Browse by UCL Department: listings for include files
- UCL (195485)
- UCL (195485)
- Provost and Vice Provost Offices (194260)
- School of Education (17799)
- UCL Institute of Education (17799)
- IOE - Directorate (37)
- UCL Institute of Education (17799)
- School of Education (17799)
- Provost and Vice Provost Offices (194260)
- UCL (195485)
Number of items at this level: 37.
Article
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.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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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)
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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).
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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.
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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.
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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.
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Milks, A;
(2018)
Making an impact.
Nature Ecology & Evolution
, 2
(7)
pp. 1057-1058.
10.1038/s41559-018-0600-9.
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Taylor, R;
Francis, R;
(2017)
Supporting schools with mixed attainment teaching practice.
Research Intelligence
, 2021
(132)
pp. 10-11.
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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).
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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.
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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).
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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.
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Report
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ASPIRES2 project;
(2018)
ASPIRES 2: Research and Policy Briefing.
UCL Institute of Education: London, UK.
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ASPIRES2 project;
(2018)
ASPIRES 2: Research and Policy Briefing: Women in Physics.
UCL Institute of Education: London, UK.
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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.
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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.
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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.
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Woods, D;
Husbands, C;
Brown, C;
(2013)
Transforming Education for All : the Tower Hamlets Story.
Tower Hamlets Local Authority
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Thesis
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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).
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Digital scholarly resource
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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/
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