Sanders, DL, (eds.) Darwin-Inspired Learning. (pp. 1-11). SensePublishers: Rotterdam, UK.

Reiss, MJ; (2015) Practical work II. [Editorial comment]. School Science Review , 358 pp. 33-34.

Reiss, MJ; (2015) Practical work I. [Editorial comment]. School Science Review , 357 pp. 13-14.

Reiss, MJ; (2015) Health science education in primary schools: evaluation of procedures and results. In: Giuseppe, M, (ed.) Proceedings of the International Workshop on Health Science Education in Primary Schools 2015. Atti dei Convegni Lincei: Rome, Italy.

Reiss, MJ; (2015) The Cultural History and Learning Affordances of Natural History Dioramas. In: Tunnicliffe, SD and Scheersoi, A, (eds.) Natural History Dioramas: History, Construction and Educational Role. (pp. 279-289). Springer: Dordrecht, Netherlands.

Reiss, MJ; (2015) Observed problems and proposed solutions for science education in global universities. In: Guessoum, N and Osama, A, (eds.) Science at the Universities of the Muslim World. (pp. 104-108). Muslim World Science Initiative: London, UK.

Reiss, MJ; Abrahams, I; (2015) The assessment of practical skills. School Science Review , 357 pp. 40-44.

Rodd, M; Crisan, C; (2015) In-service training to become a mathematics specialist: Aspiration and resistance, Education and Transition. In: Proceedings of ECER 2015, Education and Transition. (pp. pp. 16-17). European Educational Research Association (EERA): Budapest, Hungary.

Sanders, D; Boulter, C; Reiss, M; (2015) Epilogue: transforming the ordinary. In: Boulter, C and Reiss, M and Sanders, D, (eds.) Darwin-Inspired Learning. (pp. 411-424). Sense

Savva, Maria; (2015) An Investigation into the Intercultural Development of Anglophone Educators Working in International Schools. Doctoral thesis (Ph.D), UCL (University College London).

Sheldrake, R; Mujtaba, T; Reiss, MJ; (2015) Students' intentions to study non-compulsory mathematics: the importance of how good you think you are. British Educational Research Journal , 41 (3) pp. 462-488. 10.1002/berj.3150.

Smail, Amy; (2015) Bridging the Gap: Enabling Effective UK-Africa University Partnerships. British Council: Manchester, UK.

Smith, C; Golding, J; (2015) Gender and Participation in Mathematics and Further Mathematics: Interim Report for the Further Mathematics Support Programme. UCL Institute of Education: London, UK.

Smith, C; Golding, J; (2015) Raising girls’ participation in A-level mathematics: initial findings from ‘good practice’ case studies. In: Proceedings of the British Society for Research into Learning Mathematics - Feb 2015. (pp. pp. 72-77). British Society for Research in to Learning Mathematics: Dublin, Ireland.

Starkey, H; (2015) Learning to live together: struggles for citizenship and human rights education. [Book]. Professorial Lecture Series. IoE Press: London UK.

Taylor, R; Travers, M-C; Francis, R; Hodgen, J; Sumner, C; (2015) Best Practice in Mixed Attainment Grouping. Education Endowment Foundation/King’s College London: London, UK.

Tunnicliffe, S; (2015) Child’s play or a child’s crucial work? The importance of play in learning science. In: Costa, MF and Dorrio, BV, (eds.) Hands-on Science: brightening our future. (pp. 30-34). Child’s play or a child’s crucial work? The importance of play in learning science: Portugal.

Unwin, A; (2015) Developing new teacher inquiry and criticality: The role of online discussions. British Journal of Educational Technology , 46 (6) pp. 1214-1222. 10.1111/bjet.12194.

Warwick, I; Costa, F; Bourn, D; (2015) Makutano Junction – Research Evaluation Report. UCL Institute of Education: London, UK.

Wright, P; (2015) Teaching mathematics for social justice: translating theories into practice. Doctoral thesis (Ed.D), University of Sussex.

2014

Riggall, A and Churches, R and Elwick, A (Eds). (2014) Action research for school improvement. CfBT Education Trust: Reading, UK.

Elwick, A (Ed). (2014) An awareness of neuroscience in education. CfBT Education Trust: Reading, UK.

Abrahams, I; Reiss, MJ; Sharpe, R; (2014) The impact of the 'Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work. RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION , 32 (3) pp. 263-280. 10.1080/02635143.2014.931841.

Baars, S; Bernardes, E; Elwick, AR; Malortie, A; McAleavy, T; McInerney, L; Menzies, L; + view all Baars, S; Bernardes, E; Elwick, AR; Malortie, A; McAleavy, T; McInerney, L; Menzies, L; Riggall, A; - view fewer (2014) Lessons from London schools: Investigating the success. (Centre for London ). CfBT Education Trust: Reading, UK.

Bentall, C; (2014) Literature review on communication skillls teaching. Health Education England PSU: London, UK.

Bentall, C; (2014) Approaches to developing pedagogical skills in the new Higher Education teacher. In: Cunningham, B, (ed.) Professional Life in Modern British Higher Education. (pp. 26-44). Institute of Education Press: London, UK.

Bentall, C; (2014) Study of the views on teaching and learning within health qualifications in England. National Health Service (NHS): London, UK.

Bentall, C; Allen, H; (2014) Learning Theories: A Critique. FAIMER-Keele Master’s in Health Professions Education: Accreditation and Assessment. Module 6, Unit 1. FAIMER Centre for Distance Learning, CenMEDIC, London, UK.

Bentall, C; Bourn, D; McGough, H; Hodgson, A; Spours, K; (2014) Global Learning for Global Colleges: Creating opportunities for greater access to international learning for 16-25 year olds. Journal of Further and Higher Education , 38 (5) pp. 621-640. 10.1080/0309877X.2013.817001.

Bourn, D; (2014) School Linking and Global Learning - Teachers' Reflections. (Development Education Research Centre Research Reports 12 , pp. pp. 1-44 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Bourn, D; (2014) The Theory and Practice of Global Learning. (Development Education Research Centre Research Reports 11 ). Development Education Research Centre, Institute of Education, University College London in partnership with the Global Learning Programme: London, UK.

Brant, JW; (2014) The state of initial teacher education in England and what's happening in business and economics. Teaching Business & Economics , 18 (1) pp. 12-13.

Correia, CF; Chandran-Wadia, L; Viswanathan, R; Muralidhar, A; (2014) Whither Science Education in Indian Colleges Today? Observer Research Foundation Publications India: India.

Crisan, C; (2014) The case of the square root: ambiguous treatment and pedagogical implications for prospective mathematics teachers. In: Pope, S, (ed.) Edited proceedings of BCME 8, University of Nottingham, Apr 2014. (pp. pp. 75-82). British Society for Research into Learning Mathematics: Nottingham, UK.

Crisan, C; Rodd, M; (2014) Talking the talk…but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers? In: Hobbs, L and Törner, G, (eds.) Taking an international perspective on "out-of-field" teaching: proceedings and agenda for research and action from the 1st Teaching Across Specialisations (TAS) Collective Symposium. (pp. pp. 25-26). TAS Collective: Porto, Portugal.

Dann, R; (2014) Assessment as Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice. Assessment in Education: Principles, Policy & Practice , 21 (2) pp. 149-166. 10.1080/0969594X.2014.898128.

Davies, P; Sanders, D; Amos, R; (2014) Learning in cultivated gardens and other outdoor landscapes. In: Boulter, C and Reiss, M and Sanders, D, (eds.) Darwin-inspired Learning. (pp. 47-58). Sense Publishers: Rotterdam, The Netherlands.

Durden, G; (2014) Demonstrating progress in Economics and Business Studies: Making the starter the plenary. Teaching Business and Economics , 18 (2) pp. 20-21.

Durden, G; (2014) Starting from Where They Start. Teaching Business and Economics , 18 (1)

González-Weil, C; Gómez Waring, M; Ahumada Albalay, G; Bravo González, P; Salinas Tapia, E; Avilés Cisternas, D; Pérez, JL; González-Weil, C; Gómez Waring, M; Ahumada Albalay, G; Bravo González, P; Salinas Tapia, E; Avilés Cisternas, D; Pérez, JL; Santana Valenzuela, J; - view fewer (2014) Contribution of Collaborative Work to Teacher Reflection and the Transformation of Pedagogical Practices of School and University Science Teachers // Contribución del trabajo colaborativo en la reflexión docente y en la transformación de las prácticas pedagógicas de profesores de ciencia escolares y universitarios. Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana , 51 (2) pp. 75-85. 10.7764/PEL.51.2.2014.6.

González-Weil, C; Gómez Waring, M; Ahumada Albayay, G; Bravo González, P; Salinas Tapia, E; Avilés Cisternas, D; Pérez, JL; González-Weil, C; Gómez Waring, M; Ahumada Albayay, G; Bravo González, P; Salinas Tapia, E; Avilés Cisternas, D; Pérez, JL; Santana Valenzuela, J; - view fewer (2014) Principios de Desarrollo Profesional Docente construidos por y para Profesores de Ciencia: una propuesta sustentable que emerge desde la indagación de las propias prácticas / Principles of Teacher Professional Development built by and for Science Teachers: a sustainable proposal that emerges from the inquiry of self-practices. Estudios pedagógicos (Valdivia) , 40 (Especial) pp. 105-126. 10.4067/S0718-07052014000200007.

González-Weil, C; Merino-Rubilar, C; Ahumada, G; Arenas, A; Salinas, V; Bravo, P; (2014) The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education. Procedia - Social and Behavioral Sciences , 116 pp. 4199-4204. 10.1016/j.sbspro.2014.01.916.

Hamblin, Declan; (2014) Physical Education assessment from 2014: assessing without limits. Research in Teacher Education , 4 (2) pp. 25-33. 10.15123/uel.8917w.

Hardman, MA; (2014) How might educational research into children’s ideas about light be of use to teachers? Physics Education , 49 (6) pp. 644-653. 10.1088/0031-9120/49/6/644.

Hargreaves, E; (2014) The practice of promoting primary pupils’ autonomy: examples of teacher feedback. Educational Research , 56 (3) pp. 295-309. 10.1080/00131881.2014.934554.

Heuberger, M; (2014) 'Worldmindedness' and Development Education: A Teacher Voice. (Global Learning Programme Innovation Fund Research Series 1 ). Global Learning Programme (GLP) – England: London, UK.

Hodgen, J; Tomei, A; McAlinden, M; (2014) Mathematical transitions: a report on the mathematical and statistical needs of students undertaking undergraduate studies in various disciplines. Higher Education Authority: York, UK.

Hunt, F; (2014) Learner councils in South African schools: Adult involvement and learners' rights. Education, Citizenship and Social Justice , 9 (3) pp. 268-285. 10.1177/1746197914545928.

Kyza, E; Levinson, R; (2014) SSIBL: A theory-informed instructional framework for enhancing students' understanding and action on socio-scientific issues through an inquiry approach. Presented at: EAPRIL 2014, Nicosia, Cyprus.

Lambert, D; Hopkin, J; (2014) A possibilist analysis of the geography national curriculum in England. International Research in Geographical and Environmental Education , 23 (1) pp. 64-78. 10.1080/10382046.2013.858446.

Leaton Gray, SH; Scott, D; Auld, E; (2014) Curriculum Development: A Report for the International Baccalaureate Organisation (IBO). International Baccalaureate Organisation: The Hague, Netherlands.

Levinson, R; Dos Santos, WP; De Carvalho, LM; (2014) The political dimension of environmental education into research of Brazilian journals of science education. Revista Brasileira de Pesquisa em Educacao em Ciencias , 14 (2) pp. 199-213.

Lin, K; Starkey, H; (2014) Networked young citizens and citizenship education in the digital age: a virtual ethnographic research into Chinese university students' civic learning via cyber civic participation. In: Cowan, S and Jin, T and Cowan, L and Pan, Z, (eds.) New Directions for Education in China. (pp. 169-189). IOE Press: London, UK.

Loo, SY; (2014) Placing 'knowledge' in teacher education in the English further education sector: an alternative approach based on collaboration and evidence-based research. British Journal of Educational Studies , 62 (3) pp. 337-354. 10.1080/00071005.2014.959465.

Marks, Rachel; (2014) The Dinosaur in the Classroom: what we stand to lose through ability-grouping in the primary school. FORUM , 56 (1) pp. 45-54. 10.2304/forum.2014.56.1.45.

McCulloch, S; Reiss, M; Jinman, P; Wathes, C; (2014) The RCVS codes of conduct: what's in a word? VETERINARY RECORD , 174 (3) pp. 71-72. 10.1136/vr.f7520.

Morgan, C; (2014) Beyond communication: using language for researching curriculum, pedagogy and policy in mathematics education. Didactica Mathematicae , 36 pp. 33-56. 10.14708/dm.v36i0.690.

Morgan, C; Craig, T; Schuette, M; Wagner, D; (2014) Language and communication in mathematics education: an overview of research in the field. ZDM , 46 (6) pp. 843-853. 10.1007/s11858-014-0624-9.

Mujtaba, T; Reiss, MJ; (2014) A SURVEY OF PSYCHOLOGICAL, MOTIVATIONAL, FAMILY AND PERCEPTIONS OF PHYSICS EDUCATION FACTORS THAT EXPLAIN 15-YEAR-OLD STUDENTS' ASPIRATIONS TO STUDY PHYSICS IN POST-COMPULSORY ENGLISH SCHOOLS. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION , 12 (2) pp. 371-393. 10.1007/s10763-013-9404-1.

Mujtaba, T; Reiss, MJ; Hodgson, A; (2014) Motivating and supporting young people to study mathematics: A London perspective. London Review of Education , 12 (1) pp. 121-142. 10.18546/LRE.12.1.11.

Murdan, S; Blum, N; Francis, S; Slater, E; Alem, N; Munday, M; Taylor, J; + view all Murdan, S; Blum, N; Francis, S; Slater, E; Alem, N; Munday, M; Taylor, J; Smith, F; - view fewer (2014) The Global Pharmacist. School of Pharmacy and Development Education Research Centre, Institute of Education, University College London: London, UK.

Osler, A; Starkey, H; (2014) Learning for cosmopolitan citizenship: theoretical debates and young people's experiences. In: Gearon, L, (ed.) Learning to Teach Citizenship in the Secondary School. (pp. 281-292). Routledge: London, United Kindom.

Pratt, D; Ainley, J; (2014) Chance Re-encounters: 'Computers in Probability Education' revisited. In: Wassong, T and Frischemeier, D and Fischer, PR and Hochmuth, R and Bender, P, (eds.) Mit Werkzeugen Mathematik und Stochastik lernen – Using Tools for Learning Mathematics and Statistics. (pp. 165-177). Springer Spektrum: Wiesbaden, Germany.

Price, S; Levinson, R; Davies, P; (2014) How can research underpin teaching in UCL Biosciences? In:

Reiss, Michael J; Waghid, Yusef; McNamara, Sue; Chapman, Judith D; (2014) Introduction and overview. In: International Handbook of Learning, Teaching and Leading in Faith-Based Schools. (pp. 1-42). Springer: Dordrecht, The Netherlands.

Reiss, MJ; White, J; (2014) An aims-based curriculum illustrated by the teaching of science in schools. Curriculum Journal , 25 (1) pp. 76-89. 10.1080/09585176.2013.874953.

Reiss, M; (2014) Teaching evolution whilst acknowledging creationism. Dialogue Australasia pp. 5-8.

Reiss, M; (2014) What place does science have in an aims-based curriculum? School Science Review , 95 (352) pp. 9-14.

Reiss, M; Mujtaba, T; (2014) How can we get more students to study mathematics or physics? In: Engineering UK 2014. (pp. 67-68). EngineeringUK: London.

Reiss, MJ; (2014) The curriculum and subject knowledge. In: Suissa, J and Winstanley, C and Marples, R, (eds.) Education, Philosophy and Well-being: New perspectives on the work of John White. (pp. 26-38). Routledge: London, UK.

Reiss, MJ; (2014) Sex education and science education in faith-based schools. In: International Handbook of Learning, Teaching and Leading in Faith-Based Schools. (pp. 261-276).

Reiss, MJ; (2014) What Significance does christianity have for science education? In: International Handbook of Research in History, Philosophy and Science Teaching. (pp. 1637-1662).

Rodd, M; Reiss, M; Mujtaba, T; (2014) Qualified, But Not Choosing STEM at University: Unconscious Influences on Choice of Study. Canadian Journal of Science, Mathematics and Technology Education , 14 (4) pp. 330-345. 10.1080/14926156.2014.938838.

Rodger, Fiona B; (2014) Peer-coaching in higher education: an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning values. Doctoral thesis (Ed.D), UCL (University College London).

Shain, F; Dann, R; Watts, L; (2014) Raising Attainment at Key Stage One in Stoke-on-Trent Phase One Report: Case Study Research 2014. Keele University: Keele University, UK.

Sheldrake, R; Mujtaba, T; Reiss, MJ; (2014) Calibration of self-evaluations of mathematical ability for students in England aged 13 and 15, and their intentions to study non-compulsory mathematics after age 16. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH , 64 pp. 49-61. 10.1016/j.ijer.2013.10.008.

Smith, CA; (2014) Gender and participation in mathematics and further mathematics A-levels: a literature review for the Further Mathematics Support Programme. Institute of Education, University College London: London, UK.

Starkey, Hugh; Akar, Bassal; Jerome, Lee; (2014) Power, pedagogy and participation: Ethics and pragmatics in research with young people. Research in Comparative and International Education , 9 (4) pp. 426-440. 10.2304/rcie.2014.9.4.426.

Tereshchenko, A; (2014) New migration, new challenges: Eastern European migrant pupils in English schools. King's College London: London, UK.

Tunnicliffe, SD; (2014) Concepts or Context? Hands on Science in Early Learning, its Crucial Role. Understanding from the Pri-Sci-Net Project. In: Costa, MFM and Pombo, P and Dorrio, BV, (eds.) Hands-on Science: Science Education with and for Society. (pp. 68-71). Hands-on Science Network: Braga, Portugal.

2013

Abrahams, I; Reiss, MJ; Sharpe, RM; (2013) The assessment of practical work in school science. STUDIES IN SCIENCE EDUCATION , 49 (2) pp. 209-251. 10.1080/03057267.2013.858496.

Bentall, C; McGough, H; (2013) Young people's personal engagement with global learning in further education. International Journal of Development Education and Global Learning , 5 (3) pp. 47-67.

Blum, AN; Bourn, D; (2013) Gyaan Yatra - Final Evaluation. Development Education Research Centre, Institute of Education, University College London: London, UK.

Blum, N; Bourn, D; (2013) Global perspectives for global professionals in the UK: Engaging students within engineering and health. Compare: A Journal of Comparative and International Education , 43 (1) pp. 37-55. 10.1080/03057925.2013.746555.

Bourn, D; Cara, O; (2013) School Linking - where next? (Development Education Research Centre Research Reports 10 , pp. pp. 1-75 ). Development Education Research Centre, Institute of Education, University College London in partnership with Link Community Development: London, UK.

Brooks, C; (2013) How do we understand conceptual development in school geography? In: Jones, M and Lambert, D, (eds.) Debates in Geography Education. (pp. 75-88). Routledge: London, UK.

Deng, Z; Gopinathan, S; Lee, CKE; (2013) The Singapore curriculum: Convergence, divergence, issues and challenges. In: Deng, Z and Gopinathan, S and Lee, CKE, (eds.) The Singapore Curriculum: Convergence, Divergence, Issues and Challenges. (pp. 263-275). Springer Nature: Singapore.

Deng, Zongyi; (2013) Curriculum making in the new curriculum reform: Structure, process and meaning. In: Yin, Hong-Biao and Lee, John Chi-Kin, (eds.) Curriculum Reform in China: Changes and Challenges. (pp. 31-46). Nova Science Publishers: New York (NY), USA.

Deng, Z; (2013) The “why” and “what” of curriculum inquiry: Schwab’s the Practical revisited. Education Journal , 41 (1-2) pp. 85-105.

Elwick, A; Davis, M; Crehan, L; Clay, B; (2013) Improving outcomes for young offenders. CfBT Education Trust: Reading, UK.

Elwick, A; Liabo, K; Nutt, J; Simon, A; (2013) Beyond the digital divide: young people and ICT. CfBT Education Trust: Reading, UK.

González-Weil, C; Cortez Muñoz, M; Pérez Flores, JL; Bravo González, P; Ibaceta Guerra, Y; (2013) Construyendo dominios de encuentro para problematizar acerca de las prácticas pedagógicas de profesores secundarios de Ciencias: Incorporando el modelo de Investigación-Acción como plan de formación continua. Estudios pedagógicos (Valdivia) , 39 (2) pp. 129-146. 10.4067/S0718-07052013000200009.

Hargreaves, E; (2013) Assessment for Learning and Teacher Learning Communities: UK teachers’ experiences. Teaching Education , 24 (3) pp. 327-344. 10.1080/10476210.2012.713931.

Hargreaves, E; (2013) Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning. Oxford Review of Education , 39 (2) pp. 229-246. 10.1080/03054985.2013.787922.

Hodgen, Jeremy; Marks, Rachel; Pepper, David; (2013) Towards universal participation in post-16 mathematics: lessons from high-performing countries. Nuffield Foundation: London, UK.

Hunt, F; (2013) Review of national policies on learning and teaching. (Background paper prepared for the Education for all global monitoring report 2013/4, Teaching and learning: achieving quality for all 26 ). UNESCO: Paris, France.

Hunt, F; (2013) Global learning in primary schools [IOE Research Briefing N°81]. Institute of Education, University of London, London.

Jho, H; Song, J; Levinson, R; (2013) Views on the orientation of science in decision-making revealed in undergraduate students' discussion on socio-scientific issues. Journal of Korea Association of Science Education , 33 (3) pp. 581-596. 10.14697/JKASE.2013.33.3.581.

Leaton Gray, Sandra; (2013) The 'Big Society', Education and Power. Power and Education , 5 (3) p. 248. 10.2304/power.2013.5.3.248.

Marks, Rachel; (2013) 'The Blue Table Means You Don't Have a Clue': the persistence of fixed-ability thinking and practices in primary mathematics in English schools. FORUM , 55 (1) pp. 31-44. 10.2304/forum.2013.55.1.31.

Marks, Rachel; Hodgen, Jeremy; (2013) The Employment Equation: Why our young people need more maths for today’s jobs. The Sutton Trust: London, UK.

Mavrikis, M; Gutierrez-Santos, S; Geraniou, E; Noss, R; (2013) Design requirements, student perception indicators and validation metrics for intelligent exploratory learning environments. Personal and Ubiquitous Computing , 17 (8) pp. 1605-1620. 10.1007/s00779-012-0524-3.

Mujtaba, T; Reiss, M; (2013) Factors that lead to positive or negative stress in secondary school teachers of mathematics and science. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

Mujtaba, T; Reiss, MJ; (2013) Inequality in Experiences of Physics Education: Secondary School Girls' and Boys' Perceptions of their Physics Education and Intentions to Continue with Physics After the Age of 16. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION , 35 (11) pp. 1824-1845. 10.1080/09500693.2012.762699.

Mujtaba, T; Reiss, M; (2013) Factors that lead to the positive and negative stress in secondary school teachers of mathematics and science. Oxford Review of Education , 39 (5) pp. 627-648.

Reiss, M; White, J; (2013) An Aims-based Curriculum: The Significance of Human Flourishing for Schools. Bedford Way Papers. IOE Press: London, UK.

Reiss, M; (2013) Religion in science education. In: Mansour, N and Wegerif, R, (eds.) Science Education for Diversity. (pp. 317-328). Springer: Dordrecht.

Reiss, M; (2013) Religious education and science education. In: Gunstone, R, (ed.) Encylopedia of Science Education. Springer

Reiss, M; (2013) Sex education and science education. In: Gunstone, R, (ed.) Encylopedia of Science Education. Springer

Reiss, M; White, J; (2013) Time for an alternative curriculum. School Leadership Today , 4 (6) pp. 50-55.

Rodd, M; Reiss, M; Mujtaba, T; (2013) Undergraduates talk about their choice to study physics at university: what was key to their participation? RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION , 31 (2) pp. 153-167. 10.1080/02635143.2013.811072.

Smith, C; (2013) Choosing the Future: A-level Mathematics. In: Leslie, D and Mendick, H, (eds.) Debates in Mathematics Education. (pp. 196-206). Routledge: London, UK.

Starkey, Hugh; (2013) Teaching the teachers. In: Sweeney, G and Despota, K and Linder, S, (eds.) Global Corruption Report: Education. (pp. 329-332). Routledge: Abingdon, UK.

Tunnicliffe, SD; (2013) Talking and Doing Science in the Early Years: A practical guide for ages 2-7. [Book]. Routledge: London, UK.

Wheeldon, R; (2013) Do visual models support development of scientific explanations of ionisation energy values? In: Constantinou, CP and Papadouris, N and Hadjigeorgiou, A, (eds.) E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. European Science Education Research Association: Nicosia, Cyprus.

2012

(2012) Critical citizens or neo-liberal consumers? Utopian visions and pragmatic uses of human rights education in a secondary school in England. In: Politics, Participation & Power Relations: Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community. (pp. 119-136).

Abrahams, I; Reiss, MJ; (2012) Practical work: Its effectiveness in primary and secondary schools in England. JOURNAL OF RESEARCH IN SCIENCE TEACHING , 49 (8) pp. 1035-1055. 10.1002/tea.21036.

Abrahams, I; Reiss, M; (2012) Evolution. In: Jarvis, P and Watts, M and Jarvis, PWW, (eds.) The Routledge international handbook of learning. (pp. 411-418). Routledge: London.

Amos, R; Reiss, M; (2012) The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION , 34 (4) pp. 485-511. 10.1080/09500693.2011.585476.

Amos, R; Robertson, H; (2012) The sustainable development of the London 2012 Olympic Park: a real controversy? 12-15 year old students’ perspectives right from the scene. School Science Review , 93 (345) pp. 33-42.

Bentall, C; (2012) The Naitika Project: Final Project Evaluation, April 2012. (DFID UK Aid DAF 224 ). Asian Foundation for Philanthropy: London, UK.

Biehler, R; Pratt, D; (2012) Research on the reasoning, teaching and learning of probability and uncertainty. ZDM - Mathematics Education , 44 (7) pp. 819-823. 10.1007/s11858-012-0468-0.

Blum, N; (2012) Veterinary Students as Global Citizens: Exploring opportunities for embedding the global dimension in the undergraduate veterinary curriculum. (DERC research papers 32 ). Royal Veterinary College, University of London and Development Education Research Centre, Institute of Education: London, UK.

Bourn, D; (2012) Global Learning and Subject Knowledge. (Development Education Research Centre Research Reports 4 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Bourn, D; Bain, M; (2012) International school partnerships: Contribution to improving quality of education for rural schools in Uganda. (Development Education Research Centre Research Reports 6 ). Development Education Research Centre, Institute of Education, University College London in partnership with Link Community Development: London, UK.

Bourn, D; Cara, O; (2012) Evaluating Partnerships in Development: Contribution of international school partnerships to education and development. (Development Education Research Centre Research Reports 5 , pp. pp. 1-56 ). Development Education Research Centre, Institute of Education, University College London in partnership with Link Community Development: London, UK.

Bretscher, N; (2012) Mathematical Knowledge for Teaching Using Technology: a Case Study. In: Tso, TY, (ed.) (Proceedings) 36th Conference of the International Group for the Psychology of Mathematics Education. (pp. pp. 83-90). International Group for the Psychology of Mathematics Education

Brooks, C; Brant, J; Abrahams, I; Yandell, J; (2012) Valuing initial teacher education at Master's level. Teacher Development , 16 (3) pp. 285-302. 10.1080/13664530.2012.688674.

Brooks, C; (2012) Geography teachers stories of sustainability: an introduction to narrative research. International Research in Geographical and Environmental Education , 21 (4) pp. 297-309. 10.1080/10382046.2012.725966.

Cowley, R; (2012) Quality, Passion and Ingenuity. In Reviewing the Maths Curriculum. Pages 19-21. [Digital scholarly resource]. http://www.westminsterforumprojects.co.uk/forums/s...

Crisan, Cosette; (2012) What is the square root of sixteen? Is this the question? Mathematics Teaching: Journal of the Association of Teachers of Mathematics , 229 pp. 21-22.

Crisan, C; (2012) I thought I knew all about square roots. In: Smith, C, (ed.) BSRLM Proceedings: Vol 32 No 3 University of Cambridge, Nov 2012. (pp. pp. 43-48). British Society for Research into Learning Mathematics: Cambridge, UK.

Deng, Z; (2012) School subjects and academic disciplines: The differences. In: Luke, Allan and Woods, Annette and Weir, Kate, (eds.) Curriculum, Syllabus Design and Equity: A Primer and Model. (pp. 40-53). Routledge: New York, NY, USA.

Deng, Z; (2012) Constructing Chinese didactics: (Re)discovering the German didactics tradition. Jahrbuch für Allgemeine Didaktik (JfAD – Yearbook for General Didactics) , 2012 pp. 108-128.

Edge, K; Olatoye, M; Bourn, D; Frayman, K; (2012) North South School Partnership Toolkit: Charting the influence of partnership in the South. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

González-Weil, C; Cortéz, M; Bravo, P; Ibaceta, Y; Cuevas, K; Quiñones, P; Maturana, J; González-Weil, C; Cortéz, M; Bravo, P; Ibaceta, Y; Cuevas, K; Quiñones, P; Maturana, J; Abarca, A; - view fewer (2012) La indagación científica como enfoque pedagógico: estudio sobre las prácticas innovadoras de docentes de ciencia en EM (Región de Valparaíso). Estudios pedagógicos (Valdivia) , 38 (2) pp. 85-102. 10.4067/S0718-07052012000200006.

Hand, M; Levinson, R; (2012) Discussing Controversial Issues in the Classroom. Educational Philosophy and Theory , 44 (6) pp. 614-629. 10.1111/j.1469-5812.2010.00732.x.

Hunt, F; (2012) Mapping donors’ skills development strategies and programmes. (Background paper prepared for the Education for All Global Monitoring Report 2012: Youth and skills: Putting education to work 43 ). UNESCO: Paris, France.

Hunt, F; (2012) Global Dimension in Initial Teacher Education: adopting a subject-based approach. Presented at: At the crossroads: new directions in teacher education, Faculty of Education, Canterbury Christ Church University.

Hunt, F; (2012) Global Learning In Primary Schools In England: Practices And Impacts. (Research Papers 9 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Korfiatis, KJ; Tunnicliffe, SD; (2012) The living world in the curriculum: ecology, an essential part of biology learning. JOURNAL OF BIOLOGICAL EDUCATION , 46 (3) pp. 125-127. 10.1080/00219266.2012.715425.

Levinson, R; Hand, M; Amos, R; (2012) What constitutes high quality discussion skills in science? Research from the Perspectives on Science course. School Science Review , 93 (344) pp. 114-120.

Marks, Rachel; (2012) How do pupils experience setting in primary mathematics? Mathematics Teaching , 230 pp. 5-8.

Marks, Rachel; (2012) Well-meant intentions: ability-grouping in primary mathematics. Presented at: Paper presented to the London Mathematics CPD Network Meeting, NCETM, London, UK.

Marks, Rachel; (2012) "I get the feeling that it is really unfair": educational triage in primary mathematics. In: Proceedings of the British Society for Research into Learning Mathematics. (pp. pp. 58-63). British Society for Research into Learning Mathematics (BSRLM)

McGough, H; Hunt, F; (2012) The Global Dimension: A Practical Handbook for Teacher Educators. (Development Education Research Centre (DERC) Research Reports ). Institute of Education, University College London: London, UK.

Millar, G; Bowes, E; Bourn, D; Castro, JM; (2012) Learning About Development at A-Level. (Development Education Research Centre Research Reports 7 , pp. pp. 1-60 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Pratt, D; Levinson, R; Kent, P; Yogui, C; Kapadia, R; (2012) A pedagogic appraisal of the Priority Heuristic. ZDM - Mathematics Education , 44 (7) pp. 927-940. 10.1007/s11858-012-0440-z.

Reiss, Michael; (2012) Educating scientists about ethics. In: Turner,, Jacky and D'Silva, Joyce, (eds.) Animals, Ethics and Trade: The Challenge of Animal Sentience. (pp. 55-67). Routledge: Taylor & Francis Group: London, UK.

Reiss, Michael J; (2012) Beliefs and the value of evidence. In: Gilbert, John K and Stocklmayer, Susan M, (eds.) Communication and Engagement with Science and Technology: Issues and Dilemmas: A Reader in Science Communication. (pp. 148-161). Routledge: Taylor & Francis Group: New York, NY, US.

Reiss, MJ; (2012) What should be the role of religion in science education and bioethics? In: Sacred Science?: On Science and Its Interrelations with Religious Worldviews. (pp. 127-139).

Reiss, M; (2012) Learning out of the classroom. In: Oversby, J, (ed.) ASE guide to research in science education. (pp. 91-97). Association for Science Education: Hatfield.

Reiss, M; (2012) Education for inspiration. In: Fuller, M, (ed.) Inspiration in Science and Religion. (pp. 83-96). Cambridge Scholars Publishing: Newcastle upon Tyne.

Starkey, H; (2012) Human rights, cosmopolitanism and utopias: implications for citizenship education. CAMBRIDGE JOURNAL OF EDUCATION , 42 (1) pp. 21-35. 10.1080/0305764X.2011.651205.

Starkey, H; Hassan, X; (2012) Civilisation. In: Byram, M and Hu, A, (eds.) Routledge Encyclopedia of Language Teaching and Learning. Routledge: London, UK.

Starkey, Hugh; (2012) Europe, Human Rights, and Education. In: Sayer, J and Erler, L, (eds.) Schools for the Future Europe: Values and Change beyond Lisbon. (pp. 47-64). Continuum: London, UK.

Starkey, H; (2012) Education, Social Cohesion and Human Rights. In: Shuayb, M, (ed.) Rethinking Education for Social Cohesion. (pp. 37-49). Palgrave Macmillan: Basingstoke.

Starkey, H; (2012) Human Rights and Education. In: Banks, J, (ed.) Encyclopedia of Diversity in Education. (pp. 1115-1118). SAGE: London, UK.

Tarozzi, M; (2012) Intercultural or multicultural education in Europe and the United States. In: Della Chiesa, B and Scott, J and Hinton, C, (eds.) Languages in a global world: Learning for better cultural understanding. (pp. 393-406). OECD

Trivers, H; Starkey, H; (2012) The politics of critical citizenship education: Human rights for conformity or emancipation? In: Politics, Participation & Power Relations: Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community. (pp. 137-151).

Willott, C; Blum, N; Burch, W; Page, B; Rowson, M; (2012) The Global Doctor. Institute of Global Health and Development Education Research Centre, Institute of Education, University College London: London, UK.

2011

Abrahams, I; Reiss, M; Sharpe, R; (2011) Getting practical: the evaluation. School Science Review , 93 (342) pp. 37-44.

Amos, R; Reiss, M; (2011) Residential fieldwork: contributions to school science from a five-year initiative for inner-city students in the UK. In: Yarden, A and Carvalho, GS, (eds.) Authenticity in biology education: benefits and challenges. a selection of papers presented at the 8th Conference of European Researchers in Didactics of Biology (ERIDOB), 13-17 July 2010, University of Minho, Braga, Portugal. (pp. 379-390). Centro de Investigação em Estudos da Criança (CIEC) || Institute of Education, Minho University: Braga, Portugal.

Asenova, A; Reiss, M; (2011) The role of visualization of biological knowledge in the formation of sets of educational skills. Sophia University E-learning Journal , 2011 (1) pp. 1-9.

Bourn, D; Brown, K; (2011) Young People and International Development: Engagement and Learning. (Development Education Research Centre Research Reports 2 , pp. pp. 1-36 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Bourn, D; Hunt, F; (2011) Global Dimension In Secondary Schools. (Research Papers 1 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Brant, J; (2011) The Case for Values in Economics Education. Citizenship, Social and Economics Education , 10 (2-3) pp. 117-128. 10.2304/csee.2011.10.2.117.

Bretscher, N; (2011) A survey of technology use: the rise of interactive whiteboards and the MyMaths website. In: Pytlak, M and Rowland, T and Swoboda, E, (eds.) Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 2228-2237). European Society for Research in Mathematics Education: Rzeszow, Czechia.

Buchanan, Denise; (2011) Barriers to learning among learners with mental health difficulties. Masters thesis (M.A), Institute of Education, University of London.

Crisan, C; Rodd, M; (2011) Teachers of Mathematics to mathematics teachers: a report on a TDA Mathematics Development Programme for Teachers. In: BSRLM Proceedings: Vol 31 No 3. (pp. pp. 29-34). British Society for Research into Learning Mathematics: Oxford, UK.

Crisan, C; Rodd, M; (2011) Teachers of mathematics to mathematics teachers: a TDA Mathematics Development Programme for Teachers. In: Proceedings of the British Society for Research into Learning Mathematics, 31(3). (pp. pp. 29-34). British Society for the Learning of Mathematics: Oxford, UK.

Deng, Z; (2011) Scientific literacy: Content and curriculum making. In: Linder, Cedric and Östman, Leif and Roberts, Douglas A. and Wickman, Per-Olof and Ericksen, Gaalen and MacKinnon, Allan, (eds.) Exploring the Landscape of Scientific Literacy. (pp. 45-56). Routledge: New York, NY, USA.

Deng, Z; (2011) Confucianism, modernization and Chinese pedagogy: An introduction. Journal of Curriculum Studies , 43 (5) pp. 561-568. 10.1080/00220272.2011.617837.

Deng, Z; (2011) Revisiting curriculum potential. Curriculum Inquiry , 41 (5) pp. 538-559. 10.1111/j.1467-873X.2011.00563.x.

Hardman, M; (2011) Human Behaviour: A Bridge Too Far for Complexity? Presented at: Complexity of evolutionary processes in biology and the behavioural sciences: One-day IOP meeting, Manchester, UK.

Hardman, MA; (2011) The Dynamics of Group Learning. In: Towards a Global Competitive Learning Community – The Role of Active Pedagogy. Kerala Department of Education: Thrivananthapurum, India.

Hardman, MA; (2011) Is Complexity Theory Useful in Describing Classroom Learning? In: Meyer, Meinert A and Hudson, Brian, (eds.) Beyond Fragmentation Didactics, Learning and Teaching in Europe. (pp. 355-366). Verlag Barbara Budrich: Leverkusen, Germany.

Hardman, MA; Carroll, A; (2011) Learning to Teach First - Participant Perceptions. In: Proceedings of the British Educational Research Association (BERA - 2011) Annual conference. BERA: Coventry, UK.

Hayward, J; (2011) Teaching Controversial Issues: Speak Free - The Death Penalty. [Digital scholarly resource]. https://www.amnesty.org.uk/

Hoyles, C; Reiss, M; Tough, S; (2011) Supporting STEM in schools and colleges in England: the role of research : a report for Universities UK. Universities UK, London.

Hunt, F; Li Ting Chung, H; Rogers, M; Inman, S; (2011) Taking Stock: A report from the UK Teacher Education Network for sustainable development (ESD) /global citizenship (GC) - survey on provision for ESD/GC in initial teacher education in the UK. Teacher Education for Equity and Sustainability Network (TEESNet): London, UK.

Lambert, D; Morgan, J; (2011) Geography and Development: Development education in schools and the part played by geography teachers. (Development Education Research Centre (DERC) Research Papers 16 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Loo, Sai; (2011) A re-assessment of knowledge from the perspective of the knowledge economy. The International Journal of the Humanities: Annual Review , 9 (2) pp. 111-120. 10.18848/1447-9508/CGP/v09i02/43115.

Marks, Rachel; (2011) ‘Ability’ ideology and its consequential practices in primary mathematics. In: Smith, C, (ed.) Proceedings of the British Society for Research into Learning Mathematics. (pp. pp. 43-48). British Society for Research into Learning Mathematics (BSRLM): Leeds, UK.

Marks, Rachel; (2011) ‘Ability’ in primary mathematics education: patterns and implications. In: Smith, C, (ed.) Proceedings of the British Society for Research into Learning Mathematics. (pp. pp. 91-96). British Society for Research into Learning Mathematics (BSRLM)

Reiss, M; Hoyles, C; Mujtaba, T; Riazi-Farzad, B; Rodd, M; Simon, S; Stylianidou, F; (2011) UNDERSTANDING PARTICIPATION RATES IN POST-16 MATHEMATICS AND PHYSICS: CONCEPTUALISING AND OPERATIONALISING THE UPMAP PROJECT. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION , 9 (2) pp. 273-302. 10.1007/s10763-011-9286-z.

Reiss, MJ; (2011) How Should Creationism and Intelligent Design be Dealt with in the Classroom? JOURNAL OF PHILOSOPHY OF EDUCATION , 45 (3) pp. 399-415. 10.1111/j.1467-9752.2011.00790.x.

Reiss, M; (2011) Teachers as journalists? Cultural Studies of Science Education , 6 (2) pp. 469-473. 10.1007/s11422-011-9322-x.

Reiss, M; Tunnicliffe, SD; (2011) Dioramas as Depictions of Reality and Opportunities for Learning in Biology. Curator: The Museum Journal , 54 (4) pp. 447-459. 10.1111/j.2151-6952.2011.00109.x.

Smith, C; (2011) 'Sometimes I think wow I'm doing further mathematics...': Balancing tensions between aspiring and belonging. In: Atweh, B and Graven, M., Secada, W., Valero, P, M and Secada, W and Valero, P, (eds.) Mapping Equity and Quality in Mathematics Education. (pp. 285-298). Springer, Dordrecht: Dordrecht, Netherlands.

Tunnicliffe, SD; Patrick, P; (2011) What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them? Journal of Science Education and Technology , 20 (5) pp. 630-642. 10.1007/s10956-011-9290-7.

2010

Tarozzi, M and Mortari, L (Eds). (2010) Phenomenology and Human Science Research Today. [Book]. Zeta Books: Bucharest, Romania.

Abrahams, I; Reiss, M; (2010) Effective practical work in primary science: the role of empathy. Primary Science , 113 pp. 26-27.

Bangay, C; Blum, N; (2010) Education responses to climate change and quality: Two parts of the same agenda? International Journal of Educational Development , 30 (4) pp. 359-368. 10.1016/j.ijedudev.2009.11.011.

Bentall, C; Bourn, D; Blum, N; (2010) Returned Volunteers and Engagement with Development: Final Report for VSO Longitudinal study. Development Education Research Centre, Institute of Education, University College London: London, UK.

Blum, N; Bentall, C; Bourn, D; (2010) Learning and skills for a global economy: the response of further education college and training providers to the challenges of globalisation. (LSIS 237 ). Learning and Skills Improvement Service (LSIS): Coventry, UK.

Cowley, R; (2010) Prescription Smothers Creativity in Mathematics Education. UCL Institute of Education: London, UK.

Crisan, C; Fradkin, L; Zernov, V; Lerman, S; (2010) First year engineering mathematics: the London South Bank University experience. MSOR Connections , 10 (1) pp. 35-39.

Deng, Z; (2010) Curriculum planning and systems change. In: International Encyclopedia of Education. (pp. 384-389). Elsevier

Deng, Z; (2010) Curriculum Transformation in the Era of Reform Initiatives: The Need to Rethink and Re-conceptualize Content. Journal of Textbook Research , 3 (2) pp. 93-113.

Han, C; Starkey, H; Green, A; (2010) The politics of ESOL (English for speakers of other languages): Implications for citizenship and social justice. International Journal of Lifelong Education , 29 (1) pp. 63-76. 10.1080/02601370903471304.

Hardman, M; (2010) Is Complexity Useful in Describing Classroom Learning? Presented at: 2010 European Conference on Educational Research (ECER 2010), Helsinki, Finland.

Hardman, MA; (2010) Learning to Teach in ‘Urban Complex Schools’. In: Durant, Danny, (ed.) Proceedings of the BERA Conference 2010. BERA: Coventry, UK.

Leaton Gray, S; Whitty, G; (2010) Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour. Cambridge Journal of Education , 40 (1) pp. 5-23. 10.1080/03057640903567005.

Levinson, Ralph; (2010) Teaching Science Outside the Classroom. In: Toplis, Rob, (ed.) How Science Works: Exploring effective pedagogy and practice. (pp. 56-70). Routledge: London, UK.

Levinson, Ralph; (2010) Planning for Teaching and Learning Science. In: Toplis, R and Frost, J, (eds.) Learning to Teach Science in the Secondary School: A Companion to School Experience. (pp. 118-130). Routledge: London, UK.

Mortari, L; Tarozzi, M; (2010) Phenomenology as Philosophy of Research: An Introductory Essay. In: Tarozzi, M and Mortari, L, (eds.) Phenomenology and Human Science Today. (pp. 9-54). Zeta Books: Bucharest, Romania.

Page, G; Reiss, M; (2010) Editorial: Biology education research. Journal of Biological Education , 44 pp. 51-52.

Paran, A; Hyland, F; Bentall, C; (2010) The Research Element in Masters' Degrees in Distance Education: Literature Review and Mapping Survey. Centre for Distance Education, University of London: London, UK.

Perryman, J; (2010) Improvement after inspection. Improving Schools , 13 (2) pp. 182-196. 10.1177/1365480210369878.

Pratt, D; Noss, R; (2010) Designing for mathematical abstraction. International Journal of Computers for Mathematical Learning , 15 (2) pp. 81-97. 10.1007/s10758-010-9160-z.

Reiss, MJ; (2010) Science and religion: Implications for science educators. Cultural Studies of Science Education , 5 (1) pp. 91-101. 10.1007/s11422-009-9211-8.

Reiss, M; (2010) What we can learn from vampire bats. The Guardian

Reiss, M; (2010) Science for personal worth. People & Science , March pp. 16-17.

Reiss, M; (2010) Should creationism be taught in British classrooms? New Statesman p. 40.

Reiss, M; Tough, S; Whitty, G; (2010) Measuring impact in education research. Research Intelligence , 110 pp. 14-19.

Rodd, M; Mujtaba, T; Reiss, M; (2010) Participation in mathematics post-18: undergraduates' stories. In: BSRLM Proceedings. (pp. pp. 175-182). British Society for Research into Learning Mathematics (BSRLM): Manchester, UK.

Sabates, R; Westbrook, J; Akyeampong, K; Hunt, F; (2010) School Drop out: Patterns, Causes, Changes and Policies. United Nations Educational, Scientific and Cultural Organisation (UNESCO): Paris, France.

Smith, C; (2010) Choosing more mathematics: Happiness through work? Research in Mathematics Education , 12 (2) pp. 99-115. 10.1080/14794802.2010.496972.

Starkey, H; (2010) The universal declaration of human rights and education for cosmopolitan citizenship. In: Waldron, F and Ruane, B, (eds.) Human rights education. (pp. 15-42). Liffey Press: Dublin.

Starkey, H; Osler, A; (2010) Democracy, Antiracism, and Citizenship Education in England and Sweden. In: Banks, JA, (ed.) The Routledge International Companion to Multicultural Education. (pp. 348-359). Routledge: New York.

Tereshchenko, A; (2010) Highlighting place and space in studies of youth citizenship identities. Educação, Sociedade & Culturas (30) pp. 41-56.

Tunnicliffe, SD; Scheersoi, A; (2010) Dusty relics or essential tools for communicating biology? In: Filippoupoliti, A, (ed.) Science Exhibitions: Communication and Evaluation. (pp. 186-219). MuseumsETC: Edinburgh.

2009

Blum, N; (2009) Small NGO schools in India: Implications for access and innovation. Compare , 39 (2) pp. 235-248. 10.1080/03057920902750491.

Brant, J; Burgess, L; (2009) Many hands make light work: how might acting as teaching assistants, help pre-service teachers develop their understanding of pupils' learning needs in London Secondary schools? UCL Institute of Education: London, UK.

Brant, J; Wales, J; (2009) New skills for a new century? Challenging the orthodoxy: the role of citizenship and enterprise education in promoting effective learning. Citizenship, Social and Economics Education , 8 (1) pp. 32-41.

Bretscher, N; (2009) Dynamic geometry software: the teacher's role in facilitating instrumental genesis. Research in Mathematics Education , 11 (2) pp. 187-188. 10.1080/14794800903063398.

Bretscher, N; (2009) Networking Frameworks for Analysing Teachers' Classroom Practices: a Focus on Technology. Presented at: 33rd Conference of the International Group for the Psychology of Mathematics Education, Greece: Thessaloniki.

Bretscher, N; (2009) Dynamic Geometry Software: the teacher’s role in facilitating instrumental genesis. In: Durrand-Guerrier, V and Soury-Lavergne, S and Arzarello, F, (eds.) Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education:CERME 6. (pp. pp. 1340-1348). European Society for Research in Mathematics Education: Lyon, France.

Geraniou, E; Mavrikis, M; Hoyles, C; Noss, R; (2009) Towards a constructionist approach to mathematical generalisation. Research in Mathematics Education , 11 (1) pp. 75-76. 10.1080/14794800902732241.

Levinson, R; (2009) The manufacture of aluminium and the rubbish-pickers of Rio: building interlocking narratives. School Science Review , 90 (133) pp. 119-124.

Levinson, R; (2009) Genomics and the teaching of risk. In: (Proceedings) Rethinking Science Curricula in the Genomics Era. (pp. pp. 72-76).

Reiss, MJ; (2009) THE RELATIONSHIP BETWEEN EVOLUTIONARY BIOLOGY AND RELIGION. EVOLUTION , 63 (7) pp. 1934-1941. 10.1111/j.1558-5646.2009.00714.x.

Reiss, MJ; (2009) Imagining the World: The Significance of Religious Worldviews for Science Education. SCIENCE & EDUCATION , 18 (6-7) pp. 783-796. 10.1007/s11191-007-9091-9.

Reiss, M; (2009) Ethical Reasoning and Action in STSE Education. In: Jones, A and de Vries, M, (eds.) International Handbook on Research and Development in Technology Education. (pp. 307-318). Sense Publishers: Rotterdam, The Netherlands.

Starkey, H; Savvides, N; (2009) Learning for Citizenship Online: How Can Students Develop Intercultural Skills and Construct Knowledge Together? Learning and Teaching: The International Journal of Higher Education in the Social Sciences , 2 (3) pp. 31-49.

Starkey, Hugh; Osler, Audrey; (2009) Citizenship Education in France and England: Contrasting Approaches to National Identity and Diversity. In: Banks, James A., (ed.) The Routledge International Companion to Multicultural Education. (pp. 334-347). Routledge: London.

2008

(2008) Diversity and citizenship in the curriculum. London Review of Education , 6 (1) pp. 5-10. 10.1080/14748460801889779.

(2008) Creationism, Darwinism and ID: What are biology teachers supposed to do? Biologist , 55 (1) pp. 28-32.

Blum, N; (2008) Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development , 28 (3) pp. 348-358. 10.1016/j.ijedudev.2007.05.008.

Blum, N; (2008) Ethnography and Environmental Education: Understanding the Relationships Between Schools and Communities in Costa Rica. Ethnography and Education , 3 pp. 31-48. 10.1080/17457820801899058.

Bourn, D; Neal, I; (2008) The global engineer – Incorporating global skills within UK higher education of engineers. Engineers Against Poverty: London, UK.

Bourn, Douglas; (2008) Global Skills. Learning and Skills Improvement Service (LSIS): London, UK.

Bretscher, N; (2008) Dynamic Geometry Software: The Teacher’s Role in Facilitating Instrumental Genesis. In: Joubert, M, (ed.) Proceedings of the BSRLM: British Society for Research into Learning Mathematics day conference 2008. (pp. pp. 1-6). British Society for Research into Learning Mathematics: London, UK.

Caccavale, E; Reiss, M; (2008) Miracles, monsters and disturbances. In: Levinson, R and Nicholson, H and Parry, S, (eds.) Creative Encounters: New Conversations in Science, Education and the Arts. (pp. 48-63). Wellcome Trust: London.

Charman, T; Chandler, S; Baird, G; Simonoff, E; Loucas, T; Meldrum, D; Scott, M; Charman, T; Chandler, S; Baird, G; Simonoff, E; Loucas, T; Meldrum, D; Scott, M; Pickles, A; - view fewer (2008) The Social Communicaton Questionnaire (SCQ) as a screener for autism spectrum disorders: Additional evidence and cross-cultural validity - Reply. Journal of the American Academy of Child & Adolescent Psychiatry , 47 (6) pp. 720-721. 10.1097/CHI.0b013e31816c42cf.

de Freitas, S; Oliver, M; Mee, A; Mayes, T; (2008) The practitioner perspective on the modeling of pedagogy and practice. JOURNAL OF COMPUTER ASSISTED LEARNING , 24 (1) pp. 26-38. 10.1111/j.1365-2729.2007.00241.x.

Deng, Zongyi; Luke, A; (2008) Subject matter: Defining and theorising school subjects. In: Connelly, FM and He, MF and Phillion, J, (eds.) The Sage Handbook of Curriculum and Instruction. (pp. 66-90). Sage: Thousand Oaks, CA, USA.

Durden, GP; (2008) Assessment objectives: are they really at the heart of GCSE Business Studies. Teaching Business and Economics , 12 (1) pp. 16-19.

Hopkins, J; Gibson, W; Ros i sole, C; Savvides, N; Starkey, H; (2008) Interaction and Critical Inquiry in Asynchronous Computer-Mediated Conferencing: A Research Agenda. Open Learning , 23 pp. 29-42. 10.1080/02680510701815301.

Lambert, D; (2008) The Prospects for School Geography in England. In: Donert, K and Wall, G, (eds.) Future prospects in geography: Herodot Conference Proceedings, 4th-7th September 2008, Liverpool Hope University. (pp. 249-262). Liverpool Hope University: Liverpool, UK.

Levinson, R; (2008) A theory of curricular approaches to the teaching of socio-scientific issues. Alexandria: Revista de Educação em Ciência e Tecnologia , 1 (1) pp. 133-151.

Levinson, R; Neumann, T; (2008) Designing a mixed mode Masters module in Science Education to support shared construction of knowledge and critical reflection. Reflecting Education , 4 (1) pp. 92-102.

Pearce, Darren; Mavrikis, Manolis; Geraniou, Eirini; Gutiérrez, Sergio; (2008) Issues in the Design of an Environment to Support the Learning of Mathematical Generalisation. In: Dillenbourg, Pierre and Specht, Marcus, (eds.) Times of Convergence: Technologies Across Learning Contexts. (pp. pp. 326-337). Springer: Cham, Switzerland.

Reiss, M; (2008) Teaching evolution in a creationist environment: an approach based on worldviews, not misconceptions. School Science Review , 90 (331) pp. 49-56.

Reiss, M; (2008) The use of ethical frameworks by students following a new science course for 16-18 year-olds. Science and Education , 17 (8-9) pp. 889-902. 10.1007/s11191-006-9070-6.

Reiss, MJ; (2008) Should science educators deal with the science/religion issue? Studies in Science Education , 44 (2) pp. 157-186. 10.1080/03057260802264214.

Simon, S; Johnson, S; (2008) Professional learning portfolios for argumentation in school science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION , 30 (5) pp. 669-688. 10.1080/09500690701854873.

Starkey, H; (2008) Antiracism. In: The SAGE Handbook of Education for Citizenship and Democracy. (pp. 329-341). Sage

Starkey, H; Osler, A; (2008) Education for Cosmopolitan Citizenship. In: Georgi, VB and Georgi, VB, (eds.) The Making of Citizens in Europe: New Perspectives on Citizenship Education. (pp. 204-214). Bundeszentrale f�r politische Bildung (BPB) (German Federal Agency for Civic Education): Berlin.

2007

Brant, J; (2007) Secondary School Education in England: The Business and Economics Curriculum Examined. The Korean Journal of Economics Education , 14 (1) pp. 117-141.

Brooks, Clare; (2007) Towards understanding the influence of subject knowledge in the practice of 'expert' geography teachers. Doctoral thesis (Ph.D), Institute of Education, University of London.

Chandler, S; Charman, T; Baird, G; Simonoff, E; Loucas, T; Meldrum, D; Scott, M; Chandler, S; Charman, T; Baird, G; Simonoff, E; Loucas, T; Meldrum, D; Scott, M; Pickles, A; - view fewer (2007) Validation of the social communication questionnaire in a population cohort of children with autism spectrum disorders. Journal of the American Academy of Child and Adolescent Psychiatry , 46 (10) pp. 1324-1332. 10.1097/chi.0b013e31812f7d8d.

Durden, GP; (2007) Improving the quality of argument in GCSE Business Studies. Teaching Business and Economics , 11 (1) pp. 20-23.

Fargher, Mary; (2007) Spatially Speaking A project by the Geographical Association in Partnership with BECTA, ESRI UK and Digital Worlds. The Geographical Association: Sheffield UK.

Fargher, Mary; (2007) Linking lessons learnt from the Spatially Speaking project with research findings on pedagogies with GIS. In: Proceedings of the 27th Annual Esri International User Conference. ESRI: Stockholm, Sweden.

Gatt, S; Tunnicliffe, SD; Borg, K; Lautier, K; (2007) Young Maltese children's ideas about plants. JOURNAL OF BIOLOGICAL EDUCATION , 41 (3) pp. 117-121. 10.1080/00219266.2007.9656080.

Hunt, F; (2007) Schooling citizens: A study of policy in practice in South African schools. Doctoral thesis , University of Sussex.

Jones, L; Reiss, M; (2007) Cultural authority and the polarized nature of the evolution/creationism controversy. In: Jones, LS and Reiss, MJ, (eds.) Teaching about Scientific Origins: Taking Account of Creationism. (pp. 1-10). Peter Lang: New York, NY, USA.

Leaton Gray, SH; Whitty, G; (2007) Comprehensive schooling and social inequality in London: past, present and possible future. In: Brighouse, T and Fullick, L, (eds.) Education in a global city: essays from London. (pp. 95-121). Institute of Education, University of London: London, UK.

Leaton Gray, SH; (2007) Teacher as Technician: semi-professionalism after the 1988 Education Reform Act and its effect on conceptions of pupil identity. Policy Futures in Education , 5 (2) p. 194. 10.2304/pfie.2007.5.2.194.

Levinson, Ralph; (2007) Towards a pedagogical framework for the teaching of controversial socio-scientific issues to secondary school students in the age range 14-19. Doctoral thesis (Ph.D), Institute of Education, University of London.

Morgan, C; (2007) Who is not multilingual now? Educational Studies in Mathematics , 64 pp. 239-242.

Perryman, J; (2007) Inspection and emotion. Cambridge Journal of Education , 37 (2) pp. 173-190. 10.1080/03057640701372418.

Reiss, M; Boulter, C; Tunnicliffe, SD; (2007) Seeing the natural world: A tension between pupils' diverse conceptions as revealed by their visual representations and monolithic science lessons. Visual Communication , 6 (1) pp. 99-114. 10.1177/1470357207071467.

Reiss, M; (2007) What role should science education have in regards to citizenship education? In: Jie, L and Long, S, (eds.) Unknown. (pp. 10-28). Capital Normal University Press: Beijing.

Reiss, M; (2007) Representing the world: difference and science education. In: Reiss, M and DePalma, R and Atkinson, E, (eds.) Marginality and Difference In Education and Beyond. (pp. 61-72). Trentham: Stoke-on-Trent, UK.

Scott, D; (2007) Critical Realism and Statistical Methods: A Response to Nash. British Educational Research Journal , 33 (2) pp. 141-154. 10.1080/01411920701208167.

Starkey, H; (2007) Teaching and Learning about Human Rights. Teaching Citizenship , 18 pp. 10-14.

Tarozzi, M; Glaser, B; (2007) Forty years after 'Discovery': Grounded theory worldwide. Grounded Theory Review : an International Journal (Special Issue) , 2007

Tomkins, S; Tunnicliffe, SD; (2007) Nature tables: stimulating children's interest in natural objects. JOURNAL OF BIOLOGICAL EDUCATION , 41 (4) pp. 150-155. 10.1080/00219266.2007.9656090.

Tunnicliffe, SD; (2007) No time to teach life saving skills? Journal of Biological Education , 42 p. 1.

Unwin, A; (2007) The professionalism of the higher education teacher: What's ICT got to do with it? Teaching in Higher Education , 12 (3) pp. 295-308. 10.1080/13562510701278641.

Unwin, A; (2007) Online task design on the Master of Teaching. In: Pickering, J and Pachler, N and Daly, C, (eds.) New designs for teachers' professional learning. (pp. 174-191). Institute of Education, University of London: London.

Unwin, A; (2007) Technological Pedagogical Content Knowledge (TPCK), A conceptual framework for an increasingly technology driven higher education? Bulgarian Journal of Science and Education Policy , 1 pp. 231-247.

Wood, LN; Joyce, S; Petocz, P; Rodd, M; (2007) Learning in lectures: Multiple representations. International Journal of Mathematical Education in Science and Technology , 38 (7) pp. 907-915. 10.1080/00207390701561496.

2006

Amos, R; Reiss, M; (2006) What contribution can residential field courses make to the education of 11-14 year-olds? School Science Review , 88 (322) pp. 37-44.

Brant, J; (2006) Subject knowledge and pedagogic knowledge: ingredients for good teaching? An English perspective. Edukacja , 94 (2) pp. 60-77.

Braund, M; Reiss, M; (2006) Towards a more authentic science curriculum: The contribution of out-of-school learning. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION , 28 (12) pp. 1373-1388. 10.1080/09500690500498419.

Braund, M; Reiss, M; (2006) Validity and worth in the science curriculum: learning school science outside the laboratory. The Curriculum Journal , 17 pp. 213-228. 10.1080/09585170600909662.

Deng, Z; Gopinathan, S; (2006) Fostering school-based curriculum development in the context of new educational initiatives in Singapore. Planning and Changing: An Educational Leadership and Policy Journal , 37 (1-2) pp. 93-110.

Evans, J; Morgan, C; Tsatsaroni, A; (2006) Discursive positioning and emotion in school mathematics practices. Educational Studies in Mathematics , 63 pp. 209-226.

Leaton Gray, Sandra; (2006) Teachers Under Siege. [Book]. Trentham Books Limited: Stoke on Trent, UK and Sterling, USA.

Leaton Gray, S. H.; (2006) What Does it Mean to Be a Teacher? Three Tensions within Contemporary Teacher Professionalism Examined in Terms of Government Policy and the Knowledge Economy. Forum , 48 (3) pp. 305-316. 10.2304/forum.2006.48.3.305.

Levinson, R; Frost, J; Amos, R; (2006) How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts?

Lucas, Sylvia; Insley, Kim; Buckland, Gill; (2006) Nurture Group Principles and Curriculum Guidelines: Helping Children to Achieve. The Nurture Group Network: London, UK.

Osler, A; Starkey, H; (2006) Education for democratic citizenship: A review of research, policy and practice 1995-20051. Research Papers in Education , 21 (4) pp. 433-466. 10.1080/02671520600942438.

Perryman, J; (2006) Panoptic performativity and school inspection regimes: Disciplinary mechanisms and life under special measures. Journal of Education Policy , 21 (2) pp. 147-161. 10.1080/02680930500500138.

Peters, Jan; Stylianidou, Fani; Ingram, Caroline; Malek, Roni; Reiss, Michael; Chapman, Steven; (2006) Evaluation of Einstein Year. Institute of Education, University of London/Institute of Physics: London, UK.

Reiss, M; (2006) Listening to pupils. In: Gilland, T and GIll, T, (eds.) What is Science Education For? (pp. 41-46). Academy of Ideas: London.

Reiss, MJ; (2006) Teacher education and the new biology. Teaching Education , 17 (2) pp. 121-131. 10.1080/10476210600680325.

Riordan, Sally; (2006) Book Review: Logical Pluralism, J.C. Beall & Greg Restall, Oxford University Press, 2005. 151 pages. Rerum Causae , 1 (1) pp. 56-57.

Riordan, Sally; (2006) Book Review: Physical Relativity, Harvey R. Brown, Oxford University Press, 2006. 239 pages. Rerum Causae , 1 (1) pp. 58-59.

Riordan, Sally; (2006) Explaining Mathematical Truths with a Switch of Structure. Rerum Causae , 1 (1) pp. 22-29.

Starkey, H; (2006) Intercultural Understanding and Human Rights Education: where are we now and where are we heading for? In: Intercultural Understanding and Human Rights Education in the Era of Globalization. (pp. pp. 52-62). Seoul National University: Seoul, Korea.

Starkey, H; Hayward, J; Turner, K; (2006) Editorial: Education for Citizenship. Reflecting Education , 2 (2) pp. 1-7.

2005

Boulter, C; Tunnicliffe, SD; Reiss, M; Selles, S; (2005) The social relevance of pupils' responses to cues from the natural world. CASTME Journal , 25 (2) pp. 18-30.

Bourn, Douglas; (2005) 'Interconnectedness versus interdependence'. Reflections in response to David Selby. ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 28 (2005) 1, S. 29-3 , 28 (1) pp. 29-34. 10.25656/01:6115.

Bourn, Douglas; (2005) Education for sustainable development and global citizenship. The challenge of the UN-decade. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik , 28 (3) pp. 15-19. 10.25656/01:6126.

Brant, J; (2005) Subject Knowledge, Pedagogy and Effective Teaching: an English perspective. In: Misztal, M and Trawinski, M, (eds.) Studies in Teacher Education: Psychopedagogy. (pp. 101-108). Akademia Pedagogiczna w Krakowie: Krak�w.

Braund, M; Reiss, M; (2005) Beyond the classroom: the case for out-of-school contexts and authentic learning of science. In: Kasanda, C and Muhammed, L and Akpo, S and Nogolo, E, (eds.) (pp. pp. 68-75).

Foster, S; (2005) The British Empire and Commonwealth in World War II: Selection and Omission in English History Textbooks. International Journal of Historical Learning Teaching and Research , 5 pp. 1-19.

Frost, S; Reiss, M; Frost, J; Frost, J; (2005) Count me in! Gender and ethnic minority attainment in school science. School Science Review , 86 (316) pp. 105-112.

Hargreaves, Eleanore; (2005) Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education , 35 (2) pp. 213-224. 10.1080/03057640500146880.

Leaton Gray, SH; (2005) An Enquiry into Continuing Professional Development for Teachers. University of Cambridge and Esmee Fairbairn Foundation: Cambridge, UK.

Morgan, C; (2005) Words, definitions and concepts in discourses of mathematics, teaching and learning. Language and Education , 19 (2) pp. 103-117.

Murray, I; Reiss, M; (2005) The student review of the science curriculum. School Science Review , 87 (318) pp. 83-93.

Perryman, J; (2005) School leadership and management after Special Measures: Discipline without the gaze? School Leadership and Management , 25 (3) pp. 281-297. 10.1080/13634230500116355.

Reiss, M; (2005) Biology, teaching of. In: Sears, JT, (ed.) Youth, education, and sexualities: an international encyclopedia. (pp. 81-84). Greenwood Press: Westport.

Reiss, M; (2005) The importance of affect in science education. In: Cobern, WW and Tobin, K and Brown-Acquay, H and Espinet, M and Irzik, G and Jegede, O and Herrera, LR and Rollnick, M and Sjøberg, S and Tuan, H and Alsop, S, (eds.) Beyond Cartesian dualism : encountering affect in the teaching and learning of science. (pp. 17-25). Springer: Dordrecht, Netherlands.

Reiss, M; (2005) Pregnancy, teenage. In: Sears, JT and Sears, JT, (eds.) Youth, Education, and Sexualities: An International Encyclopedia. (pp. 638-641). Greenwood: Westport.

Reiss, M; (2005) Teaching animal bioethics: pedagogic objectives. In: Marie, M and Edwards, S and G, G and Reiss, M and Von Borell, E and von Borell, E, (eds.) Animal Bioethics: Principles and Teaching Methods. (pp. 189-202). Wageningen Academic Press: Wageningen, Netherlands.

Reiss, MJ; (2005) Managing endings in a longitudinal study: Respect for persons. Research in Science Education , 35 (1) pp. 123-135. 10.1007/s11165-004-3436-z.

Scott, D; (2005) Critical Realism and Empirical Research Methods in Education. Journal of Philosophy of Education , 39 (4) pp. 633-646.

Selles, S; Boulter, C; Tunnicliffe, SD; Reiss, M; (2005) Pupils' responses to cues from the natural world: a cross-cultural study using multiple analytic perspectives. In: Ergazaki, M and Lewis, J and Zogza, V, (eds.) Trends In Biology Education Research In The New Biology Era. (pp. 15-26). Patras University Press: Rio, Greece.

Starkey, H; (2005) Democratic Education and Learning. British Journal of Sociology of Education , 26 (2) pp. 299-308.

Starkey, H; Osler, A; (2005) Study on the Advances in Civic Education in Education Systems: good practices in industrialized countries. In: Espinola, V, (ed.) Education for Citizenship and Democracy in a Globalized World: a comparative perspective. (pp. 19-60). Regional Policy Dialogue Secretariat, InterAmerican Development Bank: Washington DC.

2004

Brant, J; Unwin, A; (2004) Integrating Global Perspectives in a Business and Economics Education PGCE in Global Perspectives and Teachers in Training. In: Bennell, S and Symons, G, (eds.) Global Perspectives and Teachers in Training. (pp. 46-50). Development Education Association: London.

Braund, M; Reiss, M; (2004) The nature of learning science outside the classroom. In: Braund, M and Reiss, M, (eds.) Learning Science Outside the Classroom. (pp. 1-12). Routledge: London, UK.

Deng, Z; (2004) The fallacies of Jerome Bruner’s hypothesis in The Process of Education: A Deweyan perspective. The Journal of Educational Thought (JET) , 38 (2) pp. 151-170.

Leaton Gray, SH; (2004) Defining the future: an interrogation of education and time. British Journal of Sociology of Education , 25 (3) pp. 323-340. 10.1080/0142569042000216972.

Osler, A; Starkey, H; (2004) Citizenship Education and Cultural Diversity in France and England. In: Demaine, J, (ed.) Citizenship and Political Education Today. (pp. 1-23). Palgrave Macmillan: Basingstoke, UK.

Pearce, JL; (2004) Should Anarchism be included in the RE Curriculum? Masters thesis (OTHER), University of London (Institute of Education).

Reiss, M; Braund, M; (2004) Managing learning outside the classroom. In: Braund, M and Reiss, M, (eds.) Learning Science Outside the Classroom. (pp. 225-234). Routledge: London, UK.

Reiss, M; Braund, M; (2004) Practicalities and safety issues. In: Braund, M and Reiss, M, (eds.) Learning Science Outside the Classroom. (pp. 13-17). Routledge: London, UK.

Rodd, M; Brown, M; (2004) Successful Undergraduate Mathematicians: a study of students in two universities. In: Johnsen Høines, M and Fuglestad, AB, (eds.) Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 2004: Volume 4. (pp. pp. 97-104). International Group for the Psychology of Mathematics Education: Bergen, Norway.

2003

Bentall, C; (2003) Communication and teachers learning during training : a case study of the Secondary and Technical English Project, Mozambique. Doctoral thesis (Ph.D), UNSPECIFIED.

Boulter, C; Tunnicliffe, SD; Reiss, M; (2003) Probing children's understandings of the natural world. In: Lewis, J and Magro, A and Simonneaux, L, (eds.) Biology Education for the Real World. Student - Teacher - Citizen. Proceedings of the IVth ERIDOB Conference. (pp. pp. 243-257). Ecole Nationale de Formation Agronomique: Toulouse, France.

Brant, J; Unwin, A; (2003) Beyond the Lesson Plan: Developing a global dimension in Initial Teacher Education. Teaching Business and Economics , 7 (1) pp. 21-26.

Cerini, B; Murray, I; Reiss, M; (2003) Student Review of the Science Curriculum: Major Findings.

Murray, I; (2003) Student Review of the Science Curriculum: Consultation Process. UCL Institute of Education: London, UK.

Reiss, M; (2003) The ethics of patenting DNA. Journal of Commercial Biotechnology , 9 pp. 192-198. 10.1057/palgrave.jcb.3040028.

Reiss, M; (2003) And in the world to come, life everlasting. In: Deane-Drummond, C, (ed.) Brave New World? Theology, Ethics and the Human Genome. (pp. 49-67). T & T Clark: Edinburgh, UK.

Reiss, M; (2003) Gender equity in primary science. In: Skelton, C and Francis, B, (eds.) Boys and Girls in the Primary Classroom. (pp. 80-97). Open University Press: Maidehead, UK.

Reiss, M; (2003) Is it right to move genes between species? A theological perspective. In: Deane-Drummond, C and Szersynski, B and Grove-White, R, (eds.) Re-ordering Nature: Theology, Society and the New Genetics. (pp. 138-150). T & T Clark: London, UK.

Reiss, M; (2003) Possums on the pill: how to save nature. In: Deane-Drummond, C and Szersynski, B and Grove-White, R, (eds.) Re-ordering Nature: Theology, Society and the New Genetics. (pp. 77-84). T & T Clark: London, UK.

Reiss, M; (2003) Science education for social justice. In: Vincent, C, (ed.) Social Justice, Education and Identity. (pp. 153-165). RoutlegeFalmer: London.

Unwin, A; (2003) Developing a professional learning academy. In: Putkiewicz, E and Witkomirska, A, (eds.) Problems of teacher education in rolling changes of educational systems all over the world. (pp. 204-214). Warsaw University: Warsaw.

2002

(2002) An international study of young peoples' drawings of what is inside themselves. Journal of Biological Education , 36 (2) pp. 58-64. 10.1080/00219266.2002.9655802.

Brant, J; (2002) Developing Subject Expertise and Creativity Through Fieldwork Activity. In: Stasiak, M, (ed.) Creativity in Practice: Business and Education. (pp. 133-146). Academy of Humanities and Economics: Lodz.

Brant, J; (2002) Whom shall we choose? Teaching Business and Economics , 6 (2) pp. 44-49.

Brant, J; Lines, D; Szczurkowska, S; (2002) Poland: Teaching Economics Before, During and After the Transition. In: Watts, M and Walstad, WB and Walstad, WB, (eds.) Reforming Economics and Economics Teaching in the Transition Economies: From Marx to Markets in the Classroom. (pp. 176-191). Edward Elgar Publishing: Cheltenham, UK.

Byram, M; Gribkova, B; Starkey, H; (2002) Developing the Intercultural Dimension in Language Teaching: a practical introduction for teachers. [Book]. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe: Strasbourg, France.

Hayward, Jeremy; (2002) Economic Citizenship: A Key Stage 4 Teacher Resource. [Book]. Institute for Citizenship: London, UK.

Hayward, Jeremy; (2002) Work Matters: A Key Stage 4 Teacher Resource Exploring the Employment Strand of Citizenship. Institute for Citizenship: London, UK.

Hayward, Jeremy; Coppack, Martin; Wells, Juliet; (2002) Consuming Passions: A Key Stage 4 Teacher Resource Exploring the Consumer Strand of Citizenship. [Book]. Institute for Citizenship: London, UK.

Morgan, C; (2002) The linguistic construction of social identities in mathematical communities: A Critical Linguistic Approach to Mathematical Text. In: Anderson, M and Saenz-Ludlow, A and Zellweger, S and Cifarelli, V and Sáenz-Ludlow, A, (eds.) Educational Perspectives on Mathematics as Semiosis: From thinking to interpreting to knowing. (pp. 109-128). Legas: Ottawa, Canada.

Morgan, C; Tsatsaroni, A; Lerman, S; (2002) Mathematics teachers' positions and practices in discourses of assessment. British Journal of Sociology of Education , 23 (3) pp. 445-461.

Pratt, D; Noss, R; (2002) The microevolution of mathematical knowledge: The case of randomness. JOURNAL OF THE LEARNING SCIENCES , 11 (4) pp. 453-488. 10.1207/S15327809JLS1104_2.

Reiss, M; (2002) Reforming school science education in the light of pupil views and the boundaries of science. School Science Review , 84 (307) pp. 71-77.

2001

Brant, J; Morgan, J; (2001) Fieldwork and Pedagogy: The development of subject expertise and creativity in beginning teachers of geography and business and economics education. In: Stasiak, MK, (ed.) Creativity in Business and Education. (pp. 75-85). Academy of Humanities and Economics: Lodz.

Deng, Z; (2001) The centrality of subject matter in teaching thinking: John Dewey’s idea of psychologizing the subject matter revisited. Educational Research Journal , 16 (2) pp. 193-212.

Levinson, R; Turner, S; Koulouris, P; Desli, D; Douglas, A; Evans, J; Kirton, A; (2001) The teaching of social and ethical issues in the school curriculum arising from developments in biomedical research: a research study for teachers. The Wellcome Trust: London.

Reiss, MJ; Tunnicliffe, SD; (2001) Students' understandings of human organs and organ systems. Research in Science Education , 31 (3) pp. 383-399. 10.1023/A:1013116228261.

Unwin, A; Douglas, A; (2001) Active Learning and Creativity in Education. In: Stasiak, M, (ed.) Creativity in Business and Education. (pp. 138-152). The Academy of Hummanities and Economics: Lodz, Poland.

2000

Ainley, J; Nardi, E; Pratt, D; (2000) The construction of meanings for trend in active graphing. International Journal of Computers for Mathematical Learning , 5 (2) pp. 85-114. 10.1023/A:1009854103737.

Brant, J; Lines, D; Unwin, A; (2000) Eight out of ten isn't good enough: Challenging teachers' perceptions of assessment. Teacher Development , 4 (2) pp. 271-279. 10.1080/13664530000200109.

Pratt, Dave; (2000) Making sense of the total of two dice. Journal for Research in Mathematics Education , 31 (5) pp. 602-625. 10.2307/749889.

Reiss, MJ; (2000) The ethics of genetic research on intelligence. BIOETHICS , 14 (1) pp. 1-15. 10.1111/1467-8519.00177.

Reiss, MJ; (2000) The ethics of xenotransplantation. J Appl Philos , 17 (3) pp. 253-262. 10.1111/1468-5930.00160.

Reiss, M; (2000) The genetic engineering of people. Crucible , Januar pp. 9-20.

Reiss, M; (2000) On suffering and meaning: an evolutionary perspective. Modern Believing , 41 (2) pp. 39-46.

Reiss, M; (2000) Science in society or society in science? In: Warwick, P and Sparks-Linfield, R, (eds.) Science 3-13: The Past, the Present and Possible Futures. (pp. 118-129). Routledge: London, UK.

Reiss, M; (2000) Teaching science in a multicultural, multi-faith society. In: Sears, J and Sorensen, P, (eds.) Issues in the Teaching of Science. (pp. 16-22). Routledge: London.

Reiss, M; (2000) Transgenic maize. In: International Conference of the Council of Europe on Ethical Issues Arising from the Application of Biotechnology, Oviedo, 16-19 May 1999. (pp. 53-60). Council of Europe: Strasbourg.

1995

Lambert, D; (1995) A study of the concept of prejudice with particular reference to geography education. Doctoral thesis , Institute of Education, University of London.

Tunnicliffe, S; (1995) Talking about animals: studies of young children visiting zoos, a museum and a farm : Unpublished PhD thesis. UNSPECIFIED thesis , UNSPECIFIED.