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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.

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.

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.

Abrahams, I; Reiss, M; (2010) Effective practical work in primary science: the role of empathy. Primary Science , 113 pp. 26-27.

Abrahams, I; Reiss, M; Sharpe, R; (2011) Getting practical: the evaluation. School Science Review , 93 (342) pp. 37-44.

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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).

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.

Ainley, J; Pratt, D; (2017) Computational Modelling and Children's Expressions of Signal and Noise. Statistics Education Research Journal , 16 (2) pp. 15-36.

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).

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

Alcock, L; Ansari, D; Batchelor, S; Bisson, M-J; De Smedt, B; Gilmore, C; Göbel, SM; ... Weber, K; + view all Alcock, L; Ansari, D; Batchelor, S; Bisson, M-J; De Smedt, B; Gilmore, C; Göbel, SM; Hannula-Sormunen, M; Hodgen, J; Inglis, M; Jones, I; Mazzocco, M; McNeil, N; Schneider, M; Simms, V; Weber, K; - view fewer (2016) Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition , 2 (1) pp. 20-41. 10.5964/jnc.v2i1.10.

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.

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).

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.

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

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; Christodoulou, A; (2017) Teaching science using socio-scientific inquiry-based learning: UK pre-service teachers' perspectives. Presented at: ESERA conference 2017, Dublin, Ireland.

Amos, R; Moreira, MC; (2015) Outdoor Learning in Science for Sustainability. Presented at: ESERA conference 2015, Helsinki, Finland. (In press).

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; 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, 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.

Amos, R; Christodoulou, A; (2018) Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL). School Science Review (371)

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.

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.

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.

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.

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).

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

Anwer, Muhammad; Reiss, Michael; (2023) Linking research and practice in education: the views of expert researchers in the field. Journal of Education for Teaching , 49 (2) pp. 326-340. 10.1080/02607476.2022.2055447.

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.

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.

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.

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.

Attard Borg, Naomi; (2023) Language use in Physics inquiry-based learning activities: A case study of learning Physics in a bilingual classroom in Malta. Doctoral thesis (Ph.D), UCL (University College London).

Azzi, Iman; (2023) International Education, Methodological Nationalism and the Formation of Student Civic Identities: A postcolonial exploration of an IB World School in Lebanon. Doctoral thesis (Ph.D), UCL (University College London).

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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.

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.

Baldwin, C; De Pomerai, S; Smith, CA; (2016) The Participation of Girls in Further Mathematics. Mathematics Today , 52 (1) pp. 41-44.

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.

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.

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.

Barmania, Sima; Reiss, Michael; (2023) Pope Francis and health. The Lancet , 401 (10381) pp. 985-986. 10.1016/s0140-6736(23)00612-8.

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).

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

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

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.

Barquero, Berta; Jessen, Britta Eyrich; Ruiz-Hidalgo, Juan Francisco; Golding, Jennie; (2023) What theories and methodologies are appropriate for studying phenomena related to mathematics curriculum reforms? In: Shimizu, Yoshinori and Vithal, Renuka, (eds.) Mathematics Curriculum Reforms Around the World. The 24th ICMI Study. (pp. 193-217). Springer: Cham, Switzerland.

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, 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.

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.

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, 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.

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.

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).

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.

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, 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.

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; (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, 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.

Bentall, C; (2014) Literature review on communication skillls teaching. Health Education England PSU: London, UK.

Bentall, C; (2012) The Naitika Project: Final Project Evaluation, April 2012. (DFID UK Aid DAF 224 ). Asian Foundation for Philanthropy: London, UK.

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.

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).

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.

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; 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.

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.

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.

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.

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.

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).

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).

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.

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

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.

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.

Blum, Andrea; Hunt, Frances; (2023) Global Education for Teachers: Online Continuing Professional Development as a Source of Hope in Challenging Times. In: Bourn, Douglas and Tarozzi, Massimilano, (eds.) Pedagogy of Hope for Global Social Justice: Sustainable Futures for People and the Planet. (pp. 192-210). Bloomsbury Academic: London, UK.

Blum, N; (2009) Small NGO schools in India: Implications for access and innovation. Compare , 39 (2) pp. 235-248. 10.1080/03057920902750491.

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

Blum, AN; Bourn, D; (2013) Gyaan Yatra - Final Evaluation. Development Education Research Centre, Institute of Education, University College London: 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.

Blum, N; (2015) Topic Guide: Education, Climate and Environment. (Topic Guides ). Evidence on Demand / UK Department for International Development: London, UK.

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.

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.

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.

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.

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.

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).

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

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

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.

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, 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; 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; Neal, I; (2008) The global engineer – Incorporating global skills within UK higher education of engineers. Engineers Against Poverty: London, UK.

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.

Bourn, D.; Hatley, J.; (2023) Civil society organisations and Target 4.7 of the SDGs: towards intersectionality for promoting a more just and sustainable world. International Journal of Development Education and Global Learning , 15 (2) pp. 103-114. 10.14324/IJDEGL.15.2.03.

Bourn, Doug; Kalsoom, Qudsia; Soysal, Nese; Ince, Burtay; (2023) Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan. (Development Education Research Centre Research Paper 23 ). Development Education Research Centre, UCL Institute of Education: London, UK.

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.

Bourn, Douglas; (2023) Global Education and Learning as a Distinct Academic Field? In: Franz, Julia and Lang-Wijtasik, Gregor and Ray, Caroline and Timm, Susanne, (eds.) Zwischen (Welt-) Gesellschaft und (Welt-) Gemeinschaft. (pp. 157-168). Waxmann: Munster, Germany.

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

Bourn, Douglas; (2008) Global Skills. Learning and Skills Improvement Service (LSIS): London, UK.

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.

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.

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

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; (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.

Bourn, D; (2016) Global learning and Brexit. Policy and Practice: A Development Education Review , 23 pp. 188-199.

Bourn, D; (2016) Global learning and the school curriculum. Management in Education , 30 (3) pp. 121-125. 10.1177/0892020616653178.

Bourn, D; (2016) Teachers as agents of social change. International Journal of Development Education and Global Learning , 7 (3) pp. 63-77.

Bourn, D; (2016) Global Citizenship and Youth Participation. Schools for Future Youth

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.

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; 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; 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.

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.

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.

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.

Bourn, D; Hunt, F; Blum, N; Lawson, H; (2016) Primary education for global learning and sustainability. (Cambridge Primary Review Trust Research Survey 5 (new series) ). Cambridge Primary Review Trust: York, UK.

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

Boutsia, Aikaterini; (2023) Educational Responses to Hate Speech towards Refugees in a School Context in Greece. Doctoral thesis (Ph.D), UCL (University College London).

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.

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.

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.

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.

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.

Brant, J; (2006) Subject knowledge and pedagogic knowledge: ingredients for good teaching? An English perspective. Edukacja , 94 (2) pp. 60-77.

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.

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.

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Brant, J; Chapman, AJ; Isaacs, T; (2016) International instructional systems: social studies. Curriculum Journal 10.1080/09585176.2015.1134340.

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.

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.

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.

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, 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.

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.

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.

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.

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.

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.

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; (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.

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.

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).

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.

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).

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).

Bravo González, P; (2016) The cost of having a lingua franca: is English beneficial? UCL Institute of Education: London, UK.

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; (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

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

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).

Bretscher, Nicola; Geraniou, Eirini; (2023) Exploratory analysis of a survey item designed to capture teachers' mathematical digital competency in geometry. In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest: Budapest, Hungary.

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.

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.

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

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.

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.

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.

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.

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).

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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; (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; (2016) Teacher Subject Identity in Professional Practice: Teaching with a professional compass. (1st ed.). Routledge: London, UK.

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; 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.; McIntyre, J.; Mutton, T.; (2023) Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? London Review of Education , 21 (1) , Article 1. 10.14324/LRE.21.1.01.

Brooks, C.; Perryman, J.; (2023) Policy in the pandemic: lost opportunities, returning to ‘normal’ and ratcheting up control. London Review of Education , 21 (1) , Article 23. 10.14324/LRE.21.1.23.

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.

Brooks, Clare; Hordern, Jim; (2023) The core content framework and the ‘new science’ of educational research. Oxford Review of Education 10.1080/03054985.2023.2182768. (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.

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.

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; (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.

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.

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.

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).

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.

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.

Bruzzone, Daniele; Tarozzi, Massimiliano; (2023) A Special Issue for the 25 years of Encyclopaideia // Un numero speciale per i 25 anni di Encyclopaideia. Encyclopaideia , 27 (1S) pp. 1-4. 10.6092/issn.1825-8670/16908.

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.

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Buchanan, Denise; (2011) Barriers to learning among learners with mental health difficulties. Masters thesis (M.A), Institute of Education, University of London.

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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).

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).

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.

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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).

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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.

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.

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.

Chapman, Arthur; (2023) Introduction. In: Bain, Bob and Chapman, Arthur and Kitson, Alison and Shreiner, Tamara, (eds.) History Education and Historical Inquiry. Information Age Publishing: Charlotte, NC, USA.

Chapman, Arthur; (2023) Was it really the straw that broke the camel's back? Teacher Plus , 2023 (June)

Chapman, Arthur; (2023) Historical Interpretation: Deconstructing Represented Pasts. In: Gómez Carrasco, Cosme Jesús and Monteagudo-Fernández, José and Moreno-Vera, Juan Ramón, (eds.) Teaching History to Face the World Today: Socially-conscious Approaches, Activity Proposals and Historical Thinking Competencies. (pp. 121-144). Peter Lang: New York, NY, USA.

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.

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; 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.

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.

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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).

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.

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Clark, Lauren; (2023) Using Reflective Dialogues to Explore Pedagogies in Higher Education. In: Huisman, Jerome and Tight, Malcolm, (eds.) Theory and method in higher education research. (pp. 121-135). Emerald Publishing Limited: Leeds, UK.

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

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

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.

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.

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.

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.

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).

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.

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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.

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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.

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.

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Cowley, R; (2010) Prescription Smothers Creativity in Mathematics Education. UCL Institute of Education: 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, 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; (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; (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; (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; 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, 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; (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.

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, 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).

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

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.

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

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

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; (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; (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; (2016) The use of video cases in an online course: supporting teachers in developing their RiTPACK. Presented at: 13th International Congress on Mathematical Education, Hamburg, Germany.

Crisan, C; (2016) The use of video cases in an online course: supporting teachers in developing their RiTPACK. In: Kaiser, G, (ed.) 13th International Congress on Mathematical Education (ICME-13). ICME (International Congress on Mathematical Education)

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; (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.

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.

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; 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.

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; (2017) Learning mathematics for teaching mathematics: non-specialist teachers' mathematics teacher identity. Mathematics Teacher Education and Development (MTED) , 19 (2) pp. 104-122.

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.

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.

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.

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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.

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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).

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.

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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.

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

Ghosh, S; (2020) What Motivates Teachers to Develop Critically Informed Citizens in the Mathematics Classroom? Philosophy of Mathematics Education Journal , 36

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.

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.

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.

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).

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Glegg, P; (2016) Business resource ideas: Using context effectively. Teaching Business and Economics , 20 (1) pp. 23-24.

Glegg, P; (2015) Testing As A Tool For Learning: Ideas For Classroom Application. Teaching Business & Economics , 19 (2)

Gokpinar, T; Reiss, M; (2016) The role of outside-school factors in science education: a two-stage theoretical model linking Bourdieu and Sen, with a case study. International Journal of Science Education , 38 (8) pp. 1278-1303. 10.1080/09500693.2016.1188332.

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, 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; (2020) Additional mathematics papers for entry to English universities: their role, purpose and impact. A report for the Joint Mathematical Council of the UK. Joint Mathematical Council of the UK: London, UK.

Golding, J; (2020) 'Is that OK?' Conundrums of developing as an ethical researcher. Presented at: BSRLM New Researchers' Day, Online conference.

Golding, J; (2020) Approaches to developing mathematical thinking in VSO 'Numeracy for All' MESH guide. [Digital scholarly resource]. http://www.meshguides.org/guides/node/1588

Golding, J; (2020) Key Teaching/Pedagogical Issues in VSO 'Numeracy for All' MESH guide. [Digital scholarly resource]. http://www.meshguides.org/guides/node/1588

Golding, J; (2020) Family and volunteers' guide in VSO 'Numeracy for All' MESH Guide. [Digital scholarly resource]. http://www.meshguides.org/guides/node/1588

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; (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; Barrow, E; Grima, G; (2020) Power Maths: Implementation, effectiveness and response to a pandemic summer. Pearson: London, UK.

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; Redmond, B; Grima, G; (2020) Mathematics A Levels: Reflections and experiences in a pandemic summer. Pearson: London, UK.

Golding, J; Redmond, B; Grima, G; (2020) A Levels in Mathematics: Implementation and Effectiveness of A Levels first taught from September 2017. Third Interim Report. Pearson: London, UK.

Golding, J; Smart, T; (2021) Call for views: methodology technical note. The Royal Society: London, 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, 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; (2023) The global practice of doctoral supervision in sub-Saharan Africa. In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni M and Nalube, Patricia Phiri, (eds.) Doctoral Supervision in Southern Africa From Theory to Practice. (pp. 1-16). Springer: Cham, Switzerland.

Golding, Jenefer; (2023) Sustainable, affordable and transferable approaches to experienced doctoral supervisor development. In: Proceedings of the UKCGE Annual Conference 2023. UK Council for Graduate Education: UKCGE: Edinburgh, Scotland.

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

Golding, Jenefer; Kapenda, Hileni; (2023) Doctoral supervision in southern Africa: Challenges, achievements, and the way forward. In: Luneta, Kakoma and Golding, Jennie and Kapenda, Hileni and Phiri Nalube, Patricia, (eds.) Doctoral Supervision in Southern Africa From Theory to Practice. (pp. 193-200). Springer: Cham, Switzerland.

Golding, Jenefer; Redmond, Benjamin; Grima, Grace; (2023) Mathematical problem solving: a journey of realistic aspiration or of chimera? In: Presented at the 24th annual conference AEA-Europe 2023. AEA-Europe: St Julian's, Malta.

Golding, Jenefer; Redmond, Benjamin; Grima, Grace; (2023) ’The new normal’: emerging evidence for pandemic-related change in opportunity to learn mathematics in English secondary schools. In: Proceedings of the British Society for Research into Learning Mathematics: BSRLM Proceedings: Vol 43 No 2, June 2023. BSRLM

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

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; (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; (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; (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.

Golding, Jennie; (2023) Doing 'classroom-close' research in mathematics education: what's the same, and what’s different, across phases? Presented at: British Society for Research into Learning Mathematics (BSRLM) New Researchers day conference, Manchester, 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; (2020) Baggage, beliefs and belonging: mathematical identities low-attaining mathematics students bring to Further Education. Presented at: Centre for Excellence in Mathematics, Online conference.

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, Jennie; Cara, Olga; Chan, Stephanie; Crisan, Cosette; Ince, Amanda; Struthers, d'Reen; (2023) Research in Higher Education Teaching and Learning (RHETL): the use of student contributions and other ethical issues. UCL Institute of Education: 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, 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.

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.

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.

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; (2020) Mathematics education and financial literacy: a valued but vulnerable symbiosis. In: BSRLM Proceedings: Vol 40 No 1 at The University of Cambridge, Cambridge, on Saturday 7 th March 2020. BSRLM: Cambridge, UK.

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; (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; (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.

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; 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; 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; 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

Golding, J; Hargreaves, E; Jindal-Snape, D; Leaton Gray, S; Perryman, J; (2020) Starting secondary school in 2020 - Student Guide. UCL Institute of Education: London, UK.

Golding, J; Hargreaves, E; Jindal-Snape, D; Leaton Gray, S; Perryman, J; (2020) Starting secondary school in 2020 - Teacher Guide. UCL Institute of Education: London, UK.

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.

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, 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.

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

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.

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.

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).

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).

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).

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.

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.

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.

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.

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.

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.

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.

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...

Green, Jasper; Tillin, Jane; (2023) ITE Primary and Secondary Partnership Update: Looking Forward to 2024. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/ioe-faculty-education-an...

Greer, K; Sheldrake, R; Rushton, E; Kitson, A; Hargreaves, E; Walshe, N; (2023) Teaching climate change and sustainability: A survey of teachers in England. UCL Centre for Climate Change and Sustainability Education: London, UK.

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.

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

Greer, Kate; King, Heather; Glackin, Melissa; (2023) ‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England. British Educational Research Journal 10.1002/berj.3888. (In press).

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.

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

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.

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

Grima, Grace; Golding, Jennie; Redmond, Benjamin; (2023) Journeys of self- and peer-assessment in a reformed mathematics curriculum: primary school children’s accounts of the roles of explanation, reflection and challenge. In: Presented at the 24th annual conference AEA-Europe 2023. AEA-Europe: St Julian's, Malta.

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, GR; Reiss, MJ; (2020) Science outside the classroom: exploring opportunities from interdisciplinarity and research–practice partnerships. International Journal of Science Education , 42 (9) pp. 1522-1543. 10.1080/09500693.2020.1767317.

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.

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

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.

H

Hale, R; (2020) 'It made me think how I should treat others and how I should help people who need it': The complexities of exploring the impact of Holocaust education. Oxford Review of Education , 46 (6) pp. 788-803. 10.1080/03054985.2020.1791062.

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).

Hale, Rebecca; Pettigrew, Alice; Karayianni, ELeni; Pearce, Andy; Foster, Stuart; Needham, Kane; Nienhaus, Luisa; + view all Hale, Rebecca; Pettigrew, Alice; Karayianni, ELeni; Pearce, Andy; Foster, Stuart; Needham, Kane; Nienhaus, Luisa; Chapman, Arthur; - view fewer (2023) Continuity and Change: Ten years of teaching and learning about the Holocaust in England's secondary schools. UCL Centre for Holocaust Education: London, UK.

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

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.

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.

Hamblin, Declan; (2014) Physical Education assessment from 2014: assessing without limits. Research in Teacher Education , 4 (2) pp. 25-33. 10.15123/uel.8917w.

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

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

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

Hammond, L; (2020) Children, childhood and children's geographies: Evolving through technology. In: Walshe, N and Healy, G, (eds.) Geography Education in the Digital World. (pp. 38-50). Routledge: London, UK.

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; (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.

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; 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; (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

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.

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

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.

Hammond, L; (2020) GTE 2020 – reflections on a valuable space for discussion about research, policy and practice in areas that matter to geography teacher education. GA Magazine , 45 (Summer)

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.

Hammond, L; El Rashidi, S; (2018) 'Layers of London' - A Rich Geographical Palimpsest. Geography , 103 (1)

Hammond, L; McKendrick, JH; (2020) Geography teacher educators' perspectives on the place of children's geographies in the classroom. Geography , 105 (2) pp. 86-93.

Hammond, Lauren Elise; (2020) An investigation into children's geographies and their value to geography education in schools. Doctoral thesis (Ph.D), UCL (University College London).

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.

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

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.

Hanley (née Kan), Natalya; (2020) Empathy-Based Pedagogical Approach to Global Citizenship Education: Kazakhstani Secondary Schools Context. Doctoral thesis (Ph.D), 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, M; (2018) How does learning emerge in science classrooms? Presented at: CogSciSci - A Meeting of Minds, London, UK.

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, M; (2010) Is Complexity Useful in Describing Classroom Learning? Presented at: 2010 European Conference on Educational Research (ECER 2010), Helsinki, Finland.

Hardman, M; Taylor, B; Daly, C; Glegg, P; Stiasny, B; Pillinger, C; Gandolfi, H; (2020) Early Career Teacher Support - Pilot Report, EEF Evaluation. UCL Institute of Education: London, 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, 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).

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.

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.

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

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

Hardman, MA; (2016) Complexity and Classroom Learning. Doctoral thesis , Canterbury Christ Church University.

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.

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.

Hardman, MA; (2010) Learning to Teach in ‘Urban Complex Schools’. In: Durant, Danny, (ed.) Proceedings of the BERA Conference 2010. BERA: Coventry, UK.

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.

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.

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

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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.

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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.

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

Leaton Gray, Sandra; Phippen, Andy; (2017) Invisibly Blighted: The Digital Erosion of Childhood. [Book]. UCL Institute of Education Press: London, UK.

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

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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.

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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.

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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.

Leaton Gray, SH; Scott, D; Auld, E; (2014) Curriculum Development: A Report for the International Baccalaureate Organisation (IBO). International Baccalaureate Organisation: The Hague, Netherlands.

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Levinson, R; (2018) I know what I want to teach but how can I know what they are going to learn? In: Bryan, L and Tobin, K, (eds.) Critical issues and bold visions for science education: the road ahead. Brill | Sense: Rotterdam, Netherlands. (In press).

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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.

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Loo, S; (2018) Working and Learning from a Bernsteinian Perspective. In: McGrath, S and Mulder, M and Papier, J and Suart, R, (eds.) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer: Cham, Switzerland.

Loo, S; (2017) Teachers and Teaching in Vocational and Professional Education. Presented at: LSRN London and South East/Continuum Meeting, London, UK.

Loo, S; (2017) Using recontextualization as a framework of teaching in vocational and professional education. Presented at: The Universities Association for Lifelong Learning Work and Learning Network Annual Conference,, Middlesex University, London.

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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.

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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.

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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.

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Marks, Rachel; Barclay, Nancy; Barnes, Alison; (2023) Curriculum resource choice and use in primary mathematics: Different solutions to a universal dilemma. Mathematics Teaching , 289 pp. 10-13.

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

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Markwick, A; Clarke, K; (2016) Science + Maths = a better understanding of science! [Digital scholarly resource]. https://www.ase.org.uk/resources/primary-science/i...

Markwick, A; Watts, K; (2017) Engaging activities on properties and changing materials. [Digital scholarly resource]. https://www.ase.org.uk/resources/primary-science/i...

Markwick, A; Wright, M; (2020) Meteorite Impact! Applying maths and English skills to a science investigation. Primary Science , 163 pp. 25-28.

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).

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).

Maslowski, Katherine; Reiss, Michael J; Biswakarma, Rina; Harper, Joyce; (2023) Reproductive health education in the schools of the four UK nations: is it falling through the gap? Human Fertility 10.1080/14647273.2023.2216395. (In press).

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.

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).

Matthews, Bethanie; Majid, Nasreen; (2020) What is it about mathematics that causes anxiety for pupils? Primary Mathematics , 24 (2) pp. 25-27.

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.

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.

Mayer, D; Mills, M; (2020) Professionalism and teacher education in Australia and England. European Journal of Teacher Education , 44 (1) pp. 45-61. 10.1080/02619768.2020.1832987.

Mazenod, A; Francis, B; Archer, L; Hodgen, J; Taylor, B; Tereshchenko, A; Pepper, D; (2018) Nurturing Learning or Encouraging Dependency? Teacher Constructions of Students in Lower Attainment Groups in English Secondary Schools. Cambridge Journal of Education 10.1080/0305764X.2018.1441372.

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.

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).

McAleavy, T; Elwick, AR; (2015) Lessons from London schools: A global perspective. Education Development Trust: Reading, UK.

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).

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

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).

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.

McCrory, A; Struthers, D; (2017) Can the SOLO Taxonomy support provision for the 'More Able' in Primary maths and science lessons? Presented at: BERA Conference 2017, Brighton, UK.

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.

McCrory, Amanda; Reiss, Michael; (2023) Lots of Children Find School Science Lessons Boring. Should Science Teachers Include Discussion of Ethical Issues? [Digital scholarly resource]. https://blogs.ucl.ac.uk/ioe/2023/09/12/lots-of-chi...

McCrory, Amanda; Reiss, Michael J; (2023) Considering the Place of Ethics Instruction in Science Education. The American Biology Teacher , 85 (9) p. 487. 10.1525/abt.2023.85.9.487.

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).

McCrory, C; (2017) Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge. Revista Electronica Interuniversitaria de Formación del Profesorado , 20 (2) pp. 29-44. 10.6018/reifop/20.2.284921.

McCrory, C; (2015) The knowledge illusion: who is doing what thinking? Teaching History , 161 pp. 37-47.

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.

McCulloch, SP; Reiss, MJ; (2017) Bovine Tuberculosis Policy in England: Would a Virtuous Government Cull Mr Badger? Journal of Agricultural and Environmental Ethics 10.1007/s10806-017-9687-2. (In press).

McCulloch, SP; Reiss, MJ; (2017) Bovine Tuberculosis and Badger Control in Britain: Science, Policy and Politics. Journal of Agricultural and Environmental Ethics 10.1007/s10806-017-9686-3. (In press).

McCulloch, SP; Reiss, MJ; (2017) Bovine Tuberculosis and Badger Culling in England: An Animal Rights-Based Analysis of Policy Options. Journal of Agricultural and Environmental Ethics 10.1007/s10806-017-9685-4. (In press).

McCulloch, SP; Reiss, MJ; (2017) The Development of an Animal Welfare Impact Assessment (AWIA) Tool and Its Application to Bovine Tuberculosis and Badger Control in England. Journal of Agricultural and Environmental Ethics 10.1007/s10806-017-9684-5. (In press).

McCulloch, SP; Reiss, MJ; (2017) Bovine Tuberculosis and Badger Culling in England: A Utilitarian Analysis of Policy Options. Journal of Agricultural and Environmental Ethics 10.1007/s10806-017-9680-9. (In press).

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.

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).

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

McKendrick, JH; Hammond, L; (2020) Connecting with children’s geographies in education. Teaching Geography , 45 (3) pp. 118-121.

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

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).

Mendick, H; Sheldrake, R; (2017) Transforming Science Engagement: The impact of the British Science Association’s work. British Science Association: London, UK.

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).

Milana, Milana; Tarozzi, Massimiliano; (2019) Addressing global citizenship education (GCED) in adult learning and education (ALE). UNESCO Institute for Lifelong Learning: Hamburg, Germany.

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).

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.

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, 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, 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.

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.

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.

Mills, M; (2018) Educational research that has an impact: 'Be realistic, demand the impossible'. Australian Educational Researcher , 45 (5) pp. 569-583. 10.1007/s13384-018-0284-9.

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.

Misfeldt, Morten; Brahe, Thomas; Jankvist, Uffe Thomas; Elicer, Raimundo; Geraniou, Eirini; Bråting, Kajsa; Tamborg, Andreas Lindenskov; (2023) Implementation through adaptation: Relations between mathematics, programming and computational thinking. In: Proceedings of the 13th Congress of European Research in Mathematics Education (CERME13). (pp. pp. 4340-4347). Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.

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

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, E; Ramsey, C; (2019) Upper Sixths and Higher Education: 2019 Survey. UCL Institute of Education: London, UK.

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).

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.

Mitchell, David; (2017) Geography Curriculum Making in Changing Times. Doctoral thesis (Ph.D), UCL (University College London).

Miyazaki, Tomoaki; (2020) Digital mentoring of young people for responsible citizenship: a case study of an organisation using Twitter. Doctoral thesis (Ph.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).

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.

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.

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).

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).

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.

Moore, A; Fairhurst, P; Correia, C; Harrison, C; Bennett, J; (2020) Science practical work in a COVID-19 world: are teacher demonstrations, videos and textbooks effective replacements for hands-on practical activities? School Science Review , 102 (378) pp. 7-12.

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, 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).

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.

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.

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; (2007) Who is not multilingual now? Educational Studies in Mathematics , 64 pp. 239-242.

Morgan, C; (2005) Words, definitions and concepts in discourses of mathematics, teaching and learning. Language and Education , 19 (2) pp. 103-117.

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; 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.

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.

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.

Morgan, CR; (2017) Mathematics education as a matter of discourse. In: Encyclopedia of educational philosophy and theory. (pp. 1-6). Springer: Singapore, Singapore.

Morgan, CR; (2017) From policy to practice: Discourses of mastery and "ability" in England. In: Chronaki, A, (ed.) Mathematics Education and Life at Times of Crisis: Proceedings of the Ninth International Mathematics Education and Society Conference: Volume 2. (pp. pp. 717-727). 9th International Conference of Mathematics Education and Society (MES9): Volos, Greece.

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.

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.

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.

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.

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.

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; (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; (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, 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.

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; Sheldrake, R; Reiss, M; (2020) Chemistry for All: Reducing inequalities in chemistry aspirations and attitudes. Royal Society of Chemistry: London, UK.

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.

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; 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; 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.

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.

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.

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.

Mujtaba, T; Tunnicliffe, S; Sheldrake, R; (2017) Teachers’ perceptions of Inquiry-Based Science Education (IBSE) and the implications for gender equality in science education. Journal of Emergent Science (13) pp. 10-19.

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.

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.

Murphy, D; Oliver, M; Pourhabib, S; Adkins, M; Hodgen, J; (2017) Boarding Chances for Children: A report on Lessons Learned. Education Endowment Foundation (EEF): London, UK.

Murray, I; (2003) Student Review of the Science Curriculum: Consultation Process. UCL Institute of Education: London, UK.

Murray, I; Reiss, M; (2005) The student review of the science curriculum. School Science Review , 87 (318) pp. 83-93.

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).

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.

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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, M; Mansfield, J; (2020) The place of values in the aims of school science education. In: Corrigan, D and Buntting, C and Fitzgerald, A and Jones, A, (eds.) Values in Science Education The Shifting Sands. (pp. 191-209). Springer Nature: Cham, Switzerland.

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; White, J; (2013) An Aims-based Curriculum: The Significance of Human Flourishing for Schools. Bedford Way Papers. IOE Press: London, UK.

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

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; (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; (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; (2020) Should we teach about the genetics of intelligence? School Science Review , 102 (378) pp. 48-53.

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

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

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.

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.

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; (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, Michael J; (2017) Teaching the Theory of Evolution in Informal Settings to Those Who Are Uncomfortable with It. In: Patrick, Patricia G, (ed.) Preparing Informal Science Educators: Perspectives from Science Communication and Education. (pp. 495-507). Springer: Cham, Switzerland.

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, 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, 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; (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.

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.

Reiss, MJ; (2020) Biology education – progress or retreat? Journal of Biological Education , 54 (5) pp. 461-462. 10.1080/00219266.2020.1829441.

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; (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; (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, 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, 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, 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, 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, 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, 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; Tunnicliffe, SD; (2001) Students' understandings of human organs and organ systems. Research in Science Education , 31 (3) pp. 383-399. 10.1023/A:1013116228261.

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; (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; (2020) Royal Society. In: David, M and Amey, M, (eds.) The SAGE Encyclopedia of Higher Education. (pp. 1749-1750). SAGE Publications Limited

Reiss, M; (2020) Royal Institution. In: David, M and Amey, M, (eds.) The SAGE Encyclopedia of Higher Education. (p. 1748). SAGE Publications Limited

Reiss, M; (2020) The educational benefits of out-of-classroom learning. In: Burt, T and Thompson, D, (eds.) Curious about Nature A Passion for Fieldwork. Cambridge University Press: Cambridge, UK.

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; (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; (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; (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.

Reiss, M; (2011) Teachers as journalists? Cultural Studies of Science Education , 6 (2) pp. 469-473. 10.1007/s11422-011-9322-x.

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; (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.

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, 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.

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, 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, 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.

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.

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.

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; 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.

Reiss, M; Bryant, J; (2020) Creationism. In: David, M and Amey, M, (eds.) The SAGE Encyclopedia of Higher Education. (pp. 311-314). SAGE Publications Limited

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; Mujtaba, T; (2014) How can we get more students to study mathematics or physics? In: Engineering UK 2014. (pp. 67-68). EngineeringUK: London.

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, M; Tough, S; Whitty, G; (2010) Measuring impact in education research. Research Intelligence , 110 pp. 14-19.

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.

Reiss, M; White, J; (2013) Time for an alternative curriculum. School Leadership Today , 4 (6) pp. 50-55.

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.

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, Michael J; McCulloch, Steven P; (2017) Killing zoo animals surplus to requirements: response. In: Mullan, S and Fawcett, A, (eds.) Veterinary ethics: navigating tough classes. (pp. 461-465). 5M: Sheffield, United Kingdom.

Reiss, MJ; (2020) Science Education in the Light of COVID-19: The Contribution of History, Philosophy and Sociology of Science. Science and Education 10.1007/s11191-020-00143-5. (In press).

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.

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; (2017) The problem with evolution. IPN Journal , 2 pp. 45-47.

Reiss, MJ; (2017) Science education and ethics education in faith-based schools. In: Khalili, S and Watts, F and Wiseman, H, (eds.) A 21st Century Debate on Science and Religion. (pp. 192-207). Cambridge Scholars Publishing: Newcastle upon Tyne, UK.

Reiss, MJ; (2017) The curriculum arguments of Michael Young and John White. In: Guile, D and Lambert, D and Reiss, MJ, (eds.) Sociology, Curriculum Studies and Professional Knowledge: New perspectives on the work of Michael Young. (pp. 121-131). Routledge: Abingdon, UK.

Reiss, MJ; (2017) A Framework Within Which to Determine How We Should Use Animals in Science Education. In: Mueller, MP and Tippins, DJ and Stewart, AJ, (eds.) Animals and Science Education: Ethics, Curriculum and Pedagogy. (pp. 243-259). Springer: Cham, Switzerland.

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; (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; (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).

Reiss, MJ; (2008) Should science educators deal with the science/religion issue? Studies in Science Education , 44 (2) pp. 157-186. 10.1080/03057260802264214.

Reiss, MJ; (2006) Teacher education and the new biology. Teaching Education , 17 (2) pp. 121-131. 10.1080/10476210600680325.

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.

Reiss, MJ; Abrahams, I; (2015) The assessment of practical skills. School Science Review , 357 pp. 40-44.

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.

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.

Reiss, MJ; Mujtaba, T; (2017) Should we embed careers education in STEM lessons? Curriculum Journal , 28 (1) pp. 137-150. 10.1080/09585176.2016.1261718.

Reiss, MJ; Mujtaba, T; Stones, A; (2017) Epistemic insight: Teaching about science and RE in secondary schools. School Science Review , 99 (367) pp. 67-75.

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.

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).

Retallack, H; (2018) Interrogating the Intersections of Girls and Sex. [Review]. Girlhood Studies , 11 (2) pp. 130-134. 10.3167/ghs.2018.110211.

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.

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; Isaacs, T; Barnes, I; Swensson, C; Wilkinson, D; Golding, J; (2020) Trends in International Maths and Science Study (TIMSS) 2019 National Report for England. Department for Education: London, UK.

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...

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.

Richardson, MI; (2018) Assessment in a "post-truth" world. [Digital scholarly resource]. https://mailchi.mp/45f194505eba/iaea-newsletter?e=...

Richardson, M; (2020) European educational research (Re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union. [Review]. Journal of Education Policy , 35 (4) pp. 582-583. 10.1080/02680939.2019.1620497.

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.

Richardson, M; Dann, R; (2018) Good Practice in Assessment. Institute of Education: London.

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.

Richardson, M; Hernandez Hernandez, F; Hiltunen, M; Moura, A; Fulkova, M; King, F; Collins, FM; (2020) Creative Connections: The power of contemporary art to explore European citizenship. London Review of Education , 18 (2) pp. 281-298. 10.14324/LRE.18.2.10.

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.

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).

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, 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; (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).

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.

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.

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.

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

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.

Roberts-Holmes, G; Lee, S-F; Sousa, D; Jones, E; (2020) Research into the 2019 Pilot of Reception Baseline Assessment (RBA). National Education Union: London, UK.

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.

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.

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.

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.

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.

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.

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).

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).

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.

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.

Rumbelow, M; Rodd, M; (2019) Modelling motion from nature. Mathematics Teaching , 269 pp. 16-19.

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, EAC; King, H; (2020) Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education. International Journal of Science Education, Part B: Communication and Public Engagement , 10 (4) pp. 376-389. 10.1080/21548455.2020.1853270.

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, 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, EAC; Whitney, BS; Metcalfe, SE; (2020) A tale of maize, palm, and pine: Changing socio-ecological interactions from pre-classic maya to the present day in belize. Quaternary , 3 (4) , Article 30. 10.3390/quat3040030.

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

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; 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; 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; 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).

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; 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; 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; (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, 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).

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.

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.

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.

Rybska, E; Tunnicliffe, SD; Sajkowska, ZA; (2017) Children’s ideas about the internal structure of trees: cross-age studies. Journal of Biological Education , 51 (4) pp. 375-390. 10.1080/00219266.2016.1257500.

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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.

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).

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.

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

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

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

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).

Saunders, Piers; Hoyles, celia; Noss, richard; Benton, laura; Kalas, ivan; Pratt, Dave; Caravjal, Johanna; (2020) ScratchMaths 3.0. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

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...

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).

Saville, KG; (2017) Bilingual education planning through free school reform in England: a case study of new institutional development. Doctoral thesis , UCL (University College London).

Savva, Maria; (2015) An Investigation into the Intercultural Development of Anglophone Educators Working in International Schools. Doctoral thesis (Ph.D), UCL (University College London).

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.

Scaramanga, J; Reiss, MJ; (2017) The suitability of the International Certificate of Christian Education as an examination for university entrance. Oxford Review of Education , 43 (6) pp. 788-804. 10.1080/03054985.2017.1352500.

Scaramanga, Jenna; (2017) Systems of Indoctrination: Accelerated Christian Education in England. Doctoral thesis (Ph.D), UCL (University College London).

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).

Schowengerdt, B; Jones, E; McCowan, T; (2017) Employability initiatives in higher education: A map of the research literature. British Council

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.

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

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.

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

Scott, D; (2005) Critical Realism and Empirical Research Methods in Education. Journal of Philosophy of Education , 39 (4) pp. 633-646.

Scott, D; Posner, C; martin, C; Martin, C; Guzman, E; (2018) The Education System in Mexico. [Book]. UCL Press: London, UK.

Searle, L; George, S; Svennevig, H; (2020) Social Action in the Classroom and Beyond. Impact: Journal of the Chartered College of Teaching

Sedawi, W; Ben Zvi Assaraf, O; Reiss, M; (2020) Indigenous children's connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment. Cultural Studies of Science Education , 15 pp. 955-989. 10.1007/s11422-020-09982-8.

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.

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.

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).

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.

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.

Sen, A; Starkey, H; (2019) Citizenship Education in Turkey From Militant-Secular to Islamic Nationalism. [Book]. Lexington Books: London, UK.

Sen, A; Starkey, HW; (2017) The Rise and Fall of Citizenship and Human Rights Education in Turkey. Journal of Social Science Education , 16 (4) pp. 84-96. 10.2390/jsse-v16-i4-1698.

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).

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).

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; Amos, R; Reiss, M; (2019) Children and Nature: A research evaluation for The Wildlife Trusts. The Wildlife Trusts: Newark, 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.

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).

Sheldrake, R; Reiss, M; (2020) The impact of nature on children’s wellbeing. Environmental Education , 124 pp. 16-17.

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.

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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, 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.

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Wright, P; (2015) Teaching mathematics for social justice: translating theories into practice. Doctoral thesis (Ed.D), University of Sussex.

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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; (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.

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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.

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

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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.

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

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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.

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

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