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 - Curriculum, Pedagogy and Assessment (1967)
- Centre for Teachers and Teaching Research (91)
- IOE - Curriculum, Pedagogy and Assessment (1967)
- UCL Institute of Education (17799)
- School of Education (17799)
- Provost and Vice Provost Offices (194260)
- UCL (195485)
Number of items at this level: 91.
A
Anders, Jake;
Hodgen, Jeremy;
Taylor, Becky;
Bretscher, Nicola;
(2024)
The Student Grouping Study: investigating the effects of setting and
mixed attainment grouping Statistical Analysis Plan.
Education Endowment Foundation: London, UK.
(In press).
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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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B
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Billingsley, B;
Hardman, MA;
(2017)
Epistemic insight and the power and limitations of science in multidisciplinary arenas.
School Science Review
, 99
(367)
pp. 16-17.
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Billingsley, B;
Hardman, MA;
(2017)
Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas.
School Science Review
, 98
(365)
pp. 57-58.
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C
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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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Critten, S;
Holliman, A;
Hughes, D;
Wood, C;
Cunnane, H;
Pillinger, C;
Deacon, H;
(2021)
A longitudinal investigation of prosodic sensitivity and emergent literacy.
Reading and Writing
, 34
pp. 371-389.
10.1007/s11145-020-10077-7.
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D
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Daly, C;
Hardman, M;
Taylor, R;
(2022)
The Early Career Framework pilots: lessons learned.
In: Ovenden-Hope, T, (ed.)
The Early Career Framework: origins, outcomes and opportunities.
John Catt Educational Ltd
(In press).
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Daly, Caroline;
Glegg, Polly;
Stiasny, Beth;
Hardman, Mark;
Taylor, Becky;
Pillinger, Claire;
Gandolphi, Haira;
(2023)
Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England.
International Journal of Mentoring and Coaching in Education
10.1108/ijmce-10-2022-0090.
(In press).
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Daly, C;
Gandolfi, H;
Pillinger, C;
Glegg, P;
Hardman, MA;
Stiasny, B;
Taylor, B;
(2021)
The Early Career Framework – A Guide for Mentors and Early Career Teachers.
(Guidance Paper from the Centre for Teachers & Teaching Research
).
Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.
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F
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Flynn, S;
Hardman, M;
(2019)
The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure.
Science and Education
, 28
(1-2)
pp. 127-152.
10.1007/s11191-019-00032-6.
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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, 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, 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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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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G
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Gannon, Kate Elizabeth;
Conway, Declan;
Hardman, Mark;
Nesbitt, Alistair;
Dorling, Stephen;
Borchert, Johannes;
(2023)
Adaptation to Climate Change in the UK Wine Sector.
Climate Risk Management
, 42
, Article 100572. 10.1016/j.crm.2023.100572.
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H
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Hardman, M;
(2018)
How does learning emerge in science classrooms?
Presented at: CogSciSci - A Meeting of Minds, London, UK.
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Hardman, M;
(2011)
Human Behaviour: A Bridge Too Far for Complexity?
Presented at: Complexity of evolutionary processes in biology and the behavioural sciences: One-day IOP meeting, Manchester, UK.
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Hardman, M;
(2010)
Is Complexity Useful in Describing Classroom Learning?
Presented at: 2010 European Conference on Educational Research (ECER 2010), Helsinki, Finland.
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Hardman, M;
Taylor, B;
Daly, C;
Glegg, P;
Stiasny, B;
Pillinger, C;
Gandolfi, H;
(2020)
Early Career Teacher Support - Pilot Report, EEF Evaluation.
UCL Institute of Education: London, UK.
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Hardman, MA;
(2011)
The Dynamics of Group Learning.
In:
Towards a Global Competitive Learning Community – The Role of Active Pedagogy.
Kerala Department of Education: Thrivananthapurum, India.
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Hardman, MA;
(2011)
Is Complexity Theory Useful in Describing Classroom Learning?
In: Meyer, Meinert A and Hudson, Brian, (eds.)
Beyond Fragmentation Didactics, Learning and Teaching in Europe.
(pp. 355-366).
Verlag Barbara Budrich: Leverkusen, Germany.
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Hardman, Mark;
(2025)
Theorisations of Teacher Agency: in Relations, Ecologies and Immanent Events.
Journal of Philosophy of Education
, Article qhaf035. 10.1093/jopedu/qhaf035.
(In press).
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Hardman, Mark;
Taylor, becky;
Daly, Caroline;
(2022)
An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England.
In: Menter, Ian, (ed.)
The Palgrave Handbook of Teacher Education Research.
(pp. 1-26).
Palgrave Macmillan: Cham, Switzerland.
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Hardman, M;
(2019)
Ghosts in the Curriculum—Reframing Concepts as Multiplicities.
Journal of Philosophy of Education
, 53
(2)
pp. 273-292.
10.1111/1467-9752.12339.
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Hardman, MA;
(2017)
The Matter of Learning: Reconsidering the theoretical basis of conceptual change research.
In:
Proceedings of the ESERA 2017 Conference.
European Science Education Research Association (ESERA): Dublin, Ireland.
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Hardman, MA;
(2017)
Models, matter and truth in doing and learning science.
School Science Review
, 98
(365)
pp. 91-98.
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Hardman, MA;
(2016)
Complexity and Classroom Learning.
Doctoral thesis , Canterbury Christ Church University.
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Hardman, MA;
(2015)
How do classroom dynamics affect learning?
In: Sangster, M, (ed.)
Challenging Perceptions in Primary Education Exploring Issues in Practice.
(pp. 30-33).
Bloomsbury Publishing: London, UK.
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Hardman, MA;
(2014)
How might educational research into children’s ideas about light be of use to teachers?
Physics Education
, 49
(6)
pp. 644-653.
10.1088/0031-9120/49/6/644.
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Hardman, MA;
(2010)
Learning to Teach in ‘Urban Complex Schools’.
In: Durant, Danny, (ed.)
Proceedings of the BERA Conference 2010.
BERA: Coventry, UK.
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Hardman, MA;
Carroll, A;
(2011)
Learning to Teach First - Participant Perceptions.
In:
Proceedings of the British Educational Research Association (BERA - 2011) Annual conference.
BERA: Coventry, UK.
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Hardman, MA;
Daly, C;
Gandolfi, H;
Glegg, P;
Pillinger, C;
Stiasny, B;
Taylor, B;
(2021)
The Early Career Framework – A Guide for School Leaders and Induction Leads.
(Guidance Paper from the Centre for Teachers & Teaching Research
).
Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.
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Hardman, MA;
Wilson, A;
(2017)
Complexity and the Characterisation of Learning.
In:
(Proceedings) BERA Philosophy of Education SIG: Complexity and Education, 26 July 2017, London, UK.
British Educational Research Association: London, UK.
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Hetherington, L;
Hardman, M;
Wegerif, R;
(2018)
Making the case for a Material-Dialogic theory for Science Education.
Presented at: 2018 European Conference for Educational Research (ECER 2018), Bolzano, Italy.
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Hetherington, L;
Hardman, M;
Noakes, J;
Wegerif, R;
(2018)
Making the case for a material-dialogic approach to science education.
Studies in Science Education
, 54
(2)
pp. 141-176.
10.1080/03057267.2019.1598036.
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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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Hodgen, Jeremy;
Taylor, Becky;
Anders, Jake;
Tereshchenko, Antonina;
Jacques, Laurie;
(2024)
The Student Grouping Study:
Evaluation Study Plan.
Education Endowment Foundation: London, UK.
(In press).
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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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Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Pilot Evaluation Protocol: SMART Spaces (Chemistry Teaching - Pilot Trial).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
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Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Trial Evaluation Protocol: SMART Spaces (Spaced Learning Revision Programme).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
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Hodgen, J;
Taylor, B;
Jacques, L;
Tereshchenko, A;
Kwok, R;
Cockerill, M;
(2020)
Remote mathematics teaching during COVID-19: intentions, practices and equity.
UCL Institute of Education: London, UK.
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I
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IOE Impact Stories;
(2024)
IOE Impact Stories 2024: Developing a new cohort of researchers.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/research/engagement-and-...
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J
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Johnston, Olivia;
Taylor, Rebecca;
(2023)
A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions.
Issues in Educational Research
, 33
(1)
pp. 91-117.
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K
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Khawaja, Jaspar;
Bagley, Christopher;
Taylor, Becky;
(2024)
Breaking the Silence: Critical discussion of a youth participatory action research project.
JCPP Advances
, Article e12283. 10.1002/jcv2.12283.
(In press).
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M
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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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McCarthy, Francesca;
(2024)
(Mis)recognising the symbolic violence of academically selective education in England: a critical application of Bourdieusian analysis to pupils’ lived experiences.
Critical Studies in Education
10.1080/17508487.2024.2409672.
(In press).
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McCarthy, Francesca;
(2022)
See What I'm Saying?
Presented at: See What I'm Saying?, workshop discussion, London, UK.
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Mills, M;
Mockler, N;
Stacey, M;
Taylor, B;
(2021)
‘The village and the world’: research with, for and by teachers in an age of data.
Teaching Education
, 32
(1)
pp. 1-6.
10.1080/10476210.2020.1868141.
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Mills, M;
Mockler, N;
Stacey, M;
Taylor, R;
(2021)
Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism.
Teaching Education
, 32
(1)
pp. 77-98.
10.1080/10476210.2020.1843617.
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Mills, Martin;
Gandolfi, Haira E;
Taylor, Becky;
Tereshchenko, Antonina;
Hardman, Mark;
(2025)
Developing environments for research engagement in English schools: Re-professionalising teachers’ work.
Teaching and Teacher Education
, 154
, Article 104874. 10.1016/j.tate.2024.104874.
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P
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Pillinger, C;
Vardy, E;
(2022)
The story so far: A systematic review of the dialogic reading literature.
Journal of Research in Reading
, 45
(4)
pp. 533-548.
10.1111/1467-9817.12407.
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Pillinger, C;
(2020)
Raising Readers using dialogic reading techniques.
Journal of Innovate Teaching School Partnership
, 2020
(8)
(In press).
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R
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Riordan, J-P;
Hardman, M;
Cumbers, D;
(2021)
Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil & researcher perspectives.
Research in Science & Technological Education
10.1080/02635143.2021.1972960.
(In press).
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T
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Taylor, B;
Hodgen, J;
Tereshchenko, A;
Gutiérrez, G;
(2020)
Attainment grouping in English secondary schools: A national survey of current practices.
Research Papers in Education
, 37
(2)
pp. 199-220.
10.1080/02671522.2020.1836517.
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Taylor, B;
Mills, M;
Elwick, A;
Pillinger, C;
Gronland, G;
Hayward, J;
Hextall, I;
+ view all
(2021)
Addressing Extremism Through the Classroom. A Research Report from the Centre for Teachers & Teaching Research.
UCL Institute of Education: London, UK.
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Taylor, Becky;
(2024)
What Matters in Education? Briefing Note #3: Pupil Absence: Questions for policy, for research, and in practice.
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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Taylor, Becky;
Conn, Carmel;
Brychan, Anna;
Siôn ap Gruffudd, Gwilym;
Thomas, Laurence;
Jones, Iain;
(2025)
Astudiaeth gwmpasu ar gyfer
ymarfer addysgu cyrhaeddiad
cymysg mewn ysgolion
yng Nghymru.
Welsh Government: Cardiff, UK.
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Taylor, Becky;
Conn, Carmel;
Brychan, Anna;
Siôn ap Gruffudd, Gwilym;
Thomas, Laurence;
Jones, Iain;
(2025)
Scoping study for mixed attainment teaching practice in schools in Wales.
Welsh Government: Cardiff, UK.
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Taylor, Becky;
Hodgen, Jeremy;
Jacques, Laurie;
Tereshchenko, Antonina;
Cockerill, Maria;
Kwok, Rosa Kit Wan;
(2022)
Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality.
Teachers and Teaching
pp. 1-15.
10.1080/13540602.2022.2062717.
(In press).
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Taylor, R;
(2022)
Attainment grouping and equity in English schools.
Assessment and Development Matters
(In press).
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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, Rebecca;
Francis, Rebecca;
Hodgen, Jeremy;
Tereshchenko, Antonina;
(2021)
Attainment Grouping in Schools: Implications for Equity.
Peking University Education Review
, 19
(2)
pp. 2-18.
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Taylor, Rebecca;
Hardman, Mark;
(2023)
Grassroots pilot evaluation: evaluation protocol.
Youth Endowment Fund: London, UK.
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Taylor, Rebecca;
Hardman, Mark;
Riordan, Sally;
(2024)
Grassroots efficacy trial: evaluation of an anti-conflict intervention by cluster randomised controlled trial: Evaluation protocol.
Youth Endowment Fund
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Taylor, Rebecca;
Hardman, mark;
Riordan, sally;
Abbott, nicola;
Wong, keri;
Hodgen, jeremy;
Showunmi, victoria;
(2023)
Grassroots pilot evaluation: Evaluation protocol.
Youth Endowment Fund: London, UK.
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Taylor, Rebecca;
Hardman, Mark;
Riordan, Sally;
Moss, Gemma;
(2023)
Literature review on teacher quality in disadvantaged schools: Protocol for a rapid evidence assessment.
Education Endowment Foundation (EEF): London, UK.
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Taylor, Rebecca;
Hardman, Mark;
Riordan, Sally;
Pillinger, Claire;
Moss, Gemma;
(2023)
Teacher quality, recruitment, and retention: Rapid Evidence Assessment.
Education Endowment Foundation: London, UK.
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Taylor, B;
Daly, C;
Gandolfi, H;
Glegg, P;
Hardman, MA;
Pillinger, C;
Stiasny, B;
(2021)
The Early Career Framework – A Guide for Implementation.
(Guidance Paper from the Centre for Teachers & Teaching Research
).
Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.
|
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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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Taylor, R;
Francome, T;
Hodgen, J;
(2017)
Best practice in mixed attainment grouping.
Mathematics Teaching
, 258
pp. 35-39.
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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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Taylor, R;
Yandell, J;
(2018)
Developing Best Practice in Mixed Attainment English.
UCL Institute of Education: London.
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Tereshchenko, A;
(2014)
New migration, new challenges: Eastern European migrant pupils in English schools.
King's College London: London, UK.
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Tereshchenko, A;
Bei, Z;
Bradbury, A;
Forde, E;
Mullings, G;
(2022)
Supporting the retention of minority ethnic teachers: A research and practice based guide for school leaders.
IOE, UCL’s Faculty of Education and Society: London, UK.
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Tereshchenko, A;
Mills, M;
Bradbury, A;
(2021)
What makes minority ethnic teachers stay in teaching, or leave?
Centre for Teachers & Teaching Research, UCL Institute of Education: London, UK.
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Tereshchenko, Antonina;
Kaur, Balbir;
Wiggins, Alison;
(2023)
Racial and Ethnic Microaggressions on School Placements: A Resource for Mentors.
UCL Institute of Education & Brunel University London: London, UK.
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Tereshchenko, A;
(2010)
Highlighting place and space in studies of youth citizenship identities.
Educação, Sociedade & Culturas
(30)
pp. 41-56.
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Tereshchenko, A;
Bradbury, A;
Archer, L;
(2019)
Eastern European migrants' experiences of racism in English schools: positions of marginal whiteness and linguistic otherness.
Whiteness & Education
, 4
(1)
pp. 53-71.
10.1080/23793406.2019.1584048.
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Tereshchenko, A;
Bradbury, A;
Mills, M;
(2021)
Improving the retention of minority ethnic teachers in England. Policy Briefing from the Centre for Teachers & Teaching Research.
UCL Institute of Education: London, UK.
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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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Tereshchenko, A;
Mills, M;
Bradbury, A;
(2020)
Making progress? Employment and retention of BAME teachers in England.
UCL Institute of Education: London, UK.
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Towers, E;
Taylor, B;
Tereshchenko, A;
Mazenod, A;
(2020)
'The reality is complex': teachers' and school leaders' accounts and justifications of grouping practices in the English key stage 2 classroom.
Education 3-13
, 48
(1)
pp. 22-36.
10.1080/03004279.2019.1569707.
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W
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Walker, Kate;
Pillinger, Claire;
Brown, Sarah;
(2018)
Characteristics and motivations of
perpetrators of child sexual exploitation:
A rapid evidence assessment of research.
Centre of Expertise on Child Sexual Abuse (CSA): Ilford, UK.
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Wood, A;
(2020)
Built policy: school-building and architecture as policy instrument.
Journal of Education Policy
, 35
(4)
pp. 465-484.
10.1080/02680939.2019.1578901.
|
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Wood, A;
(2020)
Giancarlo De Carlo’s Concept of Architecture – a Powerful and Inclusive Tool for Thinking about Educational Space.
Histories of Postwar Architecture
, 5
pp. 64-75.
10.6092/issn.2611-0075/10684.
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Wood, A;
(2018)
Economies of School-building: the Selling of Architectural and Educational Futures.
Ardeth
, 3
(2)
pp. 137-157.
10.17454/ARDETH03.08.
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Wood, A;
Dyer, E;
(2017)
Reframing Education and the Architecture of Added Value.
Harvard Design Magazine
, 2017
(44)
pp. 108-115.
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