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Number of items at this level: 37.

A

Archer, L; Francis, B; Miller, S; Taylor, B; Tereschenko, A; Mazenod, A; Pepper, D; (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. Green open access
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Archer, L; Moote, J; Francis, B; DeWitt, J; Yeomans, L; (2017) The "Exceptional" Physics Girl: A Sociological Analysis of Multimethod Data From Young Women Aged 10-16 to Explore Gendered Patterns of Post-16 Participation. American Educational Research Journal , 54 (1) pp. 88-126. 10.3102/0002831216678379. Green open access
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Archer, L; Moote, J; Francis, B; DeWitt, J; Yeomans, L; (2017) Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England. Research Papers in Education , 32 (3) pp. 296-315. 10.1080/02671522.2016.1219382. Green open access
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ASPIRES2 project; (2018) ASPIRES 2: Research and Policy Briefing. UCL Institute of Education: London, UK. Green open access
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ASPIRES2 project; (2018) ASPIRES 2: Research and Policy Briefing: Women in Physics. UCL Institute of Education: London, UK. Green open access
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C

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

Francis, B; Craig, N; Hodgen, J; Taylor, B; Tereshchenko, A; Connolly, P; Archer, L; (2020) The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy. British Journal of Sociology of Education , 41 (5) pp. 626-642. 10.1080/01425692.2020.1763162. Green open access
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Francis, B; Archer, L; Hodgen, J; Pepper, D; Taylor, B; Travers, M-C; (2017) Exploring the relative lack of impact of research on 'ability grouping' in England: a discourse analytic account. Cambridge Journal of Education , 47 (1) pp. 1-17. 10.1080/0305764X.2015.1093095. Green open access
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Francis, B; Archer, L; Moote, J; de Witt, J; Yeomans, L; (2016) Femininity, science, and the denigration of the girly girl. British Journal of Sociology of Education pp. 1-13. 10.1080/01425692.2016.1253455. (In press). Green open access
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Francis, B; Archer, L; Moote, J; DeWitt, J; MacLeod, E; Yeomans, L; (2016) The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics. Sex Roles , 76 (3) pp. 156-174. 10.1007/s11199-016-0669-z. Green open access
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Francis, B; Mau, A; Archer, L; (2017) The construction of British Chinese educational success: exploring the shifting discourses in educational debate, and their effects. Journal of Ethnic and Migration Studies , 43 (14) pp. 2331-2345. 10.1080/1369183X.2017.1315852. Green open access
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Francis, R; Connolly, P; Archer, L; Hodgen, J; Mazenod, A; Pepper, D; sloan, S; ... Travers, M; + view all (2017) Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students. International Journal of Educational Research , 86 pp. 96-108. 10.1016/j.ijer.2017.09.001. Green open access
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Francis, R; Taylor, R; (2018) The Problematic Interface Between Research, Policy and Practice: the Case of Attainment Grouping. Impact: Journal of the Chartered College of Teaching (2) Green open access
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Francis, R; Taylor, R; Hodgen, J; Tereshchenko, A; Archer, L; (2018) Dos and Don'ts of Attainment Grouping. UCL Institute of Education: London, UK. Green open access
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Francis, RJ; Archer, L; Mazenod, A; Craig, N; Taylor, B; Tereshchenko, A; Hodgen, J; (2019) Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality. Teaching and Teacher Education , 77 pp. 183-192. 10.1016/j.tate.2018.10.001. Green open access
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Francis, RJ; Mills, M; Lupton, R; (2017) Towards social justice in education: contradictions and dilemmas. Journal of Education Policy , 32 (4) pp. 414-431. 10.1080/02680939.2016.1276218. Green open access
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G

Gandolfi, H; (2020) “I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science. Journal of Science Teacher Education , 31 (6) pp. 610-630. 10.1080/1046560X.2020.1730049. Green open access
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Gandolfi, H; (2018) Teaching about nature of science in secondary education: A view from multicultural classrooms. ASE International (2) pp. 11-19. Green open access
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Gandolfi, H; (2017) Teaching about nature of science in secondary education: a view from multicultural classrooms. School Science Review , 98 (365) pp. 77-84. Green open access
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Gandolfi, Haira Emanuela; (2019) Exploring and implementing an intercultural model of history of science to teach about nature of science. Doctoral thesis (Ph.D), UCL (University College London). Green open access
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Gandolfi, HE; (2018) In defence of non-epistemic aspects of nature of science: insights from an intercultural approach to history of science. Cultural Studies of Science Education 10.1007/s11422-018-9879-8. (In press). Green open access
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Gandolfi, HE; (2018) Different People in Different Places: Secondary School Students' Knowledge About History of Science. Science and Education , 27 (3-4) pp. 259-297. 10.1007/s11191-018-9971-1. Green open access
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Gandolfi, HE; Figueirôa, SFDM; (2017) Science teachers’ education and research in the History of Science (Formação de professores e pesquisa em História das Ciências). EDUCA - Revista Multidisciplinar em Educação , 4 (8) pp. 3-28. 10.26568/2359-2087.2017.2121. Green open access
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H

Hodgen, J; Taylor, R; Anders, J; Tereshchenko, A; Francis, R; (2019) The Student Grouping Study: investigating the effects of setting and mixed attainment grouping. Education Endowment Foundation: London, UK. Green open access
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Hodgen, Jeremy; Taylor, Becky; Francis, Becky; Craig, Nicole; Bretscher, Nicola; Tereshchenko, Antonina; Connolly, Paul; (2022) The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal 10.1002/berj.3838. (In press). Green open access
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Hutter, RRC; Davies, LC; Sedikides, C; Conner, M; (2019) Women's stereotype threat-based performance motivation and prepotent inhibitory ability. British Journal of Social Psychology , 58 (3) pp. 691-713. 10.1111/bjso.12298. Green open access
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M

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. Green open access
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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. Green open access
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Milks, A; (2018) Making an impact. Nature Ecology & Evolution , 2 (7) pp. 1057-1058. 10.1038/s41559-018-0600-9. Green open access
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S

Souteiro Dias, Tatiana; (2024) IOE Engagement and Impact Meet-Up: Engagement, Research and Rigour Briefing Note. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/ Green open access
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T

Taylor, R; Francis, R; (2017) Supporting schools with mixed attainment teaching practice. Research Intelligence , 2021 (132) pp. 10-11. Green open access
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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). Green open access
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Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; (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. Green open access
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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. Green open access
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Tereshchenko, A; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Taylor, B; Pepper, D; (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). Green open access
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W

Wisby, E; Whitty, G; (2016) Education in England – a testbed for network governance? Oxford Review of Education , 42 (3) pp. 316-329. 10.1080/03054985.2016.1184873. Green open access
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Woods, D; Husbands, C; Brown, C; (2013) Transforming Education for All : the Tower Hamlets Story. Tower Hamlets Local Authority Green open access
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This list was generated on Fri Oct 3 01:17:09 2025 BST.