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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.

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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.

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.

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.

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.

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).

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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).

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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, 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, 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.

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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.

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

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; 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.

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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.

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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).

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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.

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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.

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

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

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

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

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

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Loo, S; (2020) Fully online deliveries: ‘More of the same’ or a new pedagogy? FE News

Loo, S; (2020) Reconceptualising teacher education to improve widening participation in FE. FE News

Loo, S; (2020) Teachers’ emotional ecology: pedagogic, life and occupational experiences. FE News

Loo, S; (2020) FE teachers’ professional identities. FE News

Loo, S; (2020) The importance of abilities, attitudes and skill sets in vocational pedagogy. FE News

Loo, S; (2020) The complexities of occupational teaching on TVET programmes. FE News

Loo, S; (2020) The occupational pedagogy of FE teachers. FE News

Loo, S; (2020) Audit Trail of an FE Teacher Educator's Professional Journey. FE News

Loo, S; (2020) Discovering the Professional Identities of Teacher Educators. FE News

Loo, S; (2020) Highways and byways: Pathways to becoming teacher educators. FE News

Loo, SY; (2014) Placing 'knowledge' in teacher education in the English further education sector: an alternative approach based on collaboration and evidence-based research. British Journal of Educational Studies , 62 (3) pp. 337-354. 10.1080/00071005.2014.959465.

Mackrell, K; Pratt, D; (2017) Constructionism and the space of reasons. Mathematics Education Research Journal , 29 (4) pp. 419-435. 10.1007/s13394-017-0194-6.

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

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

Majid, Nasreen; Bobik-Dawes, Renata; (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics. Primary Mathematics , 23 (3) pp. 23-25.

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

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.

Marks, Rachel; (2014) The Dinosaur in the Classroom: what we stand to lose through ability-grouping in the primary school. FORUM , 56 (1) pp. 45-54. 10.2304/forum.2014.56.1.45.

Marks, Rachel; (2013) 'The Blue Table Means You Don't Have a Clue': the persistence of fixed-ability thinking and practices in primary mathematics in English schools. FORUM , 55 (1) pp. 31-44. 10.2304/forum.2013.55.1.31.

Marks, Rachel; (2012) How do pupils experience setting in primary mathematics? Mathematics Teaching , 230 pp. 5-8.

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.

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

Marks, Rachel; Yarker, Patrick; (2018) Better Beginnings: an early years special issue. FORUM , 60 (3) pp. 267-270. 10.15730/forum.2018.60.3.267.

Marks, R; Hodgen, J; Coben, D; Bretscher, N; (2016) Nursing Students’ Experiences of Learning Numeracy for Professional Practice. Adults Learning Mathematics: An International Journal , 11 (1) pp. 43-58.

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

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

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

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

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

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

Markwick, Andy; (2023) Boosting scientific literacy. Education in Chemistry , 60 (2) p. 28.

Markwick, Andy; (2023) Educating for sustainability. Journal of Emergent Science , 24 pp. 5-13.

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

Markwick, Andy; Bulmer, Elena; Smith-Barnes, Phoebe; (2023) A glimpse into the future: using deep eutectic solvents for environmentally compatible extraction and recycling of important E-metals. School Science Review in Depth , 105 (389) pp. 19-23.

Markwick, Andy; Bulmer, Elena; Smith-Barnes, Phoebe; (2023) Extraction and recycling of important E-metals. School Science Review-in practice , 389 (105) pp. 23-25.

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

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

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

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

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

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

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

Markwick, Andy; Reiss, Michael J; (2023) Professional learning in primary science: developing teacher confidence to improve the leadership of teaching and learning. International Journal of Science Education 10.1080/09500693.2023.2288660. (In press).

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

Markwick, A; (2020) Working scientifically with shadows. Primary Science , 165 pp. 28-30.

Markwick, A; (2020) Deconstructing scientific vocabulary for low-literacy students: an action research study. School Science Review , 101 (377) pp. 83-87.

Markwick, A; (2020) Science Swap Shop: Rocks and Soils pull-out. Primary Science , 163 pp. 17-20.

Markwick, A; (2019) Working scientifically and assessing mathematics mastery. Primary Science , 158 pp. 25-27.

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).

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

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.

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).

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, 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, 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).

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

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

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

Mills, 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.

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, 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.

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.

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, 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; 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; 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; (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.

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, 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, 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, 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, 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.

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).

Naugah, J; Reiss, MJ; Watts, M; (2020) Parents and their children's choice of school science subjects and career intentions: a study from Mauritius. Research in Science & Technological Education , 38 (4) pp. 463-483. 10.1080/02635143.2019.1645107.

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

Newall, E; (2017) Evolution, Insight and Truth? School Science Review , 99 (367) pp. 61-66.

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

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

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

Norman, Z; Reiss, MJ; (2020) RISK AND SACRAMENT: BEING HUMAN IN A COVID‐19 WORLD. Zygon: journal of religion and science 10.1111/zygo.12618. (In press).

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

Osgood, J; Robertson, L; Sakr, M; Wilson, D; (2018) In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy , 33 (4) pp. 510-525. 10.1080/02680939.2017.1416426.

Osler, A; Starkey, H; (2006) Education for democratic citizenship: A review of research, policy and practice 1995-20051. Research Papers in Education , 21 (4) pp. 433-466. 10.1080/02671520600942438.

Osler, A; Starkey, HW; (2018) Extending the theory and practice of education for cosmopolitan citizenship. Educational Review , 70 (1) pp. 31-40. 10.1080/00131911.2018.1388616.

Osler, AH; Starkey, HW; (2015) Education for cosmopolitan citizenship: A framework for language learning. Argentinian Journal of Applied Linguistics , 3 (2) pp. 30-39.

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

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

Owens, DC; Pear, RSA; Alexander, HA; Reiss, MJ; Tal, T; (2018) Scientific and Religious Perspectives on Evolution in the Curriculum: an Approach Based on Pedagogy of Difference. Research in Science Education , 48 (6) pp. 1171-1186. 10.1007/s11165-018-9774-z.

Page, G; Reiss, M; (2010) Editorial: Biology education research. Journal of Biological Education , 44 pp. 51-52.

Palombo, M; Hammond, L; Mitchell, D; (2020) The Findings of the Survey of Mentoring in Geography Education. Teaching Geography , 45 (1) pp. 9-11.

Panjwani, F; (2017) No Muslim is just a Muslim: implications for education. Oxford Review of Education , 43 (5) pp. 596-611. 10.1080/03054985.2017.1352354.

Panjwani, F; (2016) The Psychology of Democracy, by Fathali M. Moghaddam. [Review]. London Review of Education , 14 (3) pp. 98-100. 10.18546/LRE.14.3.09.

Panjwani, F; Revell, L; (2018) Religious education and hermeneutics: the case of teaching about Islam. British Journal of Religious Education , 40 (3) pp. 268-276. 10.1080/01416200.2018.1493269.

Panorkou, N; Pratt, D; (2016) Using Google SketchUp to Develop Students' Experiences of Dimension in Geometry. Digital Experiences in Mathematics Education , 2 (3) pp. 199-227. 10.1007/s40751-016-0021-9.

Pearce, A; (2020) Marginalisation through commemoration: Trends and practices in Holocaust education in the United Kingdom. War & Society , 39 (3) pp. 215-220. 10.1080/07292473.2020.1786891.

Pearce, A; (2019) An Emerging "Holocaust Memorial Problem?" The Condition of Holocaust Culture in Britain. The Journal of Holocaust Research , 33 (2) pp. 117-137. 10.1080/25785648.2019.1587583.

Pearce, A; (2019) In the thick of it: ‘high politics’ and the holocaust in millennial Britain. Patterns of Prejudice , 53 (1) pp. 98-110. 10.1080/0031322X.2018.1536352.

Pearce, A; (2017) British POWs and the Holocaust: witnessing the Nazi atrocities. Holocaust Studies , 23 (4) pp. 525-530. 10.1080/17504902.2017.1327675.

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

Pearce, AR; (2018) Holocaust Education at Australian Universities: Reflections on a Roundtable. Australian Humanities Review (63) pp. 167-171.

Pearce, AR; (2017) The Holocaust in the National Curriculum After 25 Years. Holocaust Studies , 23 (3) pp. 231-262. 10.1080/17504902.2017.1296068.

Pearce, AR; Chapman, A; (2017) Holocaust Education 25 Years On: Challenges, Issues, Opportunities. Holocaust Studies: A Journal of Culture and History , 23 (3) pp. 223-230. 10.1080/17504902.2017.1296082.

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

Pearce, JL; (2017) From Anthroposophy to non-confessional preparation for spirituality? Could common schools learn from spiritual education in Steiner schools? British Journal of Religious Education 10.1080/01416200.2017.1361382. (In press).

Pepper, D; Hodgen, J; Lamesoo, K; Kõiv, P; Tolboom, J; (2018) Think aloud: using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. International Journal of Research and Method in Education , 41 (1) pp. 3-16. 10.1080/1743727X.2016.1238891.

Perales Palacios, Francisco Javier; Guerrero, Gonzalo; (2017) Inter y transdisciplinariedad en textos escolares de física: un estudio de dos casos. Ápice. Revista de Educación Científica , 1 (1) pp. 74-89. 10.17979/arec.2017.1.1.1992.

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

Perryman, J; (2010) Improvement after inspection. Improving Schools , 13 (2) pp. 182-196. 10.1177/1365480210369878.

Perryman, J; (2007) Inspection and emotion. Cambridge Journal of Education , 37 (2) pp. 173-190. 10.1080/03057640701372418.

Perryman, J; (2006) Panoptic performativity and school inspection regimes: Disciplinary mechanisms and life under special measures. Journal of Education Policy , 21 (2) pp. 147-161. 10.1080/02680930500500138.

Perryman, J; (2005) School leadership and management after Special Measures: Discipline without the gaze? School Leadership and Management , 25 (3) pp. 281-297. 10.1080/13634230500116355.

Perryman, J; Ball, SJ; Braun, A; Maguire, M; (2017) Translating Policy: Governmentality and the Reflective Teacher. Journal of Education Policy , 32 (6) pp. 745-756. 10.1080/02680939.2017.1309072.

Perryman, J; Calvert, G; (2020) What motivates people to teach, and why do they leave? Accountability, performativity and teacher retention. British Journal of Educational Studies , 68 (1) pp. 2-23. 10.1080/00071005.2019.1589417.

Perryman, J; Maguire, M; Ball, SJ; Braun, A; (2018) Surveillance, Governmentality and moving the goalposts: The influence of Ofsted on the work of schools in a post-panoptic era. British Journal of Educational Studies , 66 (2) pp. 145-163. 10.1080/00071005.2017.1372560.

Pettigrew, A; (2017) Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools. Holocaust Studies , 23 (3) pp. 263-288. 10.1080/17504902.2017.1296069.

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

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

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

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

Pillinger, C; (2020) Raising Readers using dialogic reading techniques. Journal of Innovate Teaching School Partnership , 2020 (8) (In press).

Pournara, C; Hodgen, J; Adler, J; Pillay, V; (2015) Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics? South African Journal of Education , 35 (3) pp. 1-10. 10.15700/saje.v35n3a1083.

Pournara, C; Hodgen, J; Sanders, Y; Adler, J; (2016) Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test. Pythagoras , 37 (1) 10.4102/pythagoras.v37i1.334.

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

Pratt, D; Levinson, R; Kent, P; Yogui, C; Kapadia, R; (2012) A pedagogic appraisal of the Priority Heuristic. ZDM - Mathematics Education , 44 (7) pp. 927-940. 10.1007/s11858-012-0440-z.

Pratt, D; Noss, R; (2010) Designing for mathematical abstraction. International Journal of Computers for Mathematical Learning , 15 (2) pp. 81-97. 10.1007/s10758-010-9160-z.

Pratt, D; Noss, R; (2002) The microevolution of mathematical knowledge: The case of randomness. JOURNAL OF THE LEARNING SCIENCES , 11 (4) pp. 453-488. 10.1207/S15327809JLS1104_2.

Pratt, Dave; (2000) Making sense of the total of two dice. Journal for Research in Mathematics Education , 31 (5) pp. 602-625. 10.2307/749889.

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

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

Reiss, M; (2003) The ethics of patenting DNA. Journal of Commercial Biotechnology , 9 pp. 192-198. 10.1057/palgrave.jcb.3040028.

Reiss, M; Barmania, S; (2020) How religion can aid public health messaging during a pandemic. Nature India 10.1038/nindia.2020.87.

Reiss, M; Boulter, C; Tunnicliffe, SD; (2007) Seeing the natural world: A tension between pupils' diverse conceptions as revealed by their visual representations and monolithic science lessons. Visual Communication , 6 (1) pp. 99-114. 10.1177/1470357207071467.

Reiss, M; Hoyles, C; Mujtaba, T; Riazi-Farzad, B; Rodd, M; Simon, S; Stylianidou, F; (2011) UNDERSTANDING PARTICIPATION RATES IN POST-16 MATHEMATICS AND PHYSICS: CONCEPTUALISING AND OPERATIONALISING THE UPMAP PROJECT. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION , 9 (2) pp. 273-302. 10.1007/s10763-011-9286-z.

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

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

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

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

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

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; (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; 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; (2019) Science, religion and education. Reviews (Science and Religion Forum) , 72 pp. 21-50.

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; (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; (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; (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; Dunlop, L; Bennett, J; Torrance-Jenkins, R; (2019) Students becoming researchers. School Science Review , 100 (372) pp. 69-75.

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

Reiss, MJ; (2016) Could a pig’s heart save your life? BBC Focus , 297 pp. 66-73.

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; (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; (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; 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, 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; (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; 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).

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.

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.

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; 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; 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.

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.

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

Scaramanga, 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; 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).

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

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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, 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.

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.

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

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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.

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

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

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Sheldrake, R; (2016) Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence. International Journal of Science Education , 38 (8) pp. 1256-1277. 10.1080/09500693.2016.1186854.

Sheldrake, R; (2016) Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research , 76 (C) pp. 50-65. 10.1016/j.ijer.2015.12.001.

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Sheldrake, R; Mujtaba, T; Reiss, MJ; (2019) Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School. Research in Science Education , 49 (6) pp. 1809-1834. 10.1007/s11165-017-9676-5.

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Sheldrake, R; Mujtaba, T; Reiss, MJ; (2015) Students' intentions to study non-compulsory mathematics: the importance of how good you think you are. British Educational Research Journal , 41 (3) pp. 462-488. 10.1002/berj.3150.

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Simon, S; Johnson, S; (2008) Professional learning portfolios for argumentation in school science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION , 30 (5) pp. 669-688. 10.1080/09500690701854873.

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

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

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

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Smith, C; Bretscher, N; (2018) Designing teacher education for pre-university mathematics: articulating and operationalizing pedagogic messages. Teaching Mathematics and its Applications: An International Journal of the IMA , 37 (2) pp. 84-97. 10.1093/teamat/hry008.

Smith, C; Golding, J; (2018) Teaching A-level in early career: induction, support and professional learning. Teaching Mathematics and its Applications: An International Journal of the IMA , 347 (2) pp. 55-68. 10.1093/teamat/hry007.

Smith, C; Golding, J; Bretscher, N; (2018) Special issue: Preparing to teach mathematics pathways beyond 16. Teaching Mathematics and its Applications: An International Journal of the IMA , 37 (2) pp. 53-54. 10.1093/teamat/hry011.

Smith, CA; Morgan, C; (2016) Curricular orientations to real-world contexts in mathematics. The Curriculum Journal , 27 (1) pp. 24-45. 10.1080/09585176.2016.1139498.

Smith, DR; Nixon, G; Pearce, JL; (2018) Bad Religion as False Religion: An Empirical Study of UK Religious Education Teachers' Essentialist Religious Discourse. Religions , 9 (11) , Article 361. 10.3390/rel9110361.

Smith, R; Burke, J; (2016) Restoring the Liminal: A Critique of Rotman’s Schema of Mathematical Subjectivity. Philosophy of Mathematics Education Journal (30) pp. 1-28.

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

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

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

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

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

Standish, A; (2020) Time for Geography to Catch up with the World. Geography , 105 (3) pp. 135-141.

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

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

Standish, A; (2019) Decolonizing Geography and Access to Powerful Disciplinary Knowledge. Journal of Geographical Research , 2 (3) 10.30564/jgr.v2i3.898.

Standish, A; (2019) What does leaving the European Union mean? Re-visiting the meaning of the nation state. Geographic , 104 pp. 38-41. 10.1080/00167487.2019.12094060.

Standish, A; (2018) What to Teach? Conceptualising a Geography Curriculum. Journal of Geographical Research , 68 pp. 73-88. 10.6234/JGR.201805_(68).0004.

Standish, A; (2018) Teaching about development in a post-development society: the case of geography. International Research in Geographical and Environmental Education , 27 (3) pp. 199-215. 10.1080/10382046.2017.1367539.

Standish, A; Hawley, D; Willy, T; (2016) The London Geography Alliance: Re-connecting the school subject with the university discipline. London Review of Education , 14 (2) pp. 83-103. 10.18546/LRE.14.2.06.

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

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

Starkey, H; (2012) Human rights, cosmopolitanism and utopias: implications for citizenship education. CAMBRIDGE JOURNAL OF EDUCATION , 42 (1) pp. 21-35. 10.1080/0305764X.2011.651205.

Starkey, H; Savvides, N; (2009) Learning for Citizenship Online: How Can Students Develop Intercultural Skills and Construct Knowledge Together? Learning and Teaching: The International Journal of Higher Education in the Social Sciences , 2 (3) pp. 31-49.

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

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

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

Starkey, Hugh; Akar, Bassal; Jerome, Lee; (2014) Power, pedagogy and participation: Ethics and pragmatics in research with young people. Research in Comparative and International Education , 9 (4) pp. 426-440. 10.2304/rcie.2014.9.4.426.

Starkey, H; (2020) From failed citizenship to functioning citizenship: a challenging agenda for human rights education. [Review]. Human Rights Education Review 10.7577/hrer.3574. (In press).

Starkey, H; (2007) Teaching and Learning about Human Rights. Teaching Citizenship , 18 pp. 10-14.

Starkey, H; (2005) Democratic Education and Learning. British Journal of Sociology of Education , 26 (2) pp. 299-308.

Starkey, H; Hayward, J; Turner, K; (2006) Editorial: Education for Citizenship. Reflecting Education , 2 (2) pp. 1-7.

Starkey, HW; (2018) Fundamental British Values and Citizenship Education: tensions between national and global perspectives. Geografiska Annaler: Series B, Human Geography , 100 (2) 10.1080/04353684.2018.1434420.

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

Stones, A; Pearce, J; Reiss, MJ; Mujtaba, T; (2020) Students’ Perceptions of Religion and Science, and How They Relate: the Effects of a Classroom Intervention. Religious Education , 115 (3) pp. 349-363. 10.1080/00344087.2020.1769537.

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

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

Sullivan, V; Coles, L; Xu, Y; Perales, F; Thorpe, K; (2020) Beliefs and attributions: Insider accounts of men’s place in early childhood education and care. Contemporary Issues in Early Childhood (In press).

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

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

Svennevig, H; (2020) Book review: The Rise of Character Education in Britain: Heroes, dragons and the myths of character, by Lee Jerome and Ben Kisby. London Review of Education , 18 (3) pp. 530-532. 10.14324/LRE.18.3.17.

Svennevig, H; (2020) The Rise of Character Education in Britain: Heroes, dragons and the myths of character, by Lee Jerome and Ben Kisby. [Review]. London Review of Education , 18 (3) pp. 530-532. 10.14324/lre.18.3.17.

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

Swanepoel, A; Music, G; Launer, J; Reiss, MJ; (2018) How evolutionary thinking can help us to understand ADHD. BJPsych Advances , 23 (6) pp. 410-418. 10.1192/apt.bp.116.016659.

Swanepoel, A; Sieff, DF; Music, G; Launer, J; Reiss, M; Wren, B; (2016) How evolution can help us understand child development and behaviour. BJPscyh Advances , 22 (1) pp. 36-43. 10.1192/apt.bp.114.014043.

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

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

Szocik, K; Norman, Z; Reiss, MJ; (2020) Ethical Challenges in Human Space Missions: A Space Refuge, Scientific Value, and Human Gene Editing for Space. Science and Engineering Ethics , 26 pp. 1209-1227. 10.1007/s11948-019-00131-1.

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

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

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

Tarozzi, M; (2017) Editoriale - Editorial. Encyclopaideia , 21 (49) 10.6092/issn.1825-8670/7681.

Tarozzi, M; Glaser, B; (2007) Forty years after 'Discovery': Grounded theory worldwide. Grounded Theory Review : an International Journal (Special Issue) , 2007

Tarozzi, M; Inguaggiato, C; (2018) Implementing global citizenship education in EU primary schools: The role of government ministries. International Journal of Development Education and Global Learning , 10 (1) pp. 21-38. 10.18546/IJDEGL.10.1.03.

Tarozzi, M; Mallon, B; (2019) Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education , 17 (2) pp. 112-125. 10.18546/lre.17.2.02.

Taylor, B; Hodgen, J; Tereshchenko, A; Gutiérrez, G; (2020) Attainment grouping in English secondary schools: A national survey of current practices. Research Papers in Education , 37 (2) pp. 199-220. 10.1080/02671522.2020.1836517.

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

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

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

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

Taylor, B; Francis, B; Archer, L; Hodgen, J; Pepper, D; Tereshchenko, A; Travers, MC; (2016) Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture and Society 10.1080/14681366.2016.1256908. (In press).

Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; Pepper, D; - view fewer (2019) Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'? British Journal of Educational Studies , 67 (1) pp. 5-24. 10.1080/00071005.2018.1424317.

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

te Riele, K; Mills, M; McGregor, G; Baroutsis, A; (2017) Exploring the affective dimension of teachers' work in alternative school settings. Teaching Education , 28 (1) pp. 56-71. 10.1080/10476210.2016.1238064.

Tereshchenko, A; (2010) Highlighting place and space in studies of youth citizenship identities. Educação, Sociedade & Culturas (30) pp. 41-56.

Tereshchenko, A; Bradbury, A; Archer, L; (2019) Eastern European migrants' experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness & Education , 4 (1) pp. 53-71. 10.1080/23793406.2019.1584048.

Tereshchenko, A; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Taylor, B; Pepper, D; Tereshchenko, A; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Taylor, B; Pepper, D; Travers, M-C; - view fewer (2018) Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment. Research Papers in Education 10.1080/02671522.2018.1452962. (In press).

Thouless, H; Gifford, S; (2019) Dotty triangles. For the Learning of Mathematics , 39 (2) pp. 13-18.

Thouless, H; Gifford, S; Moses, K; James, R; (2020) Reasoning about patterns. Mathematics Teaching , 271 pp. 30-34.

Thouless, H; Lewis, S; Gifford, S; (2019) Staircase Patterns. Mathematics Teaching (269) pp. 37-40.

Thouless, HR; Gifford, S; (2016) Using pattern to inspire rich mathematical discourse in mixed attainment groups. Mathematics Teaching (254) pp. 19-21.

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Torkar, G; Gnidovec, T; Tunnicliffe, SD; Tomažič, I; (2019) Assessing students' knowledge of owls from their drawings and written responses. Journal of Biological Education , 53 (1) pp. 54-62. 10.1080/00219266.2017.1420682.

Torres, CA; Bosio, E; (2020) Global citizenship education at the crossroads: Globalization, global commons, common good, and critical consciousness. Prospects 10.1007/s11125-019-09458-w. (In press).

Torres, CA; Tarozzi, M; (2020) Multiculturalism in the world system: towards a social justice model of inter/multicultural education. Globalisation, Societies and Education , 18 (1) pp. 7-18. 10.1080/14767724.2019.1690729.

Towers, E; Taylor, B; Tereshchenko, A; Mazenod, A; (2020) 'The reality is complex': teachers' and school leaders' accounts and justifications of grouping practices in the English key stage 2 classroom. Education 3-13 , 48 (1) pp. 22-36. 10.1080/03004279.2019.1569707.

Tunnicliffe, SD; (2016) Observing mealworms in the primary classroom. Journal of Emergent Science , 11 pp. 23-33.

Tunnicliffe, SD; (2016) Life saving science: English four-year olds' understanding of injuries and the appropriate first aid treatment. Problemy Wczesnej Edukacji / Issues in Early Education , 32 (1) pp. 83-90.

Tunnicliffe, SD; (2007) No time to teach life saving skills? Journal of Biological Education , 42 p. 1.

Tunnicliffe, SD; Gkouskou, E; (2020) Science in action in spontaneous preschool play – an essential foundation for future understanding. Early Child Development and Care , 190 (1) pp. 54-63. 10.1080/03004430.2019.1653552.

Tunnicliffe, SD; Patrick, P; (2011) What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them? Journal of Science Education and Technology , 20 (5) pp. 630-642. 10.1007/s10956-011-9290-7.

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

Uhlenwinkel, A; Béneker, T; Bladh, G; Tani, S; Lambert, D; (2016) GeoCapabilities and curriculum leadership: balancing the priorities of aim-based and knowledge-led curriculum thinking in schools. International Research in Geographical and Environmental Education , 26 (4) pp. 327-341. 10.1080/10382046.2016.1262603.

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

Unwin, A; (2019) New Teacher Survival and Development in a Neo-liberal World. International Journal of Innovative Business Strategies , 5 (2) pp. 296-302. 10.20533/ijibs.2046.3626.2019.0040.

Unwin, A; (2015) Developing new teacher inquiry and criticality: The role of online discussions. British Journal of Educational Technology , 46 (6) pp. 1214-1222. 10.1111/bjet.12194.

Unwin, A; (2007) The professionalism of the higher education teacher: What's ICT got to do with it? Teaching in Higher Education , 12 (3) pp. 295-308. 10.1080/13562510701278641.

Unwin, A; (2007) Technological Pedagogical Content Knowledge (TPCK), A conceptual framework for an increasingly technology driven higher education? Bulgarian Journal of Science and Education Policy , 1 pp. 231-247.

Unwin, AR; (2017) Community of Practice or Practice Communities: Online Teacher Development. International Journal of Education and Literacy Studies , 7 (1) pp. 533-539. 10.20533/ijels.2046.4568.2017.0067.

Unwin, AR; (2016) How can an Online Community of Practice support New Teacher Development? Literacy Information and Computer Education Journal , 7 (3) pp. 2361-2367. 10.20533/licej.2040.2589.2016.0313.

Vaughan, S; (2020) Exploring teachers’ experiences of action research. London Review of Education , 18 (3) pp. 408-422. 10.14324/LRE.18.3.06.

Vaughan, S; (2020) Exploring teachers’ experiences of action research. London Review of Education , 18 (3) pp. 408-422. 10.14324/LRE.18.3.06.

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

Viehrig, K; Siegenthaler, D; Burri, S; Reinfried, S; Bednarz, S; Blankman, M; Bourke, T; ... Sprenger, S; + view all Viehrig, K; Siegenthaler, D; Burri, S; Reinfried, S; Bednarz, S; Blankman, M; Bourke, T; Brooks, C; Hertig, P; Kerski, J; Kisser, T; Solem, M; Stoltman, J; Behnke, Y; Lane, R; Lupatini, M; Scholten, N; Siegmund, A; Sprenger, S; - view fewer (2019) Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education , 43 (3) pp. 299-322. 10.1080/03098265.2019.1608920.

Walkington, Helen; Rushton, Elizabeth AC; (2019) Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development. Higher Education Studies , 9 (4) , Article 133. 10.5539/hes.v9n4p133.

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

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

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

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

Watts, F; Reiss, MJ; (2017) Holistic Biology: What It Is And Why It Matters. Zygon , 52 (2) pp. 419-441. 10.1111/zygo.12339.

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

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

Wheeldon, R; (2017) Improving preservice chemistry teachers' content knowledge through intervention activities. International Journal of Science Education , 39 (9) pp. 1238-1261. 10.1080/09500693.2017.1333655.

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

Whitburn, R; Mohamud, A; (2019) Anatomy of Enquiry: deconstructing an approach to history curriculum planning. Teaching History , 177 pp. 28-39.

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

Wood, LN; Joyce, S; Petocz, P; Rodd, M; (2007) Learning in lectures: Multiple representations. International Journal of Mathematical Education in Science and Technology , 38 (7) pp. 907-915. 10.1080/00207390701561496.

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

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

Wood, A; (2018) Economies of School-building: the Selling of Architectural and Educational Futures. Ardeth , 3 (2) pp. 137-157. 10.17454/ARDETH03.08.

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

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

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

Wren, B; Launer, J; Reiss, MJ; Swanepoel, A; Music, G; (2019) Can evolutionary thinking shed light on gender diversity? BJPsych Advances , 25 (6) pp. 351-362. 10.1192/bja.2019.35.

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

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

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

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

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

Wright, P; (2017) Critical relationships between teachers and learners of school mathematics. Pedagogy Culture and Society , 25 (4) pp. 515-530. 10.1080/14681366.2017.1285345.

Wright, P; (2016) Social justice in the mathematics classroom. London Review of Education , 14 (2) pp. 104-118. 10.18546/LRE.14.2.07.

Wright, P; (2016) Diversity in mathematics education: towards inclusive practices. [Review]. Research in Mathematics Education , 18 (1) pp. 80-84. 10.1080/14794802.2016.1141114.

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

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

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

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

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

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

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.

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

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

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

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

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

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

Young, Sara; (2018) “The teachers were just annoyed because I couldn’t say anything”: English language experiences of Polish migrants in UK schools. Educate~ , 18 (1) pp. 13-20.

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

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

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

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

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

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

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

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

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

Book

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

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

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

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

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

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

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

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

Tarozzi, M and Mortari, L (Eds). (2010) Phenomenology and Human Science Research Today. [Book]. Zeta Books: Bucharest, Romania.

Bourn, D; (2018) Understanding Global Skills for 21st Century Professions. [Book]. MacMillan Palgrave: London, 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.

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

Byram, M; Gribkova, B; Starkey, H; (2002) Developing the Intercultural Dimension in Language Teaching: a practical introduction for teachers. [Book]. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe: Strasbourg, France.

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

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

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.

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

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

Hayward, Jeremy; (2002) Economic Citizenship: A Key Stage 4 Teacher Resource. [Book]. Institute for Citizenship: London, UK.

Hayward, Jeremy; (2002) Work Matters: A Key Stage 4 Teacher Resource Exploring the Employment Strand of Citizenship. Institute for Citizenship: London, UK.

Hayward, Jeremy; Coppack, Martin; Wells, Juliet; (2002) Consuming Passions: A Key Stage 4 Teacher Resource Exploring the Consumer Strand of Citizenship. [Book]. Institute for Citizenship: London, UK.

Leaton Gray, Sandra; (2006) Teachers Under Siege. [Book]. Trentham Books Limited: Stoke on Trent, UK and Sterling, USA.

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).

Leaton Gray, SH; Scott, D; Mehisto, P; (2018) Curriculum Reform in the European Schools: Towards a 21st Century Vision. Palgrave Macmillan

Levinson, Ralph; Knippels, MC; va Dam, F; Kyza, E; Christodoulou, A; Chang-Rundgren, SN; Grace, M; + view all Levinson, Ralph; Knippels, MC; va Dam, F; Kyza, E; Christodoulou, A; Chang-Rundgren, SN; Grace, M; Yarden, A; Abril, A; Amos, R; Ariza, MR; Bächtold, M; van Baren-Nawrocka, J; Cohen, R; Dekker, S; Dias, C; Egyed, L; Fonseca, M; Georgiou, Y; Hadjichambis, A; van Harskamp, M; Hasslöf, H; Heidinger, C; Hervé, N; Karpati, A; Keedus, K; Kiraly, A; Lundström, M; Molinatti, G; Nédélec, L; Ottander, C; Ottander, K; Quesada, A; Radits, F; Radmann, D; Rauch, F; Rundgren, C; Simonneaux, L; Simonneaux, J; Sjöström, J; Verhoeff, R; Veugelers, W; Zafrani, E; - view fewer (2017) Science and society in education. Utrecht University, Freudenthal Institute (Project Coordinator): Utrecht, The Netherlands.

Loo, S; Sutton, B; (2020) Informal Learning, Practitioner Inquiry and Occupational Education An Epistemological Perspective. (1st ed.). Routledge: London, UK.

Loo, S; (2019) Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. [Book]. Routledge Research in Vocational Education. (1st ed.). Routledge: London, UK.

Loo, S; (2018) Multiple Dimensions of Teaching and Learning for Occupational Practice. [Book]. (1st ed.). Routledge: London, UK.

Loo, S; (2018) Further Education, Professional and Occupational Pedagogy Knowledge and Experiences. [Book]. (1st ed.). Routledge: London, UK.

Lucas, Sylvia; Insley, Kim; Buckland, Gill; (2006) Nurture Group Principles and Curriculum Guidelines: Helping Children to Achieve. The Nurture Group Network: 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.

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

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

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

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

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

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

Starkey, H; (2015) Learning to live together: struggles for citizenship and human rights education. [Book]. Professorial Lecture Series. IoE Press: London UK.

Tunnicliffe, SD; (2013) Talking and Doing Science in the Early Years: A practical guide for ages 2-7. [Book]. Routledge: London, UK.

Book chapter

(2012) Critical citizens or neo-liberal consumers? Utopian visions and pragmatic uses of human rights education in a secondary school in England. In: Politics, Participation & Power Relations: Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community. (pp. 119-136).

Abrahams, I; Reiss, M; (2012) Evolution. In: Jarvis, P and Watts, M and Jarvis, PWW, (eds.) The Routledge international handbook of learning. (pp. 411-418). Routledge: London.

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).

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.

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.

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.

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.

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.

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

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; (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.

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.

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Levinson, Ralph; Bencze, Larry; Carter, Lyn; Martins, Isabel; Pouliot, Chantal; Weinstein, Matthew; Zouda, Majd; (2019) EcoJust STEM Education Mobilized Through Counter-Hegemonic Globalization. In: Saltman, Kenneth J and Means, Alexander J, (eds.) The Wiley Handbook of Global Educational Reform. (pp. 389-411). John Wiley & Sons, Inc.: Hoboken, NJ, USA.

Levinson, Ralph; Christodoulou, Andri; (2019) Short country report United Kingdom. In: Hadjichambis, Andreas and Reis, Pedro and Paraskeva-Hadjichambi, Demetra, (eds.) European SWOT Analysis on Education for Environmental Citizenship. (pp. 267-278). Institute of Education — University of Lisbon, Cyprus Centre for Environmental Research and Education & European Network for Environmental Citizenship — ENEC Cost Action.: Lisbon, Portugal.

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).

Levinson, R; Paraskeva-Hadjichambi, D; Bedsted, B; Manov, B; Hadjichambis, A; (2020) Political Dimensions of Environmental Citizenship. In: Hadjichambis, A and Reis, P and Paraskeva-Hadjichambi, D and Cincera, J and Boeve-de Pauw, J and Gericke, N and Knippels, M-C, (eds.) Conceptualizing Environmental Citizenship for 21st Century Education. (pp. 17-28). Springer: Cham, Switzerland.

Levinson, R; The PARRISE Consortium, .; (2017) Socio-scientific Inquiry-Based Learning: Taking off from STEPWISE. In: Bencze, JL, (ed.) Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments. Springer: Dordrecht.

Lin, K; Starkey, H; (2014) Networked young citizens and citizenship education in the digital age: a virtual ethnographic research into Chinese university students' civic learning via cyber civic participation. In: Cowan, S and Jin, T and Cowan, L and Pan, Z, (eds.) New Directions for Education in China. (pp. 169-189). IOE Press: London, UK.

Lodge, Wilton; Reiss, Michael; (2023) Investigative school research projects in biology: Effects on students. In: Korfiatis, K and Grace,, M and Hammann,, M, (eds.) Shaping the Future of Biological Education Research: Selected Papers from the ERIDOB 2022 Conference. Springer: Singapore.

Loo, S; (2017) A conceptual framework of the occupational pedagogy of teachers. In: Teachers and Teaching in Vocational and professional Education. Routledge: Abingdon, UK.

Loo, S; (2016) A theoretical framework of creative knowledge work. In: Creative Working in the Knowledge Economy. Routledge: Abingdon, UK.

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

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

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Loo, S; (2019) Conclusion. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Highways and byways: pathways to becoming teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

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Loo, S; (2019) Researching the further education teacher educators’ landscape. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ knowledge: types, sources and application in the training of teachers. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ profiles. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (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, SY; (2019) A typology of occupational teachers’ capacities across the three academic levels. In: Loo, S, (ed.) Multiple Dimensions of Teaching and Learning for Occupational Practices. (pp. 72-91). Routledge: London, UK.

Loo, SY; (2018) Vocational Teachers' Knowledge, Experiences and Pedagogy. 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.

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

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.

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

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

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

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.

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.

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.

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

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

Newall, E; Tolulope, B; (2018) Learning through research: A case study of STEM research-based work placements for post-16 education. In: Davies, J and Pachler, N, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. UCL IOE Press: London, UK.

Norman, Z; Reiss, M; (2020) Two Planets, One Species: Does a Mission to Mars Alter the Balance in Favour of Human Enhancement? In: Szocik, K, (ed.) Human Enhancements for Space Missions Lunar, Martian, and Future Missions to the Outer Planets. (pp. 151-167). Springer: Cham, Switzerland.

Noss, R; Hoyles, C; Saunders, P; Clark-Wilson, A; Benton, L; Kalas, I; (2020) Making Constructionism Work at Scale: The Story Of Scratchmaths. In: Holbert, N and Berland, M and Kafai, Y, (eds.) Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. (pp. 39-52). MIT Press: Cambridge, MA, USA.

Opposs, D; Taylor, R; Richardson, M; Tymms, P; (2018) Case study: England. In: Baird, J-A and Isaacs, T and Opposs, D and Grey, L, (eds.) Examination standards: How measures and meanings differ around the world. UCL IOE Press: London, UK.

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

Osler, A; Starkey, H; (2014) Learning for cosmopolitan citizenship: theoretical debates and young people's experiences. In: Gearon, L, (ed.) Learning to Teach Citizenship in the Secondary School. (pp. 281-292). Routledge: London, United Kindom.

Osler, A; Starkey, H; (2004) Citizenship Education and Cultural Diversity in France and England. In: Demaine, J, (ed.) Citizenship and Political Education Today. (pp. 1-23). Palgrave Macmillan: Basingstoke, UK.

Panjwani, F; (2017) Faith schools, the common good and the Muslim tradition. In: Hand, M and Davies, R, (eds.) Education, Ethics and Experience: Essays in honour of Richard Pring. (pp. 123-134). Routledge: London, United Kindom.

Panjwani, F; Brown, N; (2019) Teaching for 3 Cs: centring imagination in teacher education. In: Social Theory for Teacher Education Research: Beyond the Technical-Rational. (pp. 105-124). Bloomsbury: London, UK.

Paran, A; Hyland, F; Bentall, C; (2015) Managing and mediating the research element on Masters' courses: The roles of course leaders and supervisors. In: Breeze, R and Sancho Guinda, C, (eds.) Essential Competencies for English-medium University Teaching. (pp. 267-280). Springer US: New York, NY, USA.

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

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

Pearce, AR; (2018) The anatomy of a relationship: The Holocaust, genocide and Britain. In: Pearce, A, (ed.) Remembering the Holocaust in Educational Settings. (pp. 40-59). Routledge: Abingdon, Oxon.

Pearce, AR; (2018) Introduction: Education, remembrance and the Holocaust: Towards pedagogic memory work. In: Pearce, A, (ed.) Remembering the Holocaust in Educational Settings. (pp. 1-22). Routledge: Abingdon, Oxon.

Planas, N; Morgan, CR; Schütte, M; (2018) Mathematics education and language: Lessons and directions from two decades of research. In: Dreyfus, T and Artigue, M and Potari, D and Prediger, S and Ruthven, K, (eds.) Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe. Routledge: Oxford, UK.

Pratt, D; (2016) Using a computer microworld to make sense of the total of two dice. In: Silver, EA and Kenney, PA, (eds.) More Lessons Learned from Research. (pp. 259-268). NCTM: Reston, VA, USA.

Pratt, D; Ainley, J; (2014) Chance Re-encounters: 'Computers in Probability Education' revisited. In: Wassong, T and Frischemeier, D and Fischer, PR and Hochmuth, R and Bender, P, (eds.) Mit Werkzeugen Mathematik und Stochastik lernen – Using Tools for Learning Mathematics and Statistics. (pp. 165-177). Springer Spektrum: Wiesbaden, Germany.

Pratt, D; Kazak, S; (2018) Research on Uncertainty. In: Ben-Zvi, D and Makar, K and Garfiled, J, (eds.) International Handbook of Research in Statistics Education. (pp. 193-228). Springer: Cham, Switzerland.

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

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

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

Reiss, M; (2018) Reproduction and sex education. In: Kampourakis, K and Reiss, M, (eds.) Teaching Biology in Schools Global Research, Issues, and Trends. (pp. 87-98). Routledge: London, UK.

Reiss, M; Billingsley, B; Chappell, K; (2019) Introduction. In: Billingsley, B and Chappell, K and Reiss, M, (eds.) Science and religion in education. (pp. 1-11). Springer: Cham, Switzerland.

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

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

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

Reiss, Michael J; (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; (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; 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; (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; 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, 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) 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; (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; (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; (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; (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; 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; 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; (2019) Beyond Bare Statistics. In: Science and Religion in Education. (pp. 119-121). Springer: Singapore.

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) Creationism and Intelligent Design. In: Smeyers, P, (ed.) International Handbook of Philosophy of Education. (pp. 1247-1259). Springer: Cham, Switzerland.

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) 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) 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) 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).

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.

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.

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.

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

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.

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.

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.

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

Smith, C; (2011) 'Sometimes I think wow I'm doing further mathematics...': Balancing tensions between aspiring and belonging. In: Atweh, B and Graven, M., Secada, W., Valero, P, M and Secada, W and Valero, P, (eds.) Mapping Equity and Quality in Mathematics Education. (pp. 285-298). Springer, Dordrecht: Dordrecht, Netherlands.

Smith, C; (2013) Choosing the Future: A-level Mathematics. In: Leslie, D and Mendick, H, (eds.) Debates in Mathematics Education. (pp. 196-206). Routledge: London, UK.

Standish, A; (2017) Geography. In: Sehgal Cuthbert, A and Standish, A, (eds.) What should schools teach? : disciplines, subjects, and the pursuit of truth. UCL IOE Press: London, UK.

Standish, A; Sehgal-Cuthbert, A; (2017) Disciplinary Knowledge and School Subjects. In: Standish, A and Sehgal-Cuthbert, A, (eds.) What should schools teach? : disciplines, subjects, and the pursuit of truth. UCL IOE Press: London, UK.

Standish, A; Sehgal-Cuthbert, A; (2017) Introduction. In: Standish, A and Sehgal-Cuthbert, A, (eds.) What Should Schools Teach? Disciplines, subjects and the pursuit of truth. UCL IOE Press: London, UK.

Starkey, H; (2008) Antiracism. In: The SAGE Handbook of Education for Citizenship and Democracy. (pp. 329-341). Sage

Starkey, H; Hassan, X; (2012) Civilisation. In: Byram, M and Hu, A, (eds.) Routledge Encyclopedia of Language Teaching and Learning. Routledge: London, UK.

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

Starkey, Hugh; (2013) Teaching the teachers. In: Sweeney, G and Despota, K and Linder, S, (eds.) Global Corruption Report: Education. (pp. 329-332). Routledge: Abingdon, UK.

Starkey, Hugh; (2012) Europe, Human Rights, and Education. In: Sayer, J and Erler, L, (eds.) Schools for the Future Europe: Values and Change beyond Lisbon. (pp. 47-64). Continuum: London, UK.

Starkey, H; (2012) Education, Social Cohesion and Human Rights. In: Shuayb, M, (ed.) Rethinking Education for Social Cohesion. (pp. 37-49). Palgrave Macmillan: Basingstoke.

Starkey, H; (2012) Human Rights and Education. In: Banks, J, (ed.) Encyclopedia of Diversity in Education. (pp. 1115-1118). SAGE: London, UK.

Starkey, H; (2010) The universal declaration of human rights and education for cosmopolitan citizenship. In: Waldron, F and Ruane, B, (eds.) Human rights education. (pp. 15-42). Liffey Press: Dublin.

Starkey, H; Osler, A; (2010) Democracy, Antiracism, and Citizenship Education in England and Sweden. In: Banks, JA, (ed.) The Routledge International Companion to Multicultural Education. (pp. 348-359). Routledge: New York.

Starkey, H; Osler, A; (2008) Education for Cosmopolitan Citizenship. In: Georgi, VB and Georgi, VB, (eds.) The Making of Citizens in Europe: New Perspectives on Citizenship Education. (pp. 204-214). Bundeszentrale f�r politische Bildung (BPB) (German Federal Agency for Civic Education): Berlin.

Starkey, H; Osler, A; (2005) Study on the Advances in Civic Education in Education Systems: good practices in industrialized countries. In: Espinola, V, (ed.) Education for Citizenship and Democracy in a Globalized World: a comparative perspective. (pp. 19-60). Regional Policy Dialogue Secretariat, InterAmerican Development Bank: Washington DC.

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Starkey, HW; (2017) Globalization and Education for Cosmopolitan Citizenship. In: Banks, JA, (ed.) Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching. American Educational Research Association: Washington, DC, Unites States.

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

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

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

Tunnicliffe, SD; (2020) Learning about other animals. In: Emerging Biology in the Early Years: How Young Children Learn about the Living World. (pp. 25-41). Routledge: Abingdon, UK.

Tunnicliffe, SD; (2017) Gender Differences Reflected in Conversations at Exhibits. In: Patrick, PG, (ed.) Preparing Informal Science Educators: Perspectives from Science Communication and Education. (pp. 225-241). Springer: Cham, Switzerland.

Tunnicliffe, SD; (2014) Concepts or Context? Hands on Science in Early Learning, its Crucial Role. Understanding from the Pri-Sci-Net Project. In: Costa, MFM and Pombo, P and Dorrio, BV, (eds.) Hands-on Science: Science Education with and for Society. (pp. 68-71). Hands-on Science Network: Braga, Portugal.

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Tunnicliffe, SD; Sarker, A; (2017) The Understanding of Human Anatomy Elicited from Drawings of Some Bangladeshi Village Women and Children. In: Katz, P, (ed.) Drawing for Science Education: An International Perspective. (pp. 87-93). SensePublishers: Rotterdam, The Netherlands.

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Proceedings paper

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

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.

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

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; 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.

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

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.

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).

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, 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. 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.

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.

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.

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

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

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

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

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; (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. 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; Geraniou, E; (2017) Using video cases to encourage participants’ engagement with research and theory: Emergent pedagogies from an online course on digital technologies for mathematical learning. In: Curtis, F, (ed.) Proceedings of the British Society for Research into Learning Mathematics, 37 (1), March 2017. (pp. No. 4). British Society for Research into Learning Mathematics: Cambridge, UK.

Crisan, C; Rodd, M; (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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Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; + view all Jones, N; Presler-Marshall, E; Małachowska, A; Jones, E; Sajdi, J; Banioweda, K; Yadete, W; Gezahegne, K; Tilahun, K; - view fewer (2019) Qualitative research toolkit: GAGE’s approach to researching with adolescents. Gender and Adolescence: Global Evidence: London, UK.

Jones, E; Denman, K; Molloy, E; Fairbanks, A; (2018) Managing the Security of Aid Workers with Diverse Profiles. European Interagency Security Forum (EISF): London, UK.

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

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

Lambert, D; Morgan, J; (2011) Geography and Development: Development education in schools and the part played by geography teachers. (Development Education Research Centre (DERC) Research Papers 16 ). Development Education Research Centre, Institute of Education, University College London: London, UK.

Lawson, HS; (2018) Primary pupils’ attitudes towards and understandings of poverty. (Development Education Research Centre Research Paper 19 ). Development Education Research Centre: London, UK.

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

Leaton Gray, S; Scott, D; Reiss, M; Pachler, N; Mehisto, P; Gutierrez-Peris, D; (2015) External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report Document A: Summary. Office of the Secretary-General of the European Schools: London, UK.

Leaton Gray, SH; (2005) An Enquiry into Continuing Professional Development for Teachers. University of Cambridge and Esmee Fairbairn Foundation: Cambridge, UK.

Leaton Gray, SH; Scott, D; (2016) Evaluation of the BBC's Bitesize Programme with special reference to the different educational frameworks of the UK’s component nations. UCL: London, UK.

Leaton Gray, SH; Scott, D; Reiss, M; Pachler, N; Gutierrez-Peris, D; Mehisto, P; (2015) External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report Document B: Outline Analysis and Recommendations. Office of the Secretary-General of the European Schools: Brussels, Belgium.

Leaton Gray, SH; Scott, D; Reiss, M; Pachler, N; Gutierrez-Peris, D; Mehisto, P; (2015) External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report: Document C An Evaluation. Office of the Secretary-General of the European Schools: Brussels, Belgium.

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

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

Levinson, R; Frost, J; Amos, R; (2006) How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts?

Levinson, R; Turner, S; Koulouris, P; Desli, D; Douglas, A; Evans, J; Kirton, A; (2001) The teaching of social and ethical issues in the school curriculum arising from developments in biomedical research: a research study for teachers. The Wellcome Trust: London.

Lewis, M; (2016) A study of a focused, critical approach to pupils' images and perceptions of Africa. (Global Learning Programme Innovation Fund Research Series 3 ). Global Learning Programme (GLP) – England: London, UK.

Li, R; Kitchen, H; George, B; Richardson, M; Fordham, E; (2019) OECD Reviews of Evaluation and Assessment in Education: Georgia. (OECD Reviews of Evaluation and Assessment in Education ). OECD Publishing: Paris, France.

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

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

Majid, Nasreen; Taylor, Lucy; Dees, Jim; (2023) Nature connectedness through the arts: Co-creating a curriculum to support pupil wellbeing in primary schools. (BCF Curriculum Investigation Grant Research Reports , pp. pp. 1-25 ). BERA: London, UK.

Marks, Rachel; Barclay, Nancy; Barnes, Alison; Allen, Becky; Foster, Colin; Hodgen, Jeremy; (2023) The Prevalence and Use of Textbooks and Curriculum Resources in Primary Mathematics. University of Brighton: Brighton, UK.

Marks, Rachel; Barclay, Nancy; Barnes, Alison; Treacy, Páraic; (2019) Research Review of BSRLM 2003-2017. BSRLM: London, UK.

Marks, Rachel; Barclay, Nancy; Harvey-Swanston, Richard; (2019) Examining Newly Qualified Teachers’ use of Textbooks to Support a Mastery Approach to Mathematics Teaching in Primary Schools: A case-study. University of Brighton, Maths No Problem!: Brighton, UK.

Marks, Rachel; Hodgen, Jeremy; (2013) The Employment Equation: Why our young people need more maths for today’s jobs. The Sutton Trust: London, UK.

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.

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

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.

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

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.

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

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.

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

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

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.

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.

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

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

Panjwani, F; Whittle, S; Savill, J; (2017) Faith Schools and Religious diversity: the case of Muslim students in Catholic and Anglican schools. Summary of research findings and recommendations. UCL Institute of Education: London, UK.

Paran, A; Hyland, F; Bentall, C; (2010) The Research Element in Masters' Degrees in Distance Education: Literature Review and Mapping Survey. Centre for Distance Education, University of London: London, UK.

Pearson, .com; (2019) GCSE Mathematics Qualification – UK. Regulated qualification efficacy report. Pearson

Peters, Jan; Stylianidou, Fani; Ingram, Caroline; Malek, Roni; Reiss, Michael; Chapman, Steven; (2006) Evaluation of Einstein Year. Institute of Education, University of London/Institute of Physics: London, UK.

Quigley, Alex; Coleman, Robbie; Improving Literacy in Secondary Schools. Education Endowment Foundation: London, UK.

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

Reiss, M; Briggs, A; Burbidge, D; (2020) Citizenship in a Networked Age: An Agenda for Rebuilding Our Civic Ideals. University of Oxford: Oxford,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, 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.

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

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.

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.

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.

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.

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

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.

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

Simpson, J; (2018) Participatory Pedagogy in Practice: Using effective participatory pedagogy in classroom practice to enhance pupil voice and educational engagement. (Global Learning Programme Innovation Fund Research Series 5 ). Global Learning Programme (GLP) – England: London, UK.

Simpson, J; (2016) A study to investigate, explore and identify successful 'interventions' to support teachers in a transformative move from a charity mentality to a social justice mentality. (Global Learning Programme Innovation Fund Research Series 2 ). Global Learning Programme (GLP) – England: London, UK.

Smail, Amy; (2015) Bridging the Gap: Enabling Effective UK-Africa University Partnerships. British Council: Manchester, UK.

Smith, C; Golding, J; (2015) Gender and Participation in Mathematics and Further Mathematics: Interim Report for the Further Mathematics Support Programme. UCL Institute of Education: London, UK.

Smith, CA; Golding, J; (2017) Teaching A-level Mathematics in Early Career: Report for the Further Mathematics Support Programme. UCL Institute of Education: London, UK.

Smith, Cathy; Golding, Jennie; (2017) Gender and Participation in Mathematics and Further Mathematics: Final Report for the Further Mathematics Support Programme. Institute of Education, University College London: London, UK.

Smith, CA; (2014) Gender and participation in mathematics and further mathematics A-levels: a literature review for the Further Mathematics Support Programme. Institute of Education, University College London: London, UK.

Starkey, HW; (2017) The Prince's Teaching Institute Schools Programme: an evaluation of its impact on students. UCL IOE Press: London, UK.

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

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

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

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

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

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

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

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

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

Taylor, R; Travers, M-C; Francis, R; Hodgen, J; Sumner, C; (2015) Best Practice in Mixed Attainment Grouping. Education Endowment Foundation/King’s College London: London, UK.

Taylor, R; Yandell, J; (2018) Developing Best Practice in Mixed Attainment English. UCL Institute of Education: London.

Tereshchenko, A; (2014) New migration, new challenges: Eastern European migrant pupils in English schools. King's College London: London, UK.

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

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

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

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

Tereshchenko, A; Mills, M; Bradbury, A; (2020) Making progress? Employment and retention of BAME teachers in England. UCL Institute of Education: London, UK.

Thouless, H; Ruttenberg-Rozen, R; (2018) Mathematics and special education. (PME newsletter ). PME

Tillin, Jane; Tillin, J (2019). Philosophy for Children – a transformative pedagogy for initial teacher education? University College London (UCL): London, UK.

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

Walker, Kate; Pillinger, Claire; Brown, Sarah; (2018) Characteristics and motivations of perpetrators of child sexual exploitation: A rapid evidence assessment of research. Centre of Expertise on Child Sexual Abuse (CSA): Ilford, UK.

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

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

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

Warwick, I; Costa, F; Bourn, D; (2015) Makutano Junction – Research Evaluation Report. UCL Institute of Education: London, UK.

Willott, C; Blum, N; Burch, W; Page, B; Rowson, M; (2012) The Global Doctor. Institute of Global Health and Development Education Research Centre, Institute of Education, University College London: London, UK.

Wright, P; (2019) Visible Maths Pedagogy Project: Report from Year 2. Visible Maths Pedagogy research project: London, UK.

Wright, P; (2018) Visible Maths Pedagogy Project: Report from Year 1. Visible Maths Pedagogy research project: London, UK.

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

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

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

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

Yates, J; (2018) How can the Philosopher’s Backpack enrich critical global thinking? (Global Learning Programme Innovation Fund Research Series 6 ). Global Learning Programme (GLP) – England: UK.

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

Working / discussion paper

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

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

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

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

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

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

Wilde, R; Bentall, C; Blum, N; Bourn, D; (2017) Student Volunteering and Global Citizenship at UCL. (Development Education Research Centre Discussion Paper ). Development Education Research Centre, UCL Institute of Education: London, UK.

Conference item

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, 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.

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.

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.

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

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

Crisan, C; (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; (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.

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

Garcia Souto, MDP; Striolo, CN; Vogel, M; Grammenos, R; Whyndham, M; Hughes, G; Kador, T; ... Gibson, A; + view all Garcia Souto, MDP; Striolo, CN; Vogel, M; Grammenos, R; Whyndham, M; Hughes, G; Kador, T; Britton, J; Mambetisaeva, E; Richardson, M; Albelda-Gimeno, L; Chester, I; Akinmolayan, F; Pollock, M; Bele, E; Wright, D; Gibson, A; - view fewer (2017) Peer assessing individual contributions in a group project. [Lecture]. Presented at: 50th SRHE Conference, Celtic Manor, Newport, Wales, UK.

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

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, 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; (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; (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; 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.

Green, C; Golding, J; Grima, G; (2018) GCSE (9-1) Mathematics Qualification and Free Surround Efficacy Study. From 'jumping off a cliff' to 'it was pretty good': tier entry decisions. Presented at: Ofqual Education Research Conference 2018, Warwick, UK.

Grima, G; Golding, J; (2018) Assessment to support the development of problem-solving goals in mathematics curricula 5-16. Presented at: 19th AEA Annual Conference, Arnhem–Nijmegen, Netherlands.

Grima, G; Golding, J; (2018) Teaching and assessing for handling large data sets within Pearson Edexcel A-level Mathematics. Presented at: IAEA Annual Conference 2018, Oxford, UK.

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; (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.

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.

Hetherington, L; Hardman, M; Wegerif, R; (2018) Making the case for a Material-Dialogic theory for Science Education. Presented at: 2018 European Conference for Educational Research (ECER 2018), Bolzano, Italy.

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

Hooper, A; Golding, J; Grima, G; (2019) Preparing for high-stakes assessment of aspirational curricula: the role of educative resources. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

Hrast, Š; Trampuž, L; Tome, S; Tunnicliffe, SD; Torkar, G; (2018) Natural history dioramas for teaching biodiversity on an ecosystem level: pre-service biology teacher education programme. Presented at: Twelfth conference of European Researchers in Didactics of Biology - ERIDOB 2018, Zaragoza, Spain.

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

Hunt, F; (2012) Global Dimension in Initial Teacher Education: adopting a subject-based approach. Presented at: At the crossroads: new directions in teacher education, Faculty of Education, Canterbury Christ Church University.

Kyza, E; Levinson, R; (2014) SSIBL: A theory-informed instructional framework for enhancing students' understanding and action on socio-scientific issues through an inquiry approach. Presented at: EAPRIL 2014, Nicosia, Cyprus.

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

Loo, S; (2019) Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiences. Presented at: The London Learning and Skills Research Network Event 2019, University of Greenwich, London.

Loo, S; (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.

Loo, S; Sutton, B; (2019) Practitioner Inquiry, Informal Learning and Occupational Education: Learning and transformation. Presented at: The Universities Association for Lifelong Learning Work and Learning Network Annual Conference 2019, University of the Arts, London,.

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

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

Majid, Nasreen; Reed Johnson, Jo Anna; Marston, Sarah; Happle, Andrew; (2023) Reconceptualising Preservice Teachers' Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK. Presented at: BERA Conference 2023, Birmingham, UK.

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.

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.

Redmond, B; Golding, J; Grima, G; (2019) Reformed GCSE Mathematics qualifications: teacher's views of the impact on students starting A levels. Presented at: Ofqual Education Research seminar, Warwick, UK.

Redmond, B; Grima, G; Golding, J; (2019) Post 16 Qualification Reforms: Impacts on mathematics teaching, learning and assessment in England. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

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

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

Shirazi, A; Amos, R; (2019) Gendered science questioning: To boys or not to boys, that is the question. Presented at: ESERA 2019, Bologna, Italy.

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

Tunnicliffe, SD; (2020) The Progression of children learning about ‘nature’ in our living world. Presented at: 17th annual international conference on Hands-on Science (HSCI2020), Viana do Castelo, Portugal.

Tunnicliffe, SD; Bruguière, C; (2018) Biology concepts and Pictorial Fiction Books. Do early years children comprehend? Presented at: 12th Conference of European Researchers in Didactics of Biology (ERIDOB 2018), Zaragoza, Spain.

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

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

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.

Young, Sara; (2019) 'My Mum didn't really wanna stay in Poland and my Dad didn't wanna come to England': the changing pattern of family migration from Poland to the UK. Presented at: IMISCOE Spring Conference: Transforming Mobility and Immobility: Brexit and Beyond, Sheffield, UK.

Poster

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.

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.

Krishnaswamy, V; Golding, J; (2019) The GCSE Mathematics saga… How is the reform implemented and does the assessment fit the purpose? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

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

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

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.

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

Tunnicliffe, S; Tunnicliffe, SD; (2019) Experiencing science in free choice play pre school. Presented at: 67th Annual NSTA National Conference on Science Education, St Louis ,MO, USA.

Tunnicliffe, SD; Bruguiere, C; (2018) Biology concepts and Pictorial Fiction Books. Do early years children comprehend? Presented at: Twelfth conference of European Researchers in Didactics of Biology - ERIDOB 2018, Zaragoza, España.

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

Thesis

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).

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

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).

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

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).

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.

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).

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).

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

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

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).

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.

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

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).

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

Calsado, Chuckie Fer A; (2023) Towards a decolonized critical bioethics: Class and the ethics of resistance in the Philippines. Doctoral thesis (Ph.D), UCL (University College London).

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

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

Channon, David; (2018) Exploring the dynamics of higher education curriculum change in Myanmar: a case study of internationalisation in an English department. Doctoral thesis (Ed.D), UCL (University College London).

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

Charles-Cole, Syreeta; (2017) A Study of Children’s Views of Mathematical Manipulatives in the Transition from Primary to Secondary. Doctoral thesis , UCL (University College London).

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).

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

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

Darlington, Helen Margaret; (2017) Understanding and developing student interest in science: an investigation of 14-16 year-old students in England. Doctoral thesis (Ph.D), UCL (University College London).

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

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

Dwyer, Maureen C.; (2023) Exploring curriculum policy-practice gaps in Jamaica: learning from policymakers, principals and teachers. Doctoral thesis (Ed.D), UCL (University College London).

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

Edwards, C; (2017) Recovering History Education's Forgotten Past: Diversity and Change in Professional Discourse in England, 1944-1962. Doctoral thesis , UCL (University College London).

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

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

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

Flynn, Eithne Josephine; (2020) Subject to change? The lived experience of a teaching life post 2010: a narrative study. Doctoral thesis (Ed.D), UCL (University College London).

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

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

Galdames Castillo, Ximena; (2018) (Un)doing the Chilean Child and Aunty in a Chilean early years classroom. Doctoral thesis (Ph.D), UCL (University College London).

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).

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).

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).

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

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

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

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).

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

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).

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

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

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

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

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

House, Jeremy G; (2020) Toward a Model of Human Flourishing. Doctoral thesis (Ed.D), UCL (University College London).

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

Hunt, F; (2007) Schooling citizens: A study of policy in practice in South African schools. Doctoral thesis , University of Sussex.

Isaksen, Karl Robert; (2018) A study on the usefulness of narrative teaching: an attempt at accomplishing judgemental rationality in the face of ubiquitous epistemic relativity. Doctoral thesis (Ph.D), UCL (University College London).

Jackson, Adrian; (2020) Encouraging girls to study Physics at A-level and beyond: a classroom study in England. Doctoral thesis (Ph.D), UCL (University College London).

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

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

Kazmi, Asyia; (2019) Teaching and learning mathematics in Karachi's low-cost private schools. Doctoral thesis (Ed.D), UCL (University College London).

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

Kitson, Alison; (2020) Teachers as recontextualization agents: a study of expert teachers' knowledge and their role in the recontextualization process across different subjects. Doctoral thesis (Ph.D), UCL (University College London).

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

Kukita, Stephanie Mitsuko; (2019) Connecting the 'Local' and 'Global': Japanese Secondary School Students' Perceptions and Attitudes Towards the World. Doctoral thesis (Ph.D), UCL (University College London).

Lambert, D; (1995) A study of the concept of prejudice with particular reference to geography education. Doctoral thesis , Institute of Education, University of London.

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

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

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

Levinson, Ralph; (2007) Towards a pedagogical framework for the teaching of controversial socio-scientific issues to secondary school students in the age range 14-19. Doctoral thesis (Ph.D), Institute of Education, University of London.

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

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

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

Lodge, Wilton George; (2018) The accessibility of science instructions to Jamaican students. Doctoral thesis (Ph.D), UCL (University College London).

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

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

Majid, Nasreen; (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.

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).

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).

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).

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).

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).

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).

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, 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).

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).

Nair, Suguna; (2019) Informal and formal learning and the pursuit of environmental education in young children: the role of Forest School. Masters thesis (M.Phil), UCL (University College London).

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

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

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

O'Brien, Emma Aoife; (2018) Perspectives on the Pursuit of Professional Learning: Insights from Teachers who are Mothers. Doctoral thesis (Ed.D), UCL (University College London).

O'Kelly, Julia; (2020) The value of Initial Teacher Education: generating controlled or activist professionalism? Doctoral thesis (Ed.D), UCL (University College London).

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

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

Papworth, Nicola; (2020) Students’ decision making process when making choices for Post-16 education in Guernsey. Doctoral thesis (Ed.D), UCL (University College London).

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

Patahol Wasli, Mohamad Muhidin bin; (2020) Malaysian Muslims' Critical Engagement with the Imam Muda Islamic Reality TV Show as informal Islamic Education. Doctoral thesis (Ph.D), UCL (University College London).

Patel, J; (2016) Exploring an undergraduate economics curriculum: An investigation of lecturers in the UK and Singapore. Doctoral thesis , UCL University College London.

Pearce, JL; (2015) An examination of spiritual education in Steiner Schools. Doctoral thesis , UCL.

Pearce, JL; (2004) Should Anarchism be included in the RE Curriculum? Masters thesis (OTHER), University of London (Institute of Education).

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

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

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

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).

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).

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).

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).

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

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

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

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

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

Sheldrake, R; (2017) Students’ attitudes and intentions towards studying science: the effects of under-confidence and over-confidence. Doctoral thesis , UCL (University College London).

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

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

Skene, RJ; (2016) Student Voice and the International Curriculum: connections, contexts and spaces. Doctoral thesis , UCL (University College London).

Starkey, HW; Human Rights, Intercultural Education and Language Teaching in Europe. UNSPECIFIED thesis , UNSPECIFIED.

Stylianou, A; (2016) The phenomenon of teachers’ dis/empowerment within the context of inclusive intercultural education: Using tools from the philosophy of critical realism. Doctoral thesis , UCL (University College London).

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

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

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

Taylor-Mullings, Nicholas; (2018) Race, education and the status quo. Doctoral thesis (Ph.D), UCL (University College London).

Thorley, C; (2016) Physicists and Outreach: Implications of schools physics outreach programmes from the perspective of the participating physicists. Doctoral thesis , UCL (University College London).

Tunnicliffe, S; (1995) Talking about animals: studies of young children visiting zoos, a museum and a farm : Unpublished PhD thesis. UNSPECIFIED thesis , UNSPECIFIED.

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

Uddin, Mohammed Jamal; (2020) Citizenship Education and the Prevent Duty in a Muslim-majority state school in London. Doctoral thesis (Ed.D), UCL (University College London).

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

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

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

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

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

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

Digital scholarly resource

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

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

Cowley, R; (2012) Quality, Passion and Ingenuity. In Reviewing the Maths Curriculum. Pages 19-21. [Digital scholarly resource]. http://www.westminsterforumprojects.co.uk/forums/s...

Edge, K; Olatoye, M; Bourn, D; Frayman, K; (2012) North South School Partnership Toolkit: Charting the influence of partnership in the South. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

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

Elhawary, Dalia; Hargreaves, Eleanore; (2023) Why won’t they speak English? Guidelines for teachers on using pairwork to enhance speaking in the EFL primary classroom. [Digital scholarly resource]. https://www.teachingenglish.org.uk/publications/ca...

Elwick, A; Svennevig, H; Jerome, L; (2020) 'I knew what was going on the news, but I didn’t know how to understand it’: is the Prevent policy helping students learn about terrorism? [Digital scholarly resource]. https://blogs.ucl.ac.uk/ioe/2020/09/08/i-knew-what...

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

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

Golding, 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

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...

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...

Hayward, J; (2018) Promoting Fundamental British Values at Key Stage 2. Resources overview and guidance. [Digital scholarly resource]. https://since911.com/

Hayward, J; (2011) Teaching Controversial Issues: Speak Free - The Death Penalty. [Digital scholarly resource]. https://www.amnesty.org.uk/

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

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

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

Jones, E; (2017) Why We Need to Talk About Sexual Orientation, Gender Identity and Expression (SOGIE) in Humanitarian and Development Work. [Digital scholarly resource]. https://www.chsalliance.org/get-support/article/wh...

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

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

Lambert, DM; (2018) Geography Education (K-12). [Digital scholarly resource]. https://doi.org/10.1093/OBO/9780199874002-0028

Levinson, R; (2017) Science and society in education. [Digital scholarly resource]. http://www.parrise.eu/

Marks, Rachel; (2023) England’s plan to introduce east Asia-style maths textbooks widely rejected by primary schools. [Digital scholarly resource]. https://theconversation.com/englands-plan-to-intro...

Marks, Rachel; (2016) Children put in the bottom maths group at primary believe they'll never be any good. [Digital scholarly resource]. https://theconversation.com/children-put-in-the-bo...

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

Markwick, A; (2018) Developing literacy using science: prefixes and suffixes. [Digital scholarly resource]. https://www.ase.org.uk/resources/primary-science/i...

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...

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...

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

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

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

Reiss, M; (2020) Teaching evolution in schools and colleges – a clash with religious beliefs? [Digital scholarly resource]. https://www.innovationnewsnetwork.com/teaching-evo...

Reiss, M; Barmania, S; (2020) Religion and Science in a Time of COVID-19: Allies or Adversaries? [Digital scholarly resource]. https://blogs.scientificamerican.com/observations/...

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

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

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

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...

Svennevig, H; Shortland, S; (2020) Our young people deserve to have citizenship education teachers who are properly trained if we are to close the class gap in political awareness. [Digital scholarly resource]. https://ioelondonblog.wordpress.com/2020/01/08/our...

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

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

Unwin, AR; (2016) PISA-envy, Pearson and Starbucks-style schools. [Digital scholarly resource]. https://newint.org/features/2016/04/01/edu-busines...

Journal (full / special issue)

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

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

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

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

Other

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; 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.

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

Hoyles, C; Reiss, M; Tough, S; (2011) Supporting STEM in schools and colleges in England: the role of research : a report for Universities UK. Universities UK, London.

Hunt, F; (2013) Global learning in primary schools [IOE Research Briefing N°81]. Institute of Education, University of London, London.

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