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Abdusyakur, Ikhsan; (2023) Evaluating professional development programmes aimed at promoting Classroom Action Research: Perspectives from teachers in Indonesia. Doctoral thesis (Ph.D), UCL (University College London).

Abegglen, Sandra; Bustillos, Jessie; (2021) Issues of gender, 'race' and social class in education. In: Isaacs, Stuart, (ed.) Social Problems in the UK: An Introduction. (pp. 86-110). Routledge: Taylor & Francis Group: London, UK.

Adali, Tugba; Anders, Jacob; Calderwood, Lisa; Cullinane, Carl; Hamlyn, Rebecca; Kennett, Jonathan; Shao, Xin; + view all Adali, Tugba; Anders, Jacob; Calderwood, Lisa; Cullinane, Carl; Hamlyn, Rebecca; Kennett, Jonathan; Shao, Xin; Taylor, Luke; Xu, David; - view fewer (2023) COSMO Wave 2: Data User Guide. (COSMO Study Wave 2 ). UCL CEPEO | UCLCLS | The Sutton Trust: London, UK.

Adali, Tugba; Anders, Jacob; Calderwood, Lisa; Cullinane, Carl; Hamlyn, Rebecca; Kennett, Jonathan; Shao, Xin; + view all Adali, Tugba; Anders, Jacob; Calderwood, Lisa; Cullinane, Carl; Hamlyn, Rebecca; Kennett, Jonathan; Shao, Xin; Taylor, Luke; Xu, David; - view fewer (2022) COSMO Wave 1: Data User Guide. The Sutton Trust: London, UK.

Ahmed, Abir Mahmoud Elsayed; (2021) Flipping the language classroom: challenges of design and implementation in UK HE settings. Doctoral thesis (Ed.D), UCL (University College London).

Ahn, MY; Davis, HH; (2020) Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach. Teaching in Higher Education 10.1080/13562517.2020.1778664. (In press).

Ahn, MY; Davis, HH; (2020) Sense of belonging as an indicator of social capital. International Journal of Sociology and Social Policy 10.1108/IJSSP-12-2019-0258. (In press).

Ahn, MY; Davis, HH; (2020) Four domains of students’ sense of belonging to university. Studies in Higher Education , 45 (3) pp. 622-634. 10.1080/03075079.2018.1564902.

Al Haj Sleiman, Nidal; (2024) Centralising the Social and the Cultural in Leadership Praxis and Development: A Reconceptualisation of Educational Leadership in England and Qatar International Schools. Doctoral thesis (Ph.D), UCL (University College London).

Al Hallami, Mariam Omran; (2020) Exploring ‘Policy Learning Communities’: A case study of the Arabic language curriculum policy community in the United Arab Emirates. Masters thesis (M.Phil), UCL (University College London).

Al Khalifa, Hala; (2024) School Improvement and Turnaround in Bahrain Public Schools: A Multiple Case Study. Doctoral thesis (Ph.D), UCL (University College London).

Alameen, L; Male, T; Palaiologou, I; (2015) Exploring pedagogical leadership in early years education in Saudi Arabia. School Leadership and Management , 35 (2) pp. 121-139. 10.1080/13632434.2014.992773.

Aldhafeeri, F; Male, T; (2016) Investigating the learning challenges presented by digital technologies to the College of Education in Kuwait University. Education and Information Technologies , 21 (6) pp. 1509-1519. 10.1007/s10639-015-9396-2.

Algarni, Fateyah; Male, Trevor; (2014) Leadership in Saudi Arabian Public Schools: Time for Devolution? International Studies in Educational Administration (ISEA) , 42 (3) pp. 45-59.

Alghamdi, Ghadah; (2020) Job Satisfaction in the Eastern Province of the Kingdom of Saudi Arabia, a case study with reference to female headteachers. Doctoral thesis (Ph.D), UCL (Univeristy College London).

Alhouti, I; Male, T; (2017) Kuwait Principals: Preparation, Induction and Continuing Development. International Studies in Educational Administration , 45 (1) pp. 89-105.

Alkubaisi, H; (2018) Decentralised Management in Independent Secondary Schools in Qatar’s Educational Reform Initiative. Doctoral thesis (Ph.D), UCL (University College London).

Allen, R; Benhenda, A; Jerrim, J; Sims, S; (2021) New evidence on teachers' working hours in England. An empirical analysis of four datasets. Research Papers in Education , 36 (6) pp. 657-681. 10.1080/02671522.2020.1736616.

Allen, R; Higham, R; (2018) Quasi-markets, school diversity and social selection: Analysing the case of free schools in England, five years on. London Review of Education , 16 (2) 10.18546/LRE.16.2.02.

Allen, RF; Sims, S; (2018) Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education , 44 (4) pp. 441-458. 10.1080/03054985.2017.1421152.

Allen, RF; Sims, S; (2018) Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review , 243 (1) R27-R36. 10.1177/002795011824300112.

Allsop, Y; (2018) Learning fundamental programming concepts using the ‘To Be A Whale’ game, Case Study Report. UCL Institute of Education: London, UK.

Allsop, Yasemin; Kalelioglu, Filiz; (2024) Using Card Sorting Activity as a Strategy for Evaluating Students’ Learning of Computational Thinking Concepts. International Journal of Computer Science Education in Schools , 6 (4) 10.21585/ijcses.v6i4.215.

Allsop, Y; (2019) Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction , 19 pp. 30-55. 10.1016/j.ijcci.2018.10.004.

Allsop, Y; (2016) A reflective study into children’s cognition when making computer games. British Journal of Educational Technology , 47 (4) pp. 665-679. 10.1111/bjet.12251.

Allsop, Y; (2011) Does collaboration occur when children are learning with the support of a wiki? TOJET: The Turkish Online Journal of Educational Technology , 10 (4)

Allsop, Y; Jessel, J; (2015) Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom. International Journal of Game-Based Learning , 5 (1) 10.4018/ijgbl.2015010101.

Allsop MBE, Yasemin; Rzyankinad, Ekaterina; Kucirkova, Natalia; Rowsell, Jennifer; Wildfeuer, Janina; Zhao, Sumin; (2022) Framing identities using shelfies: Bridging private and professional spaces. Digital Culture & Education , 14 (2) pp. 27-36.

Alsaeedi, F; Male, T; (2013) Transformational Leadership and Globalization: Attitudes of School Principals in Kuwait. Educational Management Administration and Leadership , 41 (5) pp. 640-657. 10.1177/1741143213488588.

Alshathri, S; Male, T; (2019) eLearning in Saudi Arabian Universities: Toward Blended Learning. In: Tatnall, A, (ed.) Encyclopedia of Education and Information Technologies. Springer: Cham, Switzerland.

Alshathri, Sulaiman; (2019) Implementing blended learning to satisfy growing demand for higher education in Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

Altunbas, H.G.; Mulcahy, M.; Reiss, M.J.; (2024) A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families. London Review of Education , 22 (1) , Article 14. 10.14324/LRE.22.1.14.

Ambrossi, Paula Alexandra; (2024) The languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire. Journal of Philosophy of Education , 58 (2-3) pp. 412-431. 10.1093/jopedu/qhad079.

Ambrossi, PA; (2020) Sustaining Hegemony: Educational Use of Photographs Representing Human Distress. Journal of Philosophy of Education , 54 (1) pp. 81-94. 10.1111/1467-9752.12360.

Amott, P; (2021) Narrative practices in developing professional identities: Issues of objectivity and agency. London Review of Education , 19 (1) pp. 1-16. 10.14324/LRE.19.1.11.

Amott, P; (2018) Identification – A process of self-knowing realised within narrative practices for education professionals during times of transition. Professional Development in Education , 44 pp. 476-491. 10.1080/19415257.2017.1381638.

Amott, PM; (2018) Developing a theoretical model of professional identity transformation for early career teacher educators. Presented at: 9th TEAN Conference - The Ambition of Teacher Education, Birmingham, UK.

Amott, PM; (2017) Telling Stories – A model for considering the impact of narrative practices on supporting identity and identification, based on a study of teacher educators in career transition. In: Proceedings of the British Educational Research Association Conference 2017.

Amott, PM; (2016) Telling Stories: A Process of Identification - An analysis of the Professional Life Histories of six neophyte teacher educators. Presented at: British Educational Research Association Annual Conference 2016 (BERA Annual Conference 2016), Leeds. (In press).

Amott, PM; (2016) Telling Stories: A Process of Identification for Six Neophyte Teacher Educators. Doctoral thesis , UCL (University College London).

Amott, PM; (2015) Using a professional life history approach to support identification and identity transformation for neophyte teachers and teacher educators as they transition into new professional roles. In: Proceedings of Teacher Education Advancement Network (TEAN) Conference 2015. University of Cumbria: Cumbria, United Kingdom.

An, Suhae; (2020) Teaching English in South Korean primary schools. Doctoral thesis (Ph.D), UCL (University College London).

Anders, J; (2020) How should universities select students? (CEPEO Briefing Note Series 8). UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Anders, J; (2015) Does socioeconomic background affect pay growth among early entrants to high-status jobs? (NIESR Discussion Paper 453). National Institute of Economic and Social Research: London, UK.

Anders, J; (2014) Does an aptitude test affect socioeconomic and gender gaps in attendance at an elite university? (QSS Working Paper 14-07). Department of Quantitative Social Science, UCL Institute of Education: London, UK.

Anders, J; (2012) Using the Longitudinal Study of Young People in England for research into Higher Education access. (QSS Working Paper 12-13). Department of Quantitative Social Science, UCL Institute of Education: London, UK.

Anders, J; Burgess, S; Portes, J; (2022) The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians. Journal of Refugee Studies , 34 (2) pp. 1967-1998. 10.1093/jrs/feaa078.

Anders, J; Burgess, S; Portes, J; (2018) The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians. (IZA Discussion Papers 11609). Institute of Labor Economics: Bonn, Germany.

Anders, J; Dilnot, C; Macmillan, L; Wyness, G; (2020) Grade Expectations: How well can we predict future grades based on past performance? (CEPEO Working Paper 20-14). Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.

Anders, J; Foliano, F; Bursnall, M; Dorsett, R; Hudson, N; Runge, J; Speckesser, S; (2022) The Effect of Embedding Formative Assessment on Pupil Attainment. Journal of Research on Educational Effectiveness 10.1080/19345747.2021.2018746. (In press).

Anders, J; Henderson, M; Moulton, V; Sullivan, A; (2017) A note on subject choice at age 14 and socio-economic inequality in access to university. (CLS Working Paper 2017/10). Centre for Longitudinal Studies, UCL Institute of Education: London, UK.

Anders, J; Jerrim, J; (2020) Statistical Analysis Plan: Schools Partnership Programme. Education Endowment Foundation: London, UK.

Anders, J; Macmillan, L; (2020) The unequal scarring effects of a recession on young people's life chances. (CEPEO Briefing Note Series 6). UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Anders, J; Macmillan, L; Sturgis, P; Wyness, G; (2021) Inequalities in young peoples' educational experiences and wellbeing during the Covid-19 pandemic. (CEPEO Working Paper Series 21-08). UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Anders, J; Shure, N; (2019) Statistical Analysis Plan: Young Journalist Academy. The Education Endowment Foundation (EEF): London, UK.

Anders, J; Shure, N; (2018) Statistical Analysis Plan: Craft of Writing. Education Endowment Foundation: London, UK.

Anders, J; Shure, N; (2018) Statistical Analysis Plan: Power of Pictures. Education Endowment Foundation: London, UK.

Anders, J; Shure, N; Wyse, D; Barnard, M; Abdi, F; Frerichs, J; (2021) Power of Pictures: Evaluation Report. Education Endowment Foundation (EEF): London, UK.

Anders, J; Shure, N; Wyse, D; Barnard, M; Frerichs, J; Bohling, K; (2021) The Craft of Writing: Evaluation Report. Education Endowment Foundation (EEF): London, UK.

Anders, J; Shure, N; Wyse, D; Barnard, M; Frerichs, J; Evans, A; Bohling, K; (2021) Young Journalist Academy: Evaluation Report. Education Endowment Foundation (EEF): London, UK.

Anders, J; Shure, N; Wyse, D; Bohling, K; Sutherland, A; Barnard, M; Frerichs, J; (2021) Learning About Culture: Overarching Evaluators’ Report. Education Endowment Foundation (EEF): London, UK.

Anders, J; Stoll, L; (2019) Schools Partnership Programme. The Education Endowment Foundation (EEF): London, UK.

Anders, J; Wyse, D; Ehren, M; (2016) Primary Assessment: Written evidence from the Department of Learning and Leadership, UCL Institute of Education to UK Parliament Education Select Committee. [Digital scholarly resource]. http://data.parliament.uk/writtenevidence/committe...

Anders, Jacob; (2024) The pandemic, socioeconomic disadvantage, and learning outcomes in England. In: Schnepf, Sylke and Volante, Louis and Klinger, Don and Giancola, O and Salmieri, L, (eds.) The pandemic, socioeconomic disadvantage, and learning outcomes: cross-national impact analyses of education policy reforms. (pp. 54-74). Publications Office of the European Union

Anders, Jacob; (2023) Experimental education research: rethinking why, how and when to use random assignment. (CEPEO Working Paper Series 23-07). Centre for Education Policy and Equalising Opportunities, UCL: London, UK.

Anders, Jacob; Cullinane, Carl; De Gennaro, Alice; Early, Erin; Holt-White, Erica; Montacute, Rebecca; Shao, Xin; + view all Anders, Jacob; Cullinane, Carl; De Gennaro, Alice; Early, Erin; Holt-White, Erica; Montacute, Rebecca; Shao, Xin; Yarde, James; - view fewer (2023) Briefing No. 7 - Attainment and Assessment. The Sutton Trust & UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Anders, Jacob; Dickerson, Andy; Gregg, Paul; Macmillan, Lindsey; (2020) Unemployment: The Coming Storm, Who Gets Hit, Who Gets Hurt, and Policy Remedies. (CEPEO Working Paper Series 20-12). Centre for Education Policy & Equalising Opportunities, UCL: London, UK.

Anders, Jacob; Macmillan, Lindsey; Sturgis, Patrick; Wyness, Gillian; (2023) Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic. Oxford Review of Education (In press).

Anders, Jake; (2025) England’s education policy response to the disruption of the COVID-19 pandemic. In: Morris, Rebecca and Perry, Tom, (eds.) Education Policy in England 2010-2024. Routledge: London, UK.

Anders, Jake; (2015) The influence of socio-economic status on changes to young people's expectations of applying to university. Presented at: Fourth SOLE/EALE World Meetings, Montreal, Canada.

Anders, Jake; Green, Francis; Henderson, Morag; Henseke, Golo; (2025) Private school pupils’ performance in GCSEs (and IGCSEs). Cambridge Journal of Education , 54 (6) pp. 795-813. 10.1080/0305764X.2024.2420611.

Anders, Jake; Green, Francis; Henderson, Morag; Henseke, Golo; (2020) Determinants of private school participation: all about the money? British Educational Research Journal , 46 (5) pp. 967-992. 10.1002/berj.3608.

Anders, JD; Dorsett, R; Stokes, L; (2018) The relative effectiveness of blended versus face-to-face adult English and maths learning. (DfE Research Report 791 ). Department for Education: London, UK.

Anders, J; (2019) Erzsébet Bukodi and John H. Goldthorpe (2018), Social Mobility and Education in Britain: Research, Politics and Policy, Cambridge: Cambridge University Press, £19.99, pp. 260, pbk. [Review]. Journal of Social Policy 10.1017/S0047279419000904. (In press).

Anders, J; (2018) Educational Systems and Inequalities: International Comparisons. [Review]. Journal of Social Policy , 47 (4) pp. 861-863. 10.1017/S0047279418000466.

Anders, J; Bryson, A; Horváth, H; Nasim, B; (2021) The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention. Presented at: NBER Economics of Education Program Meeting Spring 2021, Virtual conference.

Anders, J; Bryson, A; Horváth, H; Nasim, B; (2019) The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention. Presented at: School Teachers' Review Body (STRB) Meeting.

Anders, J; Dockrell, J; Sing, S; Torgerson, C; Wyse, D; (2021) Statistical Analysis Plan: Grammar and Writing Research Project. UCL Institute of Education: London, UK.

Anders, J; Has, S; Jerrim, J; Shure, N; Zieger, L; (2020) Is Canada really an education superpower? The impact of non-participation on results from PISA 2015. Educational Assessment, Evaluation and Accountability 10.1007/s11092-020-09329-5. (In press).

Anders, J; Henderson, M; Moulton, V; Sullivan, A; (2018) Incentivising Specific Combinations of Subjects – Does It Make Any Difference to University Access? National Institute Economic Review , 243 (1) R37-R52. 10.1177/002795011824300113.

Anders, J; Jerrim, JP; McCulloch, A; (2016) How much progress do children in Shanghai make over one academic year? Evidence from PISA. AERA Open , 2 (4) 10.1177/2332858416678841.

Anders, J; Micklewright, J; (2015) Teenagers’ Expectations of Applying to University: How do they Change? Education Sciences , 5 (4) pp. 281-305. 10.3390/educsci5040281.

Anders, J; Wyse, D; Aarts, S; Dockrell, J; Torgerson, C; Manyukhina, Y; Cushing, I; + view all Anders, J; Wyse, D; Aarts, S; Dockrell, J; Torgerson, C; Manyukhina, Y; Cushing, I; Sing, S; - view fewer (2019) Evaluation Protocol: Grammar and Writing Research Project. UCL Institute of Education: London, UK.

Anders, JD; (2017) The influence of socioeconomic status on changes in young people's expectations of applying to university. Oxford Review of Education , 43 (4) pp. 381-401. 10.1080/03054985.2017.1329722.

Anders, JD; (2015) Socio-economic inequaliites in access to Higher Education in England. Doctoral thesis , UCL (University College London).

Anders, JD; Brown, C; Ehren, M; Greany, T; Nelson, R; Heal, J; Groot, A; + view all Anders, JD; Brown, C; Ehren, M; Greany, T; Nelson, R; Heal, J; Groot, A; Sanders, M; Allen, R; - view fewer (2017) Evaluation of Complex Whole-School Interventions: Methodological and Practical Considerations. Education Endowment Foundation: London, UK.

Anders, JD; Dorsett, R; (2017) HMP Peterborough Social Impact Bond - cohort 2 and final cohort impact evaluation. Ministry of Justice: London, UK.

Anders, JD; Dorsett, R; (2017) A review of the matching process for the impact analysis of the HMP Peterborough Social Impact Bond. Ministry of Justice: London, UK.

Anders, JD; Dorsett, R; (2017) What young English people do once they reach school-leaving age: A cross-cohort comparison for the last 30 years. Longitudinal and Life Course Studies , 8 (1) pp. 75-103. 10.14301/llcs.v8i1.399.

Anders, JD; Henderson, M; (2019) Socioeconomic Inequality and Student Outcomes in English Schools. In: Volante, L and Schnepf, S and Jerrim, J and Klinger, D, (eds.) Socioeconomic Inequality and Student Outcomes - National Trends, Policies, and Practices - Education Policy & Social Inequality. (pp. 41-62). Springer: Singapore.

Anders, JD; Henderson, M; Moulton, V; Sullivan, A; (2017) Socio-economic status and subject choice at 14: do they interact to affect university access. Nuffield Foundation: London, UK.

Anders, JD; Jerrim, J; (2017) The socio-economic gradient in educational attainment and labour market outcomes: A cross-national comparison. In: Pathways to Adulthood: Educational opportunities, motivation and attainment in times of social change. (pp. 25-50). UCL IOE Press: London, UK.

Anders, JD; Moulton, V; Henderson, M; Sullivan, A; (2018) The role of schools in explaining individuals' subject choices at age 14. Oxford Review of Education , 44 , Article Special Issue: Inequalities and the Curriculum. 10.1080/03054985.2018.1409973.

Anders, JD; Stokes, L; Hudson-Sharp, N; Dorsett, R; Rolfe, H; George, A; Buzzeo, J; + view all Anders, JD; Stokes, L; Hudson-Sharp, N; Dorsett, R; Rolfe, H; George, A; Buzzeo, J; Munro-Lott, N; - view fewer (2018) Mathematical Reasoning: Evaluation report and executive summary. Education Endowment Foundation: London, UK.

Anders, Y; Sammons, P; Taggart, B; Sylva, K; Melhuish, E; Siraj-Blatchford, I; (2011) The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10. BRITISH EDUCATIONAL RESEARCH JOURNAL , 37 (3) pp. 421-441. 10.1080/01411921003725338.

Ang, L; (2008) Language and Literacy in Early Childhood. In: Arnold, W and Powell, K and Mol, H, (eds.) Literacy in the Language Classroom: The Role of the YL professional in Developing Reading in Young Learners. (pp. 99-115). IATEFL YL SIG: Canterbury, UK.

Ang, L; Amott, P; (2020) (Re)thinking Teacher Educator Professional Identity. In: Peters, MA, (ed.) Encyclopedia of Teacher Education. Springer: Singapore, The Republic of Singapore.

Ang, L; Du Preez, H; Du Plessis, A; Basson, L; Ebersöhn, L; Gu, Q; (2023) The role of early childhood development and education (ECDE) in supporting learning and well-being in rural early childhood and primary schools in South Africa. International Journal of Early Years Education 10.1080/09669760.2023.2259953. (In press).

Ang, L; Harmey, S; (2019) Manor Park Talks: Effective Strategies Review. UCL Institute of Education: London, UK.

Ang, Lynn; Grenier, Julian; Harmey, Sinead; James, Fliss; Prendergast, Melissa; (2025) Supporting early years professional development to enhance high-quality conversational interactions in early childhood care and education settings: the ShREC approach. Early Years 10.1080/09575146.2025.2498717. (In press).

Ang, Lynn; O’Neill, Suzie; Rogers, Sue; Ko, Jessica Sum Yue; Fox, Kate; (2025) The Power of Play (PoP) Study: Understanding the Role and Value of Play in Supporting Early Learning and Development. UCL Institute of Education: London, UK.

Ang, L; (2020) Supporting Children’s Learning and Development in Childminding or Home-Based Child. In: Hupp, S and Jewell, JD, (eds.) The Encyclopedia of Child and Adolescent Development. Wiley-Blackwell: Hoboken, NJ, USA.

Ang, L; (2019) Exploring constructions of children’s identity and childhood in the global South from a policy. In: Salamon, A and Chng, A, (eds.) Multiple Early Childhood Identities. Routledge: London, UK.

Ang, L; (2018) Methodological reflections on the use of systematic reviews in early childhood research. Journal of Early Childhood Research , 16 (1) pp. 18-31. 10.1177/1476718X17750206.

Ang, L; (2018) A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualisations of Early Childhood for Global Sustainable Development. Asia-Pacific Journal of Research in Early Childhood Education , 12 (1) pp. 1-21. 10.17206/apjrece.2018.12.1.1.

Ang, L; (2015) Using Participatory Research for Early Childhood Advocacy: Reflections on Methodology. Asia-Pacific Journal Of Research In Early Childhood Education , 9 (2) pp. 1-21. 10.17206/apjrece.2015.9.2.1.

Ang, L; (2015) A Case Study of Early Childhood Education in Singapore. In: Murphy, V and Evangelou, M, (eds.) Early childhood education in English for speakers of other languages. British Council: UK.

Ang, L; (2014) Preschool or prep school? Rethinking the role of early years education. Contemporary Issues in Early Childhood , 15 (2) pp. 185-199. 10.2304/ciec.2014.15.2.185.

Ang, L; (2014) Early Childhood and Peacebuilding in the Asia-Pacific Region: A Literature Review to Inform a Regional Research Agenda. ARNEC and UNICEF EAPRO: Singapore.

Ang, L; (2008) Singapore Preschool Teachers' Responses to the Introduction of A Framework for a Kindergarten Curriculum in the Context of 3 Preschool Settings. Asia-Pacific Journal of Research in Early Childhood Education , 2 (1) pp. 55-81.

Ang, L; Brooker, E; Stephen, C; (2017) A Review of the Research on Childminding: Understanding Children’s Experiences in Home-Based Childcare Settings. Early Childhood Education Journal , 45 (2) pp. 261-270. 10.1007/s10643-016-0773-2.

Ang, L; Chua, HL; (2010) Developing Ecologically Sustainable Education for Singapore Preschool Children. Action Research Today in Early Childhood (ARTEC). Special Issue , 1 (1) pp. 45-52.

Ang, L; Flewitt, R; (2015) Embracing diversity in the early years and primary classroom: a cross-cultural perspective. In: Wyse, D and Davis, R and Jones, P and Rogers, S, (eds.) Exploring Education and Childhood: From current certainties to new visions. (pp. 145-159). Routledge: London, UK.

Ang, L; Ince, A; (2017) Pedagogical Innovation and Leadership in the Early Years: final report. UCL Institute of Education: London, UK.

Ang, L; Lipponen, L; May Yin, SL; (2020) Critical reflections of early childhood care and education in Singapore to build an inclusive society. Policy Futures in Education 10.1177/1478210320971103. (In press).

Ang, L; Oliver, S; (2015) A systematic policy review of early childhood development and peacebuilding in fourteen conflict-affected and post-conflict countries: final report. UNICEF: USA: New York.

Ang, L; Tabu, M; (2018) Conceptualising Home-Based Child Care: A Study of Home-Based Settings and Practices in Japan and England. International Journal of Early Childhood 10.1007/s13158-018-0218-8. (In press).

Ang, L; Wong, L; (2015) Conceptualising early childhood care and development in fragile states: Understanding children and childhood in Myanmar. Global Studies of Childhood , 5 (4) pp. 367-380. 10.1177/2043610615612946.

Ang Ling-Yin, Lynn; (2007) Cultural diversity and the Curriculum Guidance for the Foundation Stage in England. European Early Childhood Education Research Journal , 15 (2) pp. 147-293. 10.1080/13502930701321428.

Ashworth, M; Palikara, O; Burchell, E; Purser, H; Nikolla, D; Van Herwegen, J; (2021) Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome. Frontiers in Psychology , 11 , Article 594465. 10.3389/fpsyg.2020.594465.

Ashworth, M; Palikara, O; Van Herwegen, J; (2019) Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders. Journal of Applied Research in Intellectual Disabilities , 32 (5) pp. 1047-1057. 10.1111/jar.12594.

Aslan, M; Struthers, D; Allsop, Y; (2021) From building blocks to programming: Investigating how best to integrate computational thinking into early years settings. Presented at: UCL Doctoral School Research Poster Competition 2020/21, London, UK.

Aslan Ünlü, Melike; (2024) Exploring Early Childhood Teachers' Perceptions of Computational Thinking: A Collaborative Action Research Study in Türkiye. Presented at: British Educational Research Association (BERA) Conference 2024, Manchester, UK.

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Baines, Lisa; Gu, Qing; Eleftheriadou, Sofia; (2022) The impact of the ECF programme on the work engagement, wellbeing and retention of teachers: a longitudinal study 2021-2026: Interim Research Report. UCL Centre for Educational Leadership: London, UK.

Barker, E; (2020) An Ethnographer Lured into Darkness. In: Wiesser, C and Pilch Ortega, A, (eds.) Ethnography in Higher Education. (pp. 157-175). Springer VS: Wiesbaden, Germany.

Barker, E; (2018) The Fluidity of Aspiration: How might we effectively support young working class males in carving out their futures? [Lecture]. Presented at: He Can We Can, Norwich, UK.

Barker, Edmund; (2022) Moving Sensory Ethnography Online. In: SAGE Research Methods: Doing Research Online. SAGE Publications Ltd.

Barker, Edmund; Jewitt, Carey; (2022) Collaborative Robots and Tangled Passages of Tactile-Affects. ACM Transactions on Human-Robot Interaction 10.1145/3534090. (In press).

Barker, N; Jewitt, C; (2022) Future touch in industry: exploring sociotechnical imaginaries of tactile (tele)robots. Futures , 136 , Article 102885. 10.1016/j.futures.2021.102885.

Barker, E; Aldous, D; (2014) Alan’s transitional processes: Exploring the importance of embodying cultural artefacts within BTEC sports qualifications. In: Oxford Ethnography and Education conference, 2014.

Barker, Edmund J; (2018) Bodies-in-Transition: an ethnography of the opportunities and constraints of BTEC performing arts students. Doctoral thesis (Ph.D), University of East Anglia.

Barker, N; Jewitt, C; (2021) Filtering Touch: An Ethnography of Dirt, Danger, and Industrial Robots. Journal of Contemporary Ethnography 10.1177/08912416211026724. (In press).

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Bohling, K; Tankelevitch, L; Vinnitchok, A; Barnard, M; Anders, J; Shure, N; Wyse, D; (2021) Speech Bubbles: Evaluation Report. Education Endowment Foundation (EEF): London, UK.

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Booth, Charlotte; Crawford, Claire; Rajah, Nasir; Silverwood, Richard J; Henderson, Morag; (2024) Examining sample representativeness and data quality in the linked Next Steps survey and Student Loans Company administrative data. (CLS Working Paper 2024/1). UCL Centre for Longitudinal Studies: London, UK.

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Bradbury, A; Braun, A; Duncan, S; Levy, R; Moss, G; (2021) Learning through disruption 2: schools serving high poverty communities need funding that fully reflects the work that they do. (Policy Briefing 2: Learning Through Disruption ). UCL Institute of Education: London, UK.

Bradbury, A; Roberts-Holmes, G; (2017) How data impacts on early years educators. Early Years Educator 10.12968/eyed.2018.19.10.38.

Bradbury, A; Roberts-Holmes, G; (2017) Grouping in Early Years and Key Stage 1: A 'necessary evil'? National Education Union: London, UK.

Bradbury, A; Roberts-Holmes, G; (2017) Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress. British Journal of Sociology of Education , 38 (7) pp. 943-955. 10.1080/01425692.2016.1202748.

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Bustillos Morales, Jessie; (2025) Between Disenfranchisement and Polarisation: Mapping Youth Online and School-Related Affective Assemblages of Civic Participation. In: Dyer, Harry and Bates, Agnieszka and Gordon, John and Hinchliffe, Geoffrey, (eds.) Society, Politics and Education in Uncertain Times. Routledge: London, UK.

Bustillos Morales, Jessie; Abegglen, Sandra; Blundell, David; (2021) Eco-education: A response to the Anthropocene and an uncertain future. Educational Futures , 12 (1) pp. 31-47.

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Bustillos Morales, Jessie A; (2019) Materialising resistance against rape culture online: The phenomenon of SlutWalks. In: Gámez Fuentes, María José and Núñez Puente, Sonia and Gómez Nicolau, Emma, (eds.) Re-writing Women as Victims: From Theory to Practice. (pp. 124-136). Routledge: Abingdon, UK.

Bustillos Morales, Jessie A; Abegglen, Sandra; (2020) Introduction: How can we make sense of the influence of economics in education? In: Bustillos Morales, Jessie A and Abegglen, Sandra, (eds.) Understanding Education and Economics: Key Debates and Critical Perspectives. (pp. 1-12). Routledge: Abingdon, UK.

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Gilligan-Lee, Katie A; Bradbury, Alice; Bradley, Charlotte; Farran, Emily K; Van Herwegen, Jo; Wyse, Dominic; Outhwaite, Laura; (2023) Spatial Thinking in Practice: A Snapshot of teacher’s Spatial Activity Use in the Early Years’ Classroom. Mind, Brain, and Education 10.1111/mbe.12352. (In press).

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Godfrey, D; (2021) Peer Reviews and Lateral Accountability between Schools. In: Earley, P and Greany, T, (eds.) School Leadership and Education System Reform. (pp. 175-184). Bloomsbury Academic: London, UK.

Godfrey, D; (2020) From External Evaluation, to School Self-evaluation, to Peer Review. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 3-23). Springer: Cham, Switzerland.

Godfrey, D; (2015) London Schools Excellence Fund: Self-Evaluation Toolkit: Ascend. Final Report. London Schools Excellence Fund

Godfrey, D; Anders, J; Nelson, R; (2016) EEF Projects Review. Education Endowment Foundation.: London, UK.

Godfrey, D; Ehren, M; Nelson, R; (2015) Literature review: Impact of inspections on the improvement of schools and of networks of schools. [Digital scholarly resource]. http://www.schoolinspections.eu/wp-content/uploads...

Godfrey, David; (2022) Schools as research-informed professional learning organizations. In: Gu, Qing and Leithwood, Ken, (eds.) International Encyclopedia of Education. Elsevier: Oxford.

Godfrey, David; Anders, Jacob; Stoll, Louise; Jerrim, John; Munoz Chereau, Bernardita; McGinity, Ruth; Greany, Toby; (2023) Schools Partnership Programme: Evaluation Report. Education Endowment Foundation (EEF): London, UK.

Godfrey, David; Higham, Rupert; Mincu, Monica; (2025) School Leadership in the Anthropocene: Four Pillars of an Intelligent, Humane Response. The Educational Forum 10.1080/00131725.2025.2490934. (In press).

Godfrey, David; Ito, Atsuya; (2025) International Knowledge Exchange: What can schools learn from each other? (ESRC Education Research Programme (ERP). Knowledge Exchange in Education. Briefing Note 3 ). ESRC Education Research Programme (ERP): London, UK.

Godfrey, David; Munoz Chereau, Bernardita; (2024) Joint practice development through a peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders. Education Development Trust: Reading, UK.

Godfrey, David; Muñoz-Chereau, Bernardita; (2024) Programa de Colaboración Escolar: Desarrollo de práctica conjunta mediante una alianza liderada por pares para la mejora escolar. In: Rojas Bravo, Jorge and Ulloa Garrido, Jorge, (eds.) Desarrollo Profesional Docente: ¿Cómo liderar procesos de mejoramiento de las capacidades docentes? (pp. 193-232). Editorial UDEC: Concepción, Chile.

Godfrey, David; Munoz-Chereau, Bernardita; (2024) School improvement and peer learning partnerships: building organizational resilience in primary schools in England. Frontiers in Education , 8 , Article 1339173. 10.3389/feduc.2023.1339173.

Godfrey, D; (2020) From peer review to collaborative peer enquiry: Action research for school improvement and leadership development. London Review of Education , 18 (3) pp. 373-389. 10.14324/LRE.18.3.04.

Godfrey, D; (2020) Evaluation Theory and Peer Review. Practice, Policy and Research Implications. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 269-289). Springer: Cham, Switzerland.

Godfrey, D; (2019) Collaborative school Improvement through peer review. Presented at: 9th British Council Schools Conference: Building learning communities through collaborative expertise, Medellin, Colombia.

Godfrey, D; (2019) Moving forward – how to create and sustain an evidence-informed school eco-system. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: reforming education through research. Routledge: London, UK.

Godfrey, D; (2018) Revisión entre pares basada en investigación: Una estrategia de aprendizaje y mejora en la escuela. Presented at: Mejoramiento escolar, University of Concepcion, Chile.

Godfrey, D; (2018) Desarrollando la investigación en las escuelas y la enseñanza. Presented at: Evidence informed teaching, Catholic University of Valparaiso, Chile.

Godfrey, D; (2018) Polycentric Inspections of Networks of schools. The English Case Studies (Peer Review Strand). Presented at: ICSEI: Deepening school change for scaling: principles, pathways and partnerships, Singapore.

Godfrey, D; (2018) Research-informed peer review. Presented at: ICSEI: Deepening school change for scaling: principles, pathways and partnership, Singapore.

Godfrey, D; (2017) Revisión entre pares basada en investigación (RiPR). Presented at: Schools that learn together: New perspectives for evaluating and guiding improvement in the territory, Catholic University of Valparaiso.

Godfrey, D; (2017) Revisión entre pares basada en investigación (RiPR). Seminario ‘Colegios que aprenden juntos’. Presented at: Schools that learn together: New perspectives for evaluating and guiding improvement in the territory, University of Chile, Santiago.

Godfrey, D; (2017) Exploring Cultures of Research Engagement at Eight English Secondary Schools. Doctoral thesis , UCL (University College London).

Godfrey, D; (2017) Research informed practices in English schools: Educational Excellence Everywhere? In: Proceedings of the ICSEI: Collaborative Partnerships for System-Wide Educational Improvement. ICSEI

Godfrey, D; (2017) Target oriented lesson study (TOLS) Combining Lesson study with an integrated impact evaluation model. In: Proceedings of the ICSEI: Collaborative Partnerships for System-Wide Educational Improvement. ICSEI

Godfrey, D; (2017) Global Perspectives of Educational Leadership: The English Context. Presented at: ICSEI: Collaborative Partnerships for System-Wide Educational Improvement, Ottawa, Canada.

Godfrey, D; (2017) What is the proposed role of research evidence in England’s 'self-improving' school system? Oxford Review of Education , 43 (4) pp. 433-446. 10.1080/03054985.2017.1329718.

Godfrey, D; (2016) Leadership of schools as research-led organisations in the English educational environment: Cultivating a research-engaged school culture. Educational Management Administration & Leadership , 44 (2) pp. 301-321. 10.1177/1741143213508294.

Godfrey, D; (2016) Polycentric Inspections of Networks of schools. The English Case Studies. Presented at: ICSEI: Connecting teachers, schools and systems: Creating the conditions for effective learning, Glasgow.

Godfrey, D; (2016) Leadership of thinking in Further Education: A review undertaken for the Further Education Trust for Leadership. Further Education Trust for Leadership (FETL): Tetbury, UK.

Godfrey, D; (2015) School Inspection in a Self-Improving System: Changing dynamics and reinventing roles. In: (Proceedings) School Inspection in a Self-Improving System. UCL Institute of Education: London.

Godfrey, D; Brown, C; (2019) Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: Reforming education through research. Routledge: London, UK.

Godfrey, D; Brown, C; (2018) Leadership of a research-informed school ecosystem – what are the necessary elements? Presented at: Belmas: Education Policy and Sustainability: global perspectives from the field of educational leadership, Windsor, UK.

Godfrey, D; Brown, C; (2018) How effective is the research and development ecosystem for England's schools? London Review of Education , 16 (1) pp. 137-153. 10.18546/LRE.16.1.12.

Godfrey, D; Brown, C; Stoll, L; (2017) Leading for innovation and evidence-informed improvement. In: Earley, P and Greany, T, (eds.) School leadership and system reform in the 21st Century. Bloomsbury: London, UK.

Godfrey, D; Ehren, M; (2020) Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 95-115). Springer: Cham, Switzerland.

Godfrey, D; Ehren, M; (2017) Accountability of multi-academy trusts. Presented at: Belmas: Educational leadership for a global society: challenges, dilemmas and ways forward, Stratford.

Godfrey, D; Handscomb, G; (2019) Evidence use, research-engaged schools and the concept of an ecosystem. In: Godfrey, D and Brown, C, (eds.) An Ecosystem for Research-Engaged Schools: Reforming Education Through Research. (pp. 1-18). Routledge: London, UK.

Godfrey, D; Handscomb, G; (2019) Making research engagement part of the life force of the school. [Magazine_article]. Professional Development Today , 20 (2) pp. 6-14.

Godfrey, D; Seleznyov, S; Anders, J; Wollaston, N; Barrera-Pedemonte, F; (2019) A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools. Professional Development in Education , 45 (2) pp. 325-340. 10.1080/19415257.2018.1474488.

Godfrey, D; Spence-Thomas, K; (2020) Research-Informed Peer Review. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 223-244). Springer: Cham, Switzerland.

Gomery, D; (2019) University Technical Colleges: Pedagogy Meets Market Demands. In: Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference Vocational Education and Training Network - VETNET. (pp. pp. 34-44). VETNET

Gomery, Dianne; (2019) Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure. Doctoral thesis (Ed.D), UCL (University College London).

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Greany, T; McGinity, R; (2021) Structural integration and knowledge exchange in Multi-Academy Trusts: comparing approaches with evidence and theory from non-educational sectors. School Leadership and Management 10.1080/13632434.2021.1872525. (In press).

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Gu, Q; Colman, A; (2023) Accountability, autonomy and organisational practice: How principals of successful schools enact education policy for improvement. In: Woods, Philip A and Roberts, Amanda and Tian, Meng and Youngs, Howard, (eds.) Handbook on Leadership in Education. (pp. 115-128). Edward Elgar Publishing

Gu, Qing; (2023) The Enabling School Toolkit - Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Gu, Qing; Eleftheriadou, Sofia; Baines, Lisa; (2023) The Impact of the Early Career Framework (ECF) Programme on the Work Engagement, Wellbeing and Retention of Teachers: A Longitudinal Study, 2021–2026. Interim Research Report #2: Early Career Teachers' and Mentors' Reported Experiences with the ECF Programme. UCL Centre for Educational Leadership: London, UK.

Gu, Qing; Mincu, Monica; Day, Christopher; (2024) 'Positive Disruption': The Courage to Lead in Times of Reform in England. In: Day, Christopher and Gurr, David, (eds.) How Successful Schools Are More than Effective: Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement. (pp. 47-72). Springer: Cham, Switzerland.

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Harmey, S; (2021) Teaching assistants' role during the COVID-19 pandemic: Implications of a national survey. Presented at: Suffolk Teaching Assistants Remote Learning Conference 2021, Online conference.

Harmey, S; (2021) Perspectives on dealing with reading difficulties. Education 3-13 , 49 (1) pp. 52-62. 10.1080/03004279.2020.1824702.

Harmey, S; (2021) Responses to Educating Students at Risk During the COVID-19 Pandemic Special Issue Editorial for Journal of Education for Students Placed at Risk. Journal of Education for Students Placed at Risk (JESPAR) , 26 (2) pp. 87-90. 10.1080/10824669.2021.1906252.

Harmey, S; Moss, G; (2021) Learning Disruption or Learning Loss: Using evidence from unplanned closures to inform returning to school after COVID-19. Educational Review 10.1080/00131911.2021.1966389. (In press).

Harmey, S.; Ang, L.; Grenier, J.; (2022) A participatory approach to embedding evidence in practice to support early language and communication in a London nursery school. London Review of Education , 20 (1) , Article 31. 10.14324/lre.20.1.31.

Harmey, Sinead; (2024) A conversation with Amira. [Digital scholarly resource]. https://www.strongerpracticehubs.org.uk/hubs/ldn/b...

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Harmey, Sinead; Anders, Jake; (2023) The link between completing Reading Recovery and performance on a phonics screening check. Journal of Education for Students Placed at Risk 10.1080/10824669.2023.2179057. (In press).

Harmey, Sinead; James, Fliss; Chung, Jennifer; Castillo Rabanal, Isidora; (2024) Write from the Beginning. UCL Institute of Education: London, UK.

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Harmey, S; Bodman, S; (2020) Learning Letter-Sound Relationships: Evidence and Practice. Journal of Reading Recovery , 19 (2) pp. 55-66.

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Harmey, S; Kabuto, B; (2018) Metatheoretical Differences between Running Records and Miscue Analysis: Implications for Analysis of Oral Reading Behaviors. Research in the Teaching of English , 53 (1) pp. 11-33.

Harmey, S; Moss, G; (2020) Learning Loss versus Learning Disruption: Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children's services, July 2020. UCL Institute of Education: London, UK.

Harmey, S; Munoz Chereau, B; Moss, G; (2020) Translational Research in Early Childhood Education: A Systematic Review and Framework for Researchers. UCL Institute of Education: London, UK.

Harmey, S; Wilkinson, I; (2019) A Critical Review of the Logics of Inquiry in Studies of Early Writing Development. Journal of Writing Research , 11 (1) pp. 299-336.

Harmey, SJ; (2021) Co-constructing writing: handing over the reins to young authors. Education 3-13 , 49 (4) pp. 412-421. 10.1080/03004279.2020.1732438.

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Male, T; (2019) Towards school autonomy in England: A troubled and far from complete journey. In: Rauscher, E and Wiesner, C and Paasch, D and Heissenberger, P, (eds.) Schulautonomie - Perspektiven in Europa. (pp. 241-253). Waxmann: Munster, Germany.

Male, T; (2019) Governance in multi-academy trusts (MATs) in England - evidence from the field. Presented at: ECER 2019, Hamburg, Germany.

Male, T; (2018) School governance & academisation in England. Presented at: CCEAM 2018 – Professional Learning: a leadership opportunity and challenge, Malta.

Male, T; (2018) The phenomenon of ‘off-rolling’ in English state maintained schools which is widening the social divide. [Digital scholarly resource]. https://globaledleadership.org/2018/08/08/parliame...

Male, T; (2018) Papering over the cracks in the system. [Digital scholarly resource]. https://globaledleadership.org/2018/03/

Male, T; (2017) Multi-Academy Trusts (MATS) - A background briefing paper. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Male, T; (2016) Response to Oliver Mills ‘Do schools really shape our social identity?’. [Digital scholarly resource]. http://www.caribbeannewsnow.com/

Male, T; (2016) Academisation and returning to governance: lessons from ECER 2016. [Digital scholarly resource]. http://dx.doi.org/10.13140/RG.2.2.15419.00808

Male, T; (2007) A Leadership Case Study in Early Childhood Settings: Transforming from a Nursery to a Children’s Centre.

Male, T; (2006) Being an effective headteacher. (1st ed.). SAGE Publications Ltd: London, UK.

Male, T; (2003) Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College.

Male, T; Albazzaz, A; (2015) Enhancing Initial Teacher Education in Kuwait: ‘Cooking on a Low Heat’.

Male, T; Aldhafeeri, F; (2020) Digital Technologies in Higher Education, Learning Challenges. In: Tatnall, A, (ed.) Encyclopedia of education and information technologies. Springer: Cham, Switzerland.

Male, T; Palaiologou, I; (2019) Sustaining the Comprehensive Ideal: The Robert Clack School. [Book]. (1st ed.). Palgrave Pivot: London, UK.

Male, T; Palaiologou, I; Argyropoulou, E; Styf, M; Arvidsso, C; Ince, A; (2022) Pedagogical leadership: A comparative study from England, Greece and Sweden. In: Sakr, M and O'Sullivan, J, (eds.) Enabling pedagogic leadership in early childhood education. Bloomsbury Academic: London, UK.

Male, Trevor; (2024) The functioning of Multi-Academy Trusts (MATs) in England: Evidence from the field. Presented at: European Conference for Education Research (ECER) 2024, Nicosia, Cyprus.

Male, Trevor; (2022) The rise and rise of academy trusts: continuing changes to the state-funded school system in England. School Leadership & Management , 42 (4) pp. 313-333. 10.1080/13632434.2022.2095996.

Male, Trevor; (2017) Leadership issues in emerging multi-academy trusts (MATs). Presented at: European Conference on Educational Research (ECER) 2017, Copenhagen, Denmark.

Male, Trevor; (2012) Ethical leadership in early years settings. In: Palaiologou, Ioanna, (ed.) Ethical Practice in Early Childhood. (pp. 197-219). Sage Publications: London, UK.

Male, Trevor; Culpin, Jonathan; (2022) Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust. School Leadership and Management , 42 (3) pp. 293-308. 10.1080/13632434.2022.2088491.

Male, Trevor; Palaiologou, Ioanna; Ince, Amanda; (2024) Leadership behaviours during crises: cases from early childhood education and care in England. European Childhood Education Research Journal 10.1080/1350293X.2024.2329617. (In press).

Male, T; (2021) School autonomy in England - the impact on democracy. In: Proceedings of the Educational Leadership for Public Accountability. The Institute for Educational Administration & Leadership- Jamaica (IEAL-J)

Male, T; (2020) Global drivers of reform. In: Education Reform - From the System to the School. RCEP - UNESCO

Male, T; (2019) While Chicago Burns? UCL Institute of Education: London, UK.

Male, T; (2019) Governance in multi-academy trusts (MATs) - Evidence from the field. In: Proceedings of ECER 2019. (pp. pp. 1-22). European Educational Research Association (EERA): Hamburg, Germany.

Male, T; (2018) Educating citizens of the 21st century: The role of schools and their leaders. London Centre for Leadership in Learning, UCL Institute of Education: London, UK.

Male, T; (2018) School leadership in England: Reflections on research activity between 1997 and 2017. EducationalFutures , 9 (1) pp. 4-17.

Male, T; (2017) Multi-academy trusts (MATs): A background briefing paper. London Centre for Leadership in Learning, UCL Institute of Education: London, UK.

Male, T; (2017) Leadership in multi-academy trusts. In: (Proceedings) International Conference on Educational Leadership and Management.

Male, T; (2016) Digital technologies: Implications for educational organisations and settings in the twenty-first century. EducationalFutures , 7 (3) pp. 5-25.

Male, T; (2016) Use of Digital Technologies in Education. [Editorial comment]. EducationalFutures , 7 (3) pp. 1-4.

Male, T; (2015) Collecting quantitative data. In: Doing Research in Education Theory and Practice. (pp. 192-208). Sage Publications Limited: London, United Kingdom.

Male, T; (2015) Analysing qualitative data. In: Doing Research in Education Theory and Practice. (pp. 177-191). Sage Publications Limited: London, United Kingdom.

Male, T; (2015) Digital Technologies: Implications for Education Organisations & Settings in the 21st Century. In: Proceedings of the 11th Annual Conference of the British Education Studies Association (BESA). British Education Studies Association (BESA): Cardiff, UK.

Male, T; (2007) Exploring International Collaborations in Research, Preparation, and Practice. In: UCEA Convention 2007 - Fostering Compassion and Understanding Across Borders: An International Dialogue on the Future of Educational Leadership. University Council for Education Administration (UCEA): Alexandria, Virginia.

Male, T; (2007) Headship or System Leadership – Which Way to the Future?

Male, T; (2004) Preparing for and Entering Headship in England: A Study of Career Transition. Doctoral thesis , University of Lincoln.

Male, T; (2002) Beginning Headship in England: Building the Evidence Base. In: Proceedings of the National College for School Leadership First International Research Conference, October 2002. (pp. pp. 1-17).

Male, T; (2001) Is the national professional qualification for headship making a difference. School Leadership and Management , 21 (4) pp. 463-477. 10.1080/13632430120108961.

Male, T; (2001) The Professional Induction of Headteachers in England: Findings from the IBPS project. In: Proceedings of AERA 2001 Annual Meeting. : USA: Seattle, WA.

Male, T; (2001) External influences impacting on beginning headteachers in England: Findings from the IBPS project. In: (Proceedings) AERA 2001 Annual Meeting. American Education Research Association (AERA): Seattle, WA.

Male, T; (1998) The Impact of National Culture on School Leadership in England. In: Annual Meeting. American Education Research Association (AERA): San Diego, CA.

Male, T; (1997) A Critical Review of Headteacher Professional Development in England & Wales. In: Proceedings of American Education Research Association (AERA) 1997. AERA: USA: Chicago.

Male, T; (1996) Back to the Future in the UK? Current and Planned Changes to the Development of Headteachers. In: UCEA Convention 1996 - Reinventing Education: Retrospect and Prospect. University Council for Education Administration (UCEA): Louisville, Kentucky.

Male, T; Aldhafeeri, F; (2014) Investigating Learning Challenges Presented by Digital Technologies to Universities in the 21st Century: A Case Study. In: (Proceedings) 4th Annual International Conference Education & E-Learning (EeL 2014). Global Science and Technology Forum.: Bangkok, Thailand.

Male, T; Alhouti, I; (2015) Developing the Leadership Capability of School Principals at Public Intermediate Schools in Kuwait. In: (Proceedings) The 11th Annual Conference of the British Education Studies Association (BESA), 25th – 26th of June 2015, Cardiff Metropolitan University, UK. (pp. pp. 1-22).

Male, T; Alshathri, A; (2015) Students and Instructors Perceptions of Blended Learning in the First Electronic University in the Arab World (Saudi Electronic University). In: Proceedings of the 11th Annual Conference of the British Education Studies Association (BESA). British Education Studies Association (BESA): Cardiff, UK.

Male, T; Berge, J; (1998) Raising Student Achievement Levels Through Target-setting and Academic Monitoring: A Case Study of Developments at Key Stage 3 in a Secondary School.

Male, T; Bright, T; Ware, N; (2002) The professional socialisation of headteachers in England: Further findings from the National Headteacher Survey. In: (Proceedings) Annual Conference of the British Educational Research Association 2002. British Education Research Association (BERA): Leeds.

Male, T; Burden, K; (2014) Access denied? Twenty-first-century technology in schools. Technology, Pedagogy and Education , 23 (4) pp. 423-437. 10.1080/1475939X.2013.864697.

Male, T; Elton, J; (2016) Macadamia Primary School: the Forced Academisation of a Failing School. In: (Proceedings) BESA Ninth Annual Conference 2013. : Swansea.

Male, T; Greany, T; Coates, M; (2017) Leadership in multi-academy trusts - BELMAS 2017. Presented at: BELMAS Annual Conference 2017, Stratford-upon-Avon, UK.

Male, T; Hvizdak, M; (2000) The Effects of Pre-service Training and Experience on Preparation for the Principalship in England. In: (Proceedings) AERA 2000 Annual Meeting. American Education Research Association (AERA): New Orleans, LA.

Male, T; Murray, J; (2004) The Formation of Professional Identity and the Socialization of Teacher Educators in England: Evidence from the field. In: (Proceedings) AERA 2004 Annual Meeting. American Education Research Association (AERA): San Diego, CA.

Male, T; Palaiologou, I; (2017) Working with the community, parents and students. In: Earley, P and Greany, T, (eds.) School Leadership and Education System Reform. (pp. 148-157). Bloomsbury Academic: London, UK.

Male, T; Palaiologou, I; (2017) Pedagogical leadership in action: Two case studies in English schools. International Journal of Leadership in Education , 20 (6) pp. 733-748. 10.1080/13603124.2016.1174310.

Male, T; Palaiologou, I; (2016) Critical Hope or Principled Infidelity? How an Urban Secondary School in an Area of Sustained Poverty in England Continues to Improve. The Urban Review , 48 (4) pp. 560-578. 10.1007/s11256-016-0368-7.

Male, T; Palaiologou, I; (2015) Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration and Leadership , 43 (2) pp. 214-231. 10.1177/1741143213494889.

Male, T; Palaiologou, I; (2013) Historical Developments in Policy for Early Years Education and Care. In: Palaiologou, I, (ed.) The Early Years Foundation Stage: Theory and Practice. (pp. 3-20). SAGE: London, UK.

Male, T; Palaiologou, I; (2012) Pedagogical Leadership in Education Contexts: Evidence from the Field. In: (Proceedings) European Conference on Educational Research 2012 (ECER 2012).

Male, T; Palaiologou, I; (2012) Learning-centred leadership or pedagogical leadership? An alternative approach to leadership in education contexts. International Journal of Leadership in Education , 15 (1) pp. 107-118. 10.1080/13603124.2011.617839.

Male, T; Shields, S; (2013) Education: Past, Present and Future Developments in Initial Teacher Education in Kuwait. In: (Proceedings) BESA Ninth Annual Conference 2013. British Education Studies Association (BESA): Swansea, U.K..

Male, T; Spencer, K; (2012) The Matrix: Reviewing, Re-ordering and Regenerating Undergraduate Provision for post-2012. In: (Proceedings) BESA Eighth Annual Conference 2012. British Education Studies Association (BESA): Hull, U.K..

Malet, Régis; Mincu, Monica; (2018) Quelle professionnalisation des enseignants à l’heure la nouvelle gouvernance publique? Perspectives comparatives européennes et franco-italiennes. In: La formation des enseignants, ami critique de la professione? Entre questionnement et valorisation des pratiques. De Boeck: Louvain-la-Neuve, Belgium.

Mansfield, C; Gu, Q; (2019) "I'm finally getting that help that I needed": Early career teacher induction and professional learning. The Australian Educational Researcher , 46 (4) pp. 639-659. 10.1007/s13384-019-00338-y.

Manyukhina, Y; Haywood, N; Davies, K; Wyse, D; (2023) Young children's agency in the science museum: insights from the use of storytelling in object-rich galleries. International Journal of Science Education, Part B: Communication and Public Engagement 10.1080/21548455.2023.2244645. (In press).

Manyukhina, Yana; (2025) Children's agency in England's primary schools: A case for structured freedom. British Educational Research Journal 10.1002/berj.4182. (In press).

Manyukhina, Yana; (2022) Children’s agency in the National Curriculum for England: a critical discourse analysis. Education 3-13 pp. 1-15. 10.1080/03004279.2022.2052232. (In press).

Manyukhina, Y; (2021) Living and learning during a pandemic: the views and experiences of primary school children. (HHCP Working Paper 2). Helen Hamlyn Centre for Pedagogy (0-11 Years), UCL Institute of Education: London, UK.

Manyukhina, Y; (2017) Consumer Food Ethics: Considerations of Vulnerability, Suffering, and Harm. Journal of Agricultural and Environmental Ethics , 30 (4) pp. 595-614. 10.1007/s10806-017-9689-0.

Manyukhina, Y; Emmel, N; Middlemiss, L; (2017) Exercising moral agency in the contexts of objective reality: toward an integrated account of ethical consumption. Journal for the Theory of Social Behaviour , 47 (4) pp. 418-434. 10.1111/jtsb.12139.

Manyukhina, Y; Wyse, D; (2019) Learner Agency and the Curriculum: a Critical Realist Perspective. The Curriculum Journal , 30 (3) pp. 223-243. 10.1080/09585176.2019.1599973.

Marphatia, A; Edge, K; Archer, D; Legault, E; (2010) Politics of participation: parental support for children’s learning and school governance in Burundi, Malawi, Senegal and Uganda. The Improving Learning Outcomes in Primary Schools (ILOPS) Project. Institute of Education; ActionAid: London, UK.

Marshman, Margaret; McMaster, Natalie; Scott, Joseph; Siostrom, Erin; Strachan, Amy; (2025) Examining STEM Education Policy. Research in Integrated STEM Education , 3 pp. 1-25. 10.1163/27726673-bja00028.

Martin, Paul; (2025) Examining the relationship between ethnicity, school attainment and higher education participation in England. Research Papers in Education pp. 1-22. 10.1080/02671522.2025.2464737. (In press).

Martin, Paul; (2024) To What Extent do Parental Income, Gender and Ethnicity Act as a Barrier to Higher Education Participation in England? In: Proceedings of the European Conference on Educational Research (ECER) 2024. European Educational Research Association (EERA): Nicosia, Cyprus.

Martin, Paul; (2024) Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected? British Educational Research Journal 10.1002/berj.4011. (In press).

Mathers, Sandra; (2020) Observing Language Pedagogy (OLP): Developing and piloting a contexualised video-based measure of early childhood teachers' pedagogical language knowledge. Doctoral thesis (Ed.D), UCL (University College London).

Mathis, Samantha; (2022) Exploring leaders’ value of participating in virtual leadership communities of practice. Doctoral thesis (Ed.D), UCL (University College London).

Mayer, S; (2010) Using a collaborative inquiry approach to gain 'in situ' new knowledge of the impact of integrating practices in early years services: a cross-case study from eight localities in UK. Presented at: European Early Childhood Research Association, Birmingham, UK.

Mayer, S; (2010) Designing, building and engaging inquiry-based professional learning communities in schools: A case study of two pilot schools. In: Proceedings of the International Congress for School Effectiveness and Improvement 2010. International Congress for School Effectiveness and Improvement: Kuala Lumpur, Malaysia.

Mayer, S; Tydda, H; Fitt, V; (2008) Reflexive on Leading Inquiry-based Professional Learning Communities. Presented at: BELMAS Workshop, Birmingham, UK.

Mayer, Sveta; (2024) Beliefs on effectiveness of YMHFA training and whole setting implementation in London with impacts, if any, of COVID-19 pandemic lockdown. (Youth Mental Health First Aid (YMHFA) Evaluation Report PRJ-798 ). UCL Institute of Education: London, UK.

Mayer, S; (2011) Conceptualising and designing a collaborative blended e-learning environment for schools: drawing from evidence-based practices. In:

Mayer, S; (2009) Engagement in school-based collaborative enquiry. Professional Development Today , 12 (3) pp. 53-56.

Mayer, S; Porayska-Pomsta, K; Unsworth, M; Humphrey, R; (2016) Effects and utility in applying the flipped learning concept to teaching and learning using technology-enhanced learning for inclusive special education. (Erasmus Plus Flipped Learning in Praxis (FLIP) UK Case Study Report ). Flipped Learning in Praxis (FLIP)

McCrory, A; (2020) Emerging Biology in the Early Years – How Young Children Learn About the Living World? Book Review by Dr Amanda McCrory. Journal of Emergent Science , 19

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, A; (2018) ‘Most primary classes [in England and Wales] get less than two hours of science classes per week!’ (TES, September 2017). Journal of Emergent Science (In press).

McCrory, A; (2018) Scientific enquiry and engaging primary-aged children in science lessons (part 2); why teach science via enquiry? Journal of Emergent Science (In press).

McCrory, A; (2017) Keynote: Using technology (AI) to enhance the scientific knowledge, understanding and enquiry skills of primary aged children in England; positives and challenges! Presented at: Forum for the Application of Artifical Intelligence in Primary Schools - China, China, Hangzhou.

McCrory, A; (2017) Taking the First Steps Outside; Under Threes Learning in the Natural Environment - Book Review. [Review]. Journal of Emergent Science (13) pp. 36-37.

McCrory, A; (2017) Outdoor learning, science trails and inquiry - an introduction. Journal of Emergent Science , 13 pp. 29-30.

McCrory, A; (2017) Scientific enquiry and engaging primary-aged children in science lessons: reflections on provision for scientific enquiry in primary schools in England and Wales: Part 1. Journal of Emergent Science , 13

McCrory, A; (2014) Investigating the moral and scientific thinking of 7-8 year olds when taught socio-scientific issues related to energy and genetics. Doctoral thesis (Ph.D), Institute of Education.

McCrory, A; (2004) Investigating Year 2 Students’ knowledge and understanding of topical socio-scientific issues in light of global media. Do we underestimate young children’s knowledge and understanding of these issues and their level of moral reasoning? Masters thesis (OTHER), UCL.

McCrory, A; Gatt, S; (2020) 'What a Coronacoaster!' Navigating primary science education in primary schools during the ongoing COVID-19 pandemic: EYFS and primary school teacher perspectives on the affective and pedagogical impacts of the pandemic. Journal of Emergent Science (19) pp. 6-18.

McCrory, A; Gatt, S; (2016) Reflections on the PSST conference 2016 - an editorial. Journal of Emergent Science (12) pp. 3-6.

McGinity, Ruth; Heffernan, Amanda; Courtney, Steven J; (2022) Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations. Educational Management Administration & Leadership , 50 (2) pp. 217-232. 10.1177/17411432211030758.

McGinity, R; Fuller, K; (2021) Critical perspectives in and approaches to educational leadership in England. In: Courtney, SJ and Gunter, HM and Niesche, R and Trujillo, T, (eds.) Understanding Educational Leadership Critical Perspectives and Approaches. Bloomsbury Academic: London, UK.

McGuigan, M; McNally, S; Wyness, G; (2016) Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign. Journal of Human Capital , 10 (4) pp. 482-519. 10.1086/689551.

McMillion, A; Van Herwegen, J; Johnson, A; Monteiro, J; Cronin, AJ; Remington, A; (2021) Dental experiences of a group of autistic adults based in the United Kingdom. Special Care in Dentistry 10.1111/scd.12583. (In press).

Melhuish, E; Howard, SJ; Siraj, I; Neilsen-Hewett, C; Kingston, D; de Rosnay, M; Duursma, E; Melhuish, E; Howard, SJ; Siraj, I; Neilsen-Hewett, C; Kingston, D; de Rosnay, M; Duursma, E; Luu, B; - view fewer (2016) Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial. Trials , 17 , Article 602. 10.1186/s13063-016-1742-1.

Merchant, G.; Bubb, S.; (2023) The master’s element in initial teacher training: what is its value? London Review of Education , 21 (1) , Article 5. 10.14324/LRE.21.1.05.

Merchant, Guy; Levy, Rachael; Willis, Ben; (2012) Evaluation of Booked Up. Collaboration Sheffield: Sheffield, UK.

Merchant, Georgina Frances Hamilton; (2020) Research-informed thinking: the contribution of a Master’s module in the postgraduate initial teacher education programme. Doctoral thesis (Ed.D), UCL (University College London).

Mercieca, D; Jones, P; (2018) Use of a reference group in researching children’s views of psychotherapy in Malta. Journal of Child Psychotherapy , 44 (2) pp. 243-262. 10.1080/0075417X.2018.1481130.

Mercieca, Daniel; (2021) Children’s Views of Psychotherapy in Residential Alternative Care in Malta. Doctoral thesis (Ph.D), UCL (University College London).

Mincu, M; (2023) Governance mechanisms, school principals and the challenge of personalized education in contexts. Prospects 10.1007/s11125-023-09663-8. (In press).

Mincu, M; (2022) Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts. Prospects pp. 1-12. 10.1007/s11125-022-09625-6. (In press).

Mincu, M; Colman, A; Day, C; Gu, Q; (2024) Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach. Education Sciences , 14 (2) , Article 187. 10.3390/educsci14020187.

Mincu, M; Liu, M; (2022) The context in teacher education and professionalism: hierarchies, networks and markets in four countries. In: International Encyclopedia of Education (Fourth Edition). (pp. 72-82). Elsevier

Mincu, ME; (2019) Learning to Teach in Italy: Reviewing Policy and Research Trends. In: Tatto, MT and Menter, I, (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study: Work carried out by an International Research Network of the World Education Research Association. (pp. 135-152). Bloomsbury Academic: London, UK.

Mincu, ME; (2011) Tensions in Recognition Politics in Europe: A Reading of Italian Interculturalism(s) as Ideology. Journal of Social Research and Policy , 2 (1) pp. 83-93.

Mincu, ME; (2009) Myth, Rhetoric, and Ideology in Eastern European Education: Schools and Citizenship in Hungary, Poland, and Romania. European Education , 41 (1) pp. 55-78. 10.2753/EUE1056-4934410103.

Mincu, Monica; (2019) Automiglioramento, sapere professionale e ricerca empirica. Uno sguardo a esperienze internazionale. In: Checchi, Daniele and Chiosso, Giorgio, (eds.) È possibile una scuola diversa? Una ricerca sperimentale per migliorare la qualità scolastica. Il Mulino: Bologna, Italy.

Mincu, Monica; (2013) Balancing citizenship and interculturalism: a comparison of two European contexts of inclusion. Intercultural Education , 24 (6) pp. 521-531. 10.1080/14675986.2013.864872.

Mincu, Monica; (2013) BERA Inquiry Paper 6. Teacher quality and school improvement: What is the role of research. (BERA Inquiry Paper 6). British Educational Research Association (BERA): London, UK.

Mincu, Monica; (2011) Persistent, Intensified and Emerging Rural/Urban Educational Stratifications: A Central and Eastern European perspective. Journal of Educational Planning and Administration , 25 (1) pp. 21-36.

Mincu, Monica; (2010) Review Essay: Human Rights, International Cooperation and Development: Ethics and Practice in Italian Comparative Education. European Education , 42 (1) pp. 88-93. 10.2753/EUE1056-4934420105.

Mincu, Monica; Allasia, Maurizio; (2012) Recognition, interculturalism(s) and schooling in Italy: A critique from an equity perspective. In: Handbook of interculturalism, education and dialogue. Peter Lang: New York, NY, USA.

Mincu, Monica; Chiosso, Giorgio; (2009) Imagined globalisation in Italian education: Discourse and action in initial teacher training. In: Tatto, Maria Teresa and Mincu, Monica, (eds.) Reforming Teaching and Learning: Comparative Perspectives in a Global Era. (pp. 23-39). Brill: Leiden, Netherlands.

Mincu, Monica; Davies, Peter; (2019) The governance of a school network and implications for initial teacher education. Journal of Education Policy , 36 (3) pp. 436-453. 10.1080/02680939.2019.1645360.

Mincu, Monica; Granata, Anna; (2024) Teachers' informal leadership for equity in France and Italy during the first wave of the education emergency. Teachers and Teaching: Theory and Practice , 30 (7-8) pp. 932-952. 10.1080/13540602.2021.1986695.

Mincu, Monica; Nardi, Paolo; (2022) Tutors’ relational professionalism and care-based personalisation in Italy: facilitating innovation in a formalist school culture. Teachers and Teaching , 28 (7) pp. 826-842. 10.1080/13540602.2022.2137134.

Mincu, Monica E; (2024) School and middle leadership tasks, skills and standards in low school autonomy systems: what is the impact of system governance and school community? UNESCO: Paris, France.

Mincu, Monica E; (2020) Sistemi scolastici nel mondo globale: Educazione comparata e politiche educative. [Book]. Mondadori Università: Milan, Italy.

Mincu, Monica E; (2018) Overcoming Fragmented Professionalism? Accountability for Improvement in Teacher Preparation in Italy. In: Normand, Romuald and Liu, Min and Carvalho, Luís Miguel and Oliveira, Dalila Andrade and LeVasseur, Louis, (eds.) Education Policies and the Restructuring of the Educational Profession: Global and Comparative Perspectives. (pp. 235-244). Springer: Cham, Switzerland.

Mincu, Monica E; (2016) Communist education as modernisation strategy? The swings of the globalisation pendulum in Eastern Europe (1947–1989). History of Education , 45 (3) pp. 319-334. 10.1080/0046760X.2015.1127432.

Mincu, Monica E; (2015) The Italian middle school in a deregulation era: modernity through path-dependency and global models. Comparative Education , 51 (3) pp. 446-462. 10.1080/03050068.2015.1033249.

Mincu, Monica E; (2012) Mapping Meanings of Personalisation. In: Mincu, Monica E, (ed.) Personalisation of Education in Contexts: Policy Critique and Theories of Personal Improvement. (pp. 191-206). SensePublishers: Rotterdam, Netherlands.

Mincu, Monica E; Allasia, Maurizio; Pia, Francesca; (2011) Uneven Equity and Italian Interculturalism(s). Policy Futures in Education , 9 (1) pp. 88-95. 10.2304/pfie.2011.9.1.88.

Mincu, Monica E; Doukouré, Naminata; (2022) Note synthétique. Atelier régional de partage d'expérience, 21-25 février 2022: représentations des participants. Institut International de Planification de l'Éducation (IIPE)-UNESCO DAKAR: Dakar, Senegal.

Mincu, Monica E; Horga, Irina; (2010) Visions of reform in post-socialist Romania: decentralization (through hybridization) and teacher autonomy. Post-Socialism is not Dead: (Re)Reading the Global in Comparative Education , 14 pp. 93-123. 10.1108/S1479-3679(2010)0000014007.

Mincu, Monica E; Romiti, Sara; (2022) Evidence Informed Practice in Italian Education. In: Brown, Chris and Malin, Joel R, (eds.) The Emerald Handbook of Evidence-Informed Practice in Education: Learning from International Contexts. (pp. 291-302). Emerald: Leeds, UK.

Mincu, Monica Elena; (2015) Teacher quality and school improvement: what is the role of research? Oxford Review of Education , 41 (2) pp. 253-269. 10.1080/03054985.2015.1023013.

Mintz, J; (2014) Professional uncertainty, knowledge and relationship in the classroom: A psychosocial perspective. (1st ed.). Routledge: London, UK.

Mintz, J; Al-Shammari, Z; (2022) Special education teachers’ understanding and use of evidence-informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education. The Journal of Research in Special Educational Needs , 22 (2) pp. 105-115. 10.1111/1471-3802.12548.

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Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 3. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade R. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 2. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 1. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Various authors and illustrators; (2023) Reading Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

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