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 - Learning and Leadership (1212)
- Centre for Education Policy and Equalising Opportunities (217)
- IOE - Learning and Leadership (1212)
- UCL Institute of Education (17799)
- School of Education (17799)
- Provost and Vice Provost Offices (194260)
- UCL (195485)
Number of items at this level: 217.
2025
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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.
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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.
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Cassagneau-Francis, Oliver;
Wyness, Gillian;
(2025)
The merits of teacher assessment versus external exams to measure student achievement.
IZA World of Labor
, Article 517. 10.15185/izawol.517.
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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).
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Outhwaite, LA;
(2025)
Understanding early inequalities: Multiple dimensions of children's developmental contexts predict age 3 outcomes.
British Journal of Developmental Psychology
10.1111/bjdp.12569.
(In press).
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Outhwaite, Laura;
Fischer, Natalie Marie;
Jusek, Anna;
Van Herwegen, Jo;
(2025)
Understanding the role of parental self-efficacy for supporting children’s early learning in the home mathematics environment.
Early Child Development and Care
10.1080/03004430.2025.2474668.
(In press).
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2024
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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
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Lu, Binwei;
Anders, Jacob;
Shao, Xin;
Siddiqui, Nadia;
(2024)
How do academic selection systems affect pupils’ educational attainment? New evidence from an analysis of large-scale data on England.
Educational Review
, 76
(5)
pp. 1285-1306.
10.1080/00131911.2023.2240977.
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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.
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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).
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Outhwaite, Laura;
Aunio, Pirjo;
Ka Yu Leung, Jaimie;
Van Herwegen, Jo;
(2024)
Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners.
Educational Psychology Review
, 36
, Article 110. 10.1007/s10648-024-09950-6.
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UCL Centre for Education Policy and Equalising Opportunities;
(2024)
2024 Impact Report.
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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2023
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Adali, Tugba;
Anders, Jacob;
Calderwood, Lisa;
Cullinane, Carl;
Hamlyn, Rebecca;
Kennett, Jonathan;
Shao, Xin;
+ view all
(2023)
COSMO Wave 2: Data User Guide.
(COSMO Study
Wave 2
).
UCL CEPEO | UCLCLS | The Sutton Trust: London, UK.
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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.
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Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2023)
Briefing No. 7 - Attainment and Assessment.
The Sutton Trust & UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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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).
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Costa, Hiwet Mariam;
Outhwaite, Laura Ann;
Van Herwegen, Jo;
(2023)
Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice.
International Journal of Early Years Education
10.1080/09669760.2023.2254822.
(In press).
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Crawford, Claire;
Outhwaite, Laura;
(2023)
Understanding the Impact of Childcare Ratios on Children’s Outcomes.
(CEPEO Briefing Note Series
).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Cullinane, Carl;
Yarde, James;
Shao, Xin;
Anders, Jacob;
De Gennaro, Alice;
Holt-White, Erica;
Montacute, Rebecca;
(2023)
Briefing No. 6 - Financial Inequalities and the Pandemic.
The Sutton Trust & UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Dilnot, C;
Macmillan, L;
Wyness, G;
(2023)
The path increasingly travelled: Vocational entry qualifications, socioeconomic status and university outcomes.
British Educational Research Journal
10.1002/berj.3890.
(In press).
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García-Peñalosa, Cecilia;
Petit, Fabien;
van Ypersele, Tanguy;
(2023)
Can workers still climb the social ladder as middling jobs become scarce? Evidence from two British cohorts.
Labour Economics
, 84
, Article 102390. 10.1016/j.labeco.2023.102390.
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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, 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.
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Hodgen, Jeremy;
Bretscher, Nicola;
Hardman, Mark;
Anders, Jake;
Lawson, Helen;
(2023)
SMART Spaces: Spaced Learning Revision Programme - Evaluation Report.
(Education Endowment Foundation (EEF)
).
Department for Education: London, UK.
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Hodgen, Jeremy;
Hardman, Mark;
Bretscher, Nicola;
Gandolfi, Haira;
Lawson, Helen;
Anders, Jake;
(2023)
SMART Spaces: Chemistry Teaching - Pilot report.
(Education Endowment Foundation (EEF)
).
Department for Education: London, UK.
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Holt-White, Erica;
Latham, Kevin;
Anders, Jacob;
Cullinane, Carl;
Montacute, Rebecca;
Shao, Xin;
Yarde, James;
(2023)
COSMO Wave 2 Initial Findings: Mental and physical health.
(Briefing
1
).
UCL Centre for Education Policy and Equalising Opportunities & Sutton Trust: London, UK.
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Holt-White, Erica;
Shao, Xin;
Montacute, Rebecca;
Anders, Jacob;
Cullinane, Carl;
Yarde, James;
De Gennaro, Alice;
(2023)
COSMO Wave 1 Initial Findings: Health Impacts and Behaviours.
(Wave 1 Initial Findings - Briefings
5
).
The Sutton Trust
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Jerrim, John;
Sims, Sam;
Oliver, Mary;
(2023)
Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS.
Teachers and Teaching
pp. 1-21.
10.1080/13540602.2022.2159365.
(In press).
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Outhwaite, Laura;
(2023)
App-based support for parental self-efficacy in the first 1,000 days: A randomized control trial.
Frontiers in Psychology
, 13
, Article 998170. 10.3389/fpsyg.2022.998170.
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Outhwaite, Laura;
Ang, Lynn;
Herbert, Elisabeth;
Sumner, Emma;
Van Herwegen, Jo;
(2023)
Technology and Learning for Early Childhood and Primary Education.
UNESCO: Paris, France.
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Outhwaite, Laura;
Crawford, Claire;
(2023)
Why should we invest in Early Childhood Education and Care?
(CEPEO Briefing Note Series
23).
Centre for Educational Leadership & Equalising Opportunities, UCL Institute of Education: London, UK.
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Outhwaite, Laura;
Early, Erin;
Herodotou, Christothea;
Van Herwegen, Jo;
(2023)
Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis.
British Journal of Educational Technology
10.1111/bjet.13339.
(In press).
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Outhwaite, Laura;
Van Herwegen, Jo;
(2023)
Educational apps and learning: Current evidence on design and evaluation.
British Journal of Educational Technology
, 54
(5)
pp. 1268-1272.
10.1111/bjet.13360.
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Parker, Philip;
Sanders, Taren;
Anders, Jacob;
Shure, Nikki;
Jerrim, John;
Noetel, Michael;
Parker, Rhiannon;
... Marsh, Herb; + view all
(2023)
School Socioeconomic Status Context and Social Adjustment in Children.
Developmental Psychology
, 59
(1)
pp. 15-29.
10.1037/dev0001463.
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Wyness, Gillian;
(2023)
Mismatch in Higher Education.
In: Banerjee, Anindya, (ed.)
Oxford Research Encyclopedia of Economics and Finance.
Oxford University Press: Oxford, UK.
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Yarde, James;
Shao, Xin;
Anders, Jake;
Cullinane, Carl;
Holt-White, Erica;
Latham, Kevin;
Montacute, Rebecca;
(2023)
Wave 2 Initial Findings – Post-18 Opportunities and
Aspirations.
(COSMO Wave 2
).
UCL Centre for Education Policy and Equalising Opportunities & Sutton Trust: London, UK.
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2022
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Adali, Tugba;
Anders, Jacob;
Calderwood, Lisa;
Cullinane, Carl;
Hamlyn, Rebecca;
Kennett, Jonathan;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1: Data User Guide.
The Sutton Trust: London, UK.
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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.
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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).
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Benhenda, A;
(2022)
Absence, substitutability and productivity: Evidence from teachers.
Labour Economics
, 76
, Article 102167. 10.1016/j.labeco.2022.102167.
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Benhenda, Asma;
Sims, Sam;
(2022)
The effect of financial incentives on the retention of shortage-subject teachers: evidence from England.
(CEPEO Working Paper
22-04).
UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.
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Centre for Education Policy and Equalising Opportunities;
(2022)
Centre for Education Policy and Equalising Opportunities: 2021 Impact Report.
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Cullinane, Carl;
Anders, Jacob;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Lockdown Learning.
(Wave 1 Initial Findings - Briefings
1
).
The Sutton Trust: London, UK.
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Green, Andrew;
Munoz-Chereau, Bernadita;
Gough, David;
Allen, Jerry;
de Genara, Alice;
Harkness, Fran;
Laybourne, Anne;
+ view all
(2022)
Report on the ISIKLE Project: Increasing and Evaluating Student Impact in Knowledge and Learning Exchange (ISIKLE).
(Occasional Paper, Centre for Learning and Life Chances
, pp. pp. 1-173
).
UCL Institute of Education: London, UK.
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Henderson, Morag;
Anders, Jake;
Green, Francis;
Henseke, Golo;
(2022)
Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood.
Cambridge Journal of Education
pp. 1-15.
10.1080/0305764x.2022.2040951.
(In press).
|
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Holt-White, Erica;
De Gennaro, Alice;
Anders, Jacob;
Cullinane, Carl;
Early, Erin;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Mental Health and Wellbeing.
(Wave 1 Initial Findings - Briefing
4
).
University College London (UCL); The Sutton Trust: London, UK.
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Macmillan, Lindsey;
Tominey, Emma;
(2022)
Parental inputs and socio-economic gaps in early child development.
Journal of Population Economics
(In press).
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Macmillan, Lindsey;
Wyness, Gill;
Anders, Jake;
Dilnot, Catherine;
(2022)
Grade Expectations: How well can past performance predict future grades?
Education Economics
10.1080/09645292.2022.2113861.
(In press).
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Montacute, Rebecca;
Holt-White, Erica;
Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Education Recovery and Catch Up.
(Wave 1 Initial Findings - Briefings
2
).
The Sutton Trust: London, UK.
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Murphy, Richard;
Wyness, Gillian;
(2022)
Testing Means-Tested Aid.
Journal of Labor Economics
10.1086/719995.
(In press).
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Outhwaite, Laura;
Anders, Jake;
Van Herwegen, Jo;
(2022)
Mathematics Attainment Falls Behind Reading in the Early Primary School Years.
(CEPEO Working Paper Series
22-06).
UCL Centre for Education Policy & Equalising Opportunities: London, UK.
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Outhwaite, Laura;
Early, E;
Herodotou, Christothea;
Van Herwegen, Jo;
(2022)
How to Add Value to Learning with Educational Maths Apps?
Presented at: IOE, UCL's Faculty of Education and Society, London, UK.
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Outhwaite, Laura;
Early, Erin;
Herodotou, Christothea;
Van Herwegen, Jo;
(2022)
Can Maths Apps Add Value to Young Children's Learning? A Systematic Review and Content Analysis.
IOE, UCL's Faculty of Education and Society: London, UK.
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Outhwaite, Laura;
Ranzato, Erica;
Van Herwegen, Jo;
(2022)
Raising mathematical attainment from the Early Years.
[Digital scholarly resource].
https://my.chartered.college/impact_article/raisin...
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Sims, S;
Jerrim, J;
Taylor, H;
Allen, R;
(2022)
Is teaching bad for your health? New evidence from biomarker data.
Oxford Review of Education
, 48
(1)
pp. 28-45.
10.1080/03054985.2021.1908246.
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Sims, Sam;
Anders, Jake;
Inglis, Matthew;
Lortie-Forgues, Hugues;
(2022)
Quantifying “Promising Trials Bias” in Randomized Controlled Trials in Education.
Journal of Research on Educational Effectiveness
pp. 1-18.
10.1080/19345747.2022.2090470.
(In press).
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Sims, Sam;
Fletcher-Wood, Harry;
O'Mara-Eves, Alison;
Cottingham, Sarah;
Goodrich, Josh;
Van Herwegen, Jo;
Anders, Jacob;
(2022)
Effective teacher professional development: new theory and a meta-analytic test.
(CEPEO Working Paper Series
22-02).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
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Sims, Samuel;
Anders, Jake;
Zieger, Laura;
(2022)
The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons.
Journal of Research on Educational Effectiveness
10.1080/19345747.2022.2051652.
(In press).
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Wyness, G;
Campbell, S;
Macmillan, L;
Murphy, R;
(2022)
Matching in the dark? Inequalities in student to degree match.
Journal of Labor Economics
, 40
(4)
pp. 807-850.
10.1086/718433.
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Yarde, James;
Shao, Xin;
Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Future Plans and Aspirations.
(Wave 1 Initial Findings - Briefings
3
).
The Sutton Trust: London, UK.
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Zieger, Laura Raffaella;
Jerrim, J;
Anders, J;
Shure, N;
(2022)
Conditioning: how background variables can influence PISA scores.
Assessment in Education: Principles, Policy & Practice
, 29
(6)
pp. 632-652.
10.1080/0969594x.2022.2118665.
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2021
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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.
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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.
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Anders, J;
Shure, N;
Wyse, D;
Barnard, M;
Abdi, F;
Frerichs, J;
(2021)
Power of Pictures: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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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.
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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.
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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.
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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.
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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.
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Bohling, K;
Barnard, M;
Crouch, L;
Whitefield, A;
Murphy, B;
Gunzinger, F;
Anders, J;
+ view all
(2021)
First Thing Music: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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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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Bokhove, C;
Sims, S;
(2021)
Demonstrating the potential of text mining for analyzing school inspection reports: a sentiment analysis of 17,000 Ofsted documents.
International Journal of Research & Method in Education
, 44
(4)
pp. 433-445.
10.1080/1743727X.2020.1819228.
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Clark-Wilson, A;
Moeini, A;
Anand, K;
Blake, C;
Cukurova, M;
De Ossorno Garcia, S;
Issroff, K;
... Weatherby, K; + view all
(2021)
Supporting small and medium-sized enterprises in the educational technology sector to become more research-minded: Introduction to a small collection.
Research for All
, 5
(1)
pp. 5-15.
10.14324/rfa.05.1.02.
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Henseke, Golo;
Anders, Jake;
Green, Francis;
Henderson, Morag;
(2021)
Income, housing wealth, and private school access in Britain.
Education Economics
, 29
(3)
pp. 252-268.
10.1080/09645292.2021.1874878.
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Hobbiss, M;
Sims, S;
Allen, R;
(2021)
Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science.
Review of Education
, 9
(1)
pp. 3-23.
10.1002/rev3.3226.
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Jerrim, J;
Sims, S;
(2021)
When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks.
Teaching and Teacher Education
, 105
, Article 103395. 10.1016/j.tate.2021.103395.
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Jerrim, J;
Sims, S;
Taylor, H;
(2021)
I quit! Is there an association between leaving teaching and improvements in mental health?
British Educational Research Journal
, 47
(3)
pp. 692-724.
10.1002/berj.3680.
|
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Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2021)
Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets.
Oxford Review of Education
, 47
(6)
pp. 805-825.
10.1080/03054985.2021.1902795.
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Jerrim, J;
Sims, S;
(2021)
School accountability and teacher stress: international evidence from the OECD TALIS study.
Educational Assessment, Evaluation and Accountability
10.1007/s11092-021-09360-0.
(In press).
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Munoz Chereau, B;
Ang, L;
Outhwite, L;
Dockrell, J;
Heffernan, C;
(2021)
Measuring Early Child Development across Low and Middle-Income Countries: A Systematic Review.
Journal of Early Childhood Research
10.1177/1476718X211020031.
(In press).
|
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Murphy, R;
Weinhardt, F;
Wyness, G;
(2021)
Who Teaches the Teachers? A RCT of peer-to-peer observation and feedback in 181 schools.
Economics of Education Review
, 82
, Article 102091. 10.1016/j.econedurev.2021.102091.
|
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Outhwaite, L;
(2021)
App-based Support for Parental Self-Efficacy in the First 1000 Days: A Randomised Control Trial.
(CEPEO Working Paper Series
21-01).
Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.
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Parker, P;
Sanders, T;
Anders, J;
Duineveld, J;
Parker, R;
(2021)
Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest.
Child Development
, 92
(5)
pp. 2020-2034.
10.1111/cdev.13573.
|
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Parker, P;
Sanders, T;
Anders, J;
Sahdra, B;
Shure, N;
Jerrim, J;
Cull, N;
(2021)
Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model.
Learning and Instruction
, 73
, Article 101432. 10.1016/j.learninstruc.2020.101432.
|
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Sims, S;
(2021)
Why do some schools struggle to retain staff? Development and validation of the Teachers' Working Environment Scale (TWES).
Review of Education
, 9
(3)
, Article e3304. 10.1002/rev3.3304.
|
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Sims, S;
Anders, J;
Zieger, L;
(2021)
Can we replicate the findings of EEF trials using school level comparative interrupted time series evaluations? Non-technical report.
Education Endowment Foundation: London, UK.
|
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Sims, S;
Fletcher-Wood, H;
(2021)
Identifying the characteristics of effective teacher professional development: a critical review.
School Effectiveness and School Improvement
, 32
(1)
pp. 47-63.
10.1080/09243453.2020.1772841.
|
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Sims, S;
Fletcher-Wood, H;
O'Mara-Eves, A;
Cottingham, S;
Stansfield, C;
Van Herwegen, J;
Anders, J;
(2021)
What are the Characteristics of Teacher
Professional Development that Increase Pupil Achievement? A systematic review and meta-analysis.
Education Endowment Foundation (EEF): London, UK.
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|
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Wyness, G;
Macmillan, L;
Anders, J;
(2021)
Does education raise people's productivity or does it just signal their existing ability?
(CEPEO Briefing Note Series
12).
UCL Centre for Education Policy & Equalising Opportunities: London, UK.
|
|
2020
|
Anders, J;
(2020)
How should universities select students?
(CEPEO Briefing Note Series
8).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
|
|
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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.
|
|
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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.
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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.
|
|
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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.
|
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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).
|
|
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Benhenda, Asma;
(2020)
Stay a Little Longer? Teacher Turnover, Retention and Quality in Disadvantaged Schools.
(CEPEO Working Paper
20-03).
UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.
|
|
Burgess, S;
Dickson, M;
Macmillan, LA;
(2020)
Do selective schooling systems increase inequality?
Oxford Economic Papers
, 72
(1)
pp. 1-24.
10.1093/oep/gpz028.
|
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French, B;
Outhwaite, LA;
Langley-Evans, SC;
Pitchford, NJ;
(2020)
Nutrition, growth, and other factors associated with early cognitive and motor development in Sub-Saharan Africa: a scoping review.
Journal of Human Nutrition and Dietetics
, 33
(5)
pp. 644-669.
10.1111/jhn.12795.
|
|
Has, Silvan;
Anders, Jacob;
Shure, Nikki;
(2020)
Monetary and time investments in children's education: how do they differ in workless households?
(CEPEO Working Paper Series
20-10).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
|
|
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Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2020)
Context and Implications Document for: How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets.
Review of Education
, 8
(3)
pp. 690-692.
10.1002/rev3.3227.
|
|
Jerrim, J;
Sims, S;
Taylor, H;
Allen, R;
(2020)
How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets.
Review of Education
, 8
(3)
pp. 659-689.
10.1002/rev3.3228.
|
|
Jerrim, JP;
Sims, S;
(2020)
The association between attending a grammar school and children's socio-emotional outcomes.
British Journal of Educational Studies
, 68
(1)
pp. 25-42.
10.1080/00071005.2018.1518513.
|
|
Mintz, J;
Hick, P;
Solomon, Y;
Matziari, A;
Ó'Murchú, F;
Hall, K;
Cahill, K;
... Margariti, D; + view all
(2020)
The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?
Teaching and Teacher Education
, 91
, Article 103042. 10.1016/j.tate.2020.103042.
|
|
Murphy, R;
Wyness, G;
(2020)
Minority Report: the impact of predicted grades on university admissions of disadvantaged groups.
Education Economics
, 28
(4)
pp. 333-350.
10.1080/09645292.2020.1761945.
|
|
Outhwaite, L;
(2020)
Inequalities in resources in the home learning environment.
(CEPEO Briefing Note Series
2).
Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.
|
|
|
Outhwaite, L;
Gulliford, A;
(2020)
Academic and social and emotional interventions in response to COVID-19 school closures.
(CEPEO Briefing Note Series
5).
Centre for Education Policy and Equalising Opportunities, UCL Institute of Education: London, UK.
|
|
|
Outhwaite, LA;
Gulliford, A;
Pitchford, NJ;
(2020)
Language counts when learning mathematics with interactive apps.
British Journal of Educational Technology
10.1111/bjet.12912.
(In press).
|
|
|
Price, S;
Yiannoutsou, N;
Johnson, R;
Outhwaite, L;
(2020)
Enacting elementary geometry: Participatory ‘haptic’ sense making.
Digital Experiences in Mathematics Education
10.1007/s40751-020-00079-z.
|
|
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Sims, S;
Outhwaite, L;
Bennett, S;
(2020)
Using 'approach goals' to increase student motivation for independent study: a randomised controlled field trial.
Centre for Education Policy and Equalising Opportunity, UCL Institute of Education: London, UK.
|
|
|
Sims, S;
(2020)
Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019).
Educational Researcher
, 49
(4)
pp. 289-290.
10.3102/0013189X19867931.
|
|
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Sims, S;
(2020)
Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility.
British Educational Research Journal
, 46
(2)
pp. 301-320.
10.1002/berj.3578.
|
|
Wright, H;
Carr, D;
Wiese, J;
Stokes, L;
Runge, J;
Dorsett, R;
Heal, J;
+ view all
(2020)
Using Research Tools to Improve Language in the Early Years: Evaluation report and executive summary.
Education Endowment Foundation: London, UK.
|
|
Wyness, G;
Murphy, R;
(2020)
What is the nature and extent of student–university mismatch?
IZA World of Labor
, 477
pp. 1-10.
10.15185/izawol.477.
|
2019
|
Anders, J;
Shure, N;
(2019)
Statistical Analysis Plan: Young Journalist Academy.
The Education Endowment Foundation (EEF): London, UK.
|
|
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Anders, J;
Stoll, L;
(2019)
Schools Partnership Programme.
The Education Endowment Foundation (EEF): London, UK.
|
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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).
|
|
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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.
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Anders, J;
Wyse, D;
Aarts, S;
Dockrell, J;
Torgerson, C;
Manyukhina, Y;
Cushing, I;
+ view all
(2019)
Evaluation Protocol: Grammar and Writing Research Project.
UCL Institute of Education: London, UK.
|
|
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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.
|
|
Bretscher, N;
Hodgen, J;
Anders, J;
(2019)
Statistical Analysis Plan: SMART Spaces: Spaced Learning Revision Programme.
Education Endowment Foundation: London, UK.
|
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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.
|
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Green, Francis;
Anders, Jake;
Henderson, Morag;
Henseke, Golo;
(2019)
Private Benefits? External Benefits? Outcomes of Private Schooling in 21st Century Britain.
Journal of Social Policy
10.1017/S0047279419000710.
(In press).
|
|
Gregg, P;
Macmillan, LA;
Vittori, C;
(2019)
Intergenerational income mobility: Access to top jobs, the low-pay no-pay cycle, and the role of education in a common framework.
Journal of Population Economics
, 32
(2)
pp. 501-528.
10.1007/s00148-018-0722-z.
|
|
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Henderson, Morag;
Anders, Jake;
Green, Francis;
Henseke, Golo;
(2019)
Private schooling, subject choice, upper secondary attainment and progression to university.
Oxford Review of Education
10.1080/03054985.2019.1669551.
(In press).
|
|
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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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Jerrim, J;
Oliver, M;
Sims, SG;
(2019)
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England.
Learning and Instruction
, 61
pp. 35-44.
10.1016/j.learninstruc.2018.12.004.
|
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Jerrim, J;
Sims, S;
(2019)
Why do so few low- and middle-income children attend a grammar school? New evidence from the Millennium Cohort Study.
British Educational Research Journal
, 45
(3)
pp. 425-457.
10.1002/berj.3502.
|
|
Jerrim, J;
Sims, S;
(2019)
How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study.
American Educational Research Journal
10.3102/0002831219830965.
(In press).
|
|
|
Macmillan, Lindsey;
Tominey, Emma;
(2019)
Parental Inputs and Socio-Economic Gaps in Early Child Development.
(IZA Discussion Paper
12792).
IZA - Institute of Labor Economics: Bonn, Germany.
|
|
Outhwaite, L;
Gulliford, A;
Pitchford, N;
(2019)
A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes.
International Journal of Research and Method in Education
10.1080/1743727X.2019.1657081.
(In press).
|
|
|
Pitchford, NJ;
Outhwaite, LA;
(2019)
Secondary Benefits to Attentional Processing Through Intervention With an Interactive Maths App.
Frontiers in Psychology
, 10
, Article 2633. 10.3389/fpsyg.2019.02633.
|
|
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Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Barnard, M;
(2019)
Evaluation Protocol: Speech Bubbles.
The Education Endowment Foundation (EEF): London, UK.
|
|
|
Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Farghly, F;
Heal, J;
Solomon, P;
+ view all
(2019)
Power of Pictures.
The Education Endowment Foundation (EEF): London, UK.
|
|
Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Farghly, F;
Heal, J;
Solomon, P;
+ view all
(2019)
Young Journalist Academy.
The Education Endowment Foundation (EEF): London, UK.
|
|
Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Farghly, F;
Heal, J;
Solomon, P;
+ view all
(2019)
The Craft of Writing.
The Education Endowment Foundation (EEF): London, UK.
|
|
Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Solomon, P;
Barnard, M;
(2019)
Evaluation Protocol: First Thing Music.
The Education Endowment Foundation (EEF): London, UK.
|
|
|
Wright, H;
Dorsett, R;
Anders, J;
Buzzeo, J;
Runge, J;
Sanders, M;
(2019)
Improving Working Memory: Evaluation report and executive summary.
The Education Endowment Foundation (EEF): London, UK.
|
|
Wyness, G;
Murphy, R;
Scott Clayton, J;
(2019)
The end of free college in England: Implications for enrolments, equity, and quality.
Economics of Education Review
, 71
pp. 7-22.
10.1016/j.econedurev.2018.11.007.
|
|
Wyse, D;
Anders, JD;
(2019)
Primary Education Curricula across the World: Qualitative and Quantitative Methodology in International Comparison.
In: Suter, Larry E. and Smith, Emma and Denman, Brian D., (eds.)
SAGE Handbook of Comparative Studies in Education.
SAGE: London, UK.
|
|
Zieger, L;
Sims, S;
Jerrim, J;
(2019)
Comparing Teachers’ Job Satisfaction across Countries: A Multiple-Pairwise Measurement Invariance Approach.
Educational Measurement: Issues and Practice
, 38
(3)
pp. 75-85.
10.1111/emip.12254.
|
2018
|
Wyness, G (Ed).
(2018)
The Economics of Higher Education.
[Book].
Routledge: Abingdon, UK.
|
|
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.
|
|
|
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;
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, 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;
(2018)
Educational Systems and Inequalities: International Comparisons.
[Review].
Journal of Social Policy
, 47
(4)
pp. 861-863.
10.1017/S0047279418000466.
|
|
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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, 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
(2018)
Mathematical Reasoning: Evaluation report and executive summary.
Education Endowment Foundation: London, UK.
|
|
|
Benhenda, Asma;
(2018)
What is the cost of grade retention?
(DoQSS Working Paper
18-07).
UCL Social Research Institute: London, UK.
|
|
Benhenda, Asma;
(2018)
Teacher Screening, On the Job Evaluations and Performance.
(DoQSS Working Paper
18-06).
UCL Social Research Institute: London, UK.
|
|
Henderson, M;
Sullivan, A;
Anders, J;
Moulton, V;
(2018)
Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14.
Curriculum Journal
, 29
(3)
pp. 298-318.
10.1080/09585176.2017.1406810.
|
|
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.
|
|
|
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.
|
|
|
Jerrim, JP;
Macmillan, L;
Micklewright, J;
Sawtell, M;
Wiggins, M;
(2018)
Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomised Controlled Trial of chess instruction in England.
Journal of Human Resources
, 53
(4)
pp. 993-1021.
10.3368/jhr.53.4.0516.7952R.
|
|
Macmillan, LA;
Burgess, S;
Crawford, C;
(2018)
Access to grammar schools by socio-economic status.
Environment and Planning A: Economy and Space
, 50
(7)
pp. 1381-1385.
10.1177/0308518X18787820.
|
|
|
Macmillan, LA;
Jerrim, J;
Gregg, P;
Shure, D;
(2018)
Children in jobless households across Europe: Evidence on the association with medium- and long-term outcomes.
Journal of Poverty and Social Justice
, 26
(3)
pp. 335-358.
10.1332/175982718X15265611809224.
|
|
Moulton, VG;
Sullivan, A;
Henderson, M;
Anders, J;
(2018)
Does what you study at age 14-16 matter for educational transitions post-16?
Oxford Review of Education
, 44
, Article Special Issue: Inequalities and the Curriculum. 10.1080/03054985.2018.1409975.
|
|
Outhwaite, LA;
Faulder, M;
Gulliford, A;
Pitchford, NJ;
(2018)
Raising Early Achievement in Math With Interactive Apps: A Randomized Control Trial.
Journal of Educational Psychology
10.1037/edu0000286.
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|
|
Panayiotou, S;
Hingley, S;
Boulden, K;
Kyriakopoulos, G;
Romanou, E;
Dorsett, R;
Anders, JD;
+ view all
(2018)
Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners final research report.
(DfE Research Report
792
).
Department for Education: London, UK.
|
|
|
Panayiotou, S;
Hingley, S;
Boulden, K;
Kyriakopoulos, G;
Romanou, E;
Dorsett, R;
Anders, JD;
+ view all
(2018)
Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners waves 1 and 2.
(DfE Research Report
791
).
Department for Education: London, UK.
|
|
|
Parker, P;
Marsh, HW;
Guo, J;
Anders, JD;
Shure, D;
Dicke, T;
(2018)
An information distortion model of social class differences in math self-concept, intrinsic value and utility value.
Journal of Educational Psychology
, 110
(3)
pp. 445-463.
10.1037/edu0000215.
|
|
Sanders, M;
Burgess, S;
Chande, R;
Dilnot, C;
Kozman, E;
Macmillan, LA;
(2018)
Role models, mentoring and university applications - evidence from a crossover randomised controlled trial in the United Kingdom.
Widening Participation and Lifelong Learning
, 20
(4)
pp. 57-80.
10.5456/WPLL.20.4.57.
|
|
Sims, Sam;
(2018)
Essays on the Recruitment and Retention of Teachers.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
|
Speckesser, S;
Runge, J;
Foliano, F;
Bursnall, M;
Hudson-Sharp, N;
Rolfe, H;
Anders, JD;
(2018)
Embedding Formative Assessment: Evaluation report and executive summary.
Education Endowment Foundation: London, UK.
|
|
Sullivan, A;
Henderson, M;
Anders, JD;
Moulton, V;
(2018)
Inequalities and the curriculum.
Oxford Review of Education
, 44
(1)
pp. 1-5.
10.1080/03054985.2018.1409961.
|
|
|
Wyse, D;
Flewitt, R;
Anders, JD;
(2018)
Life Chances: Written evidence submitted by the Helen Hamlyn Centre for Pedagogy, Department of Learning and Leadership, UCL Institute of Education to UK Parliament House of Commons Education Committee.
[Digital scholarly resource].
https://committees.parliament.uk/work/2310/life-ch...
|
|
2017
|
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, 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;
Brown, C;
Ehren, M;
Greany, T;
Nelson, R;
Heal, J;
Groot, A;
+ view all
(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;
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:
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(pp. 25-50).
UCL IOE Press: London, UK.
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Crawford, C;
Macmillan, LA;
Vignoles, A;
(2017)
When and why do initially high-achieving poor children fall behind?
Oxford Review of Education
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10.1080/03054985.2016.1240672.
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Friedman, S;
Macmillan, L;
(2017)
Is London Really the Engine-Room? Migration, Opportunity Hoarding and Regional Social Mobility in the UK.
National Institute Economic Review
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10.1177/002795011724000114.
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Green, Francis;
Anders, Jake;
Henderson, Morag;
Henseke, Golo;
(2017)
Who Chooses Private Schooling in Britain and Why?
(LLAKES Research Paper
62).
Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), UCL Institute of Education: London, UK.
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Gregg, P;
Jonsson, JO;
Macmillan, L;
Mood, C;
(2017)
The Role of Education for Intergenerational Income Mobility: A comparison of the United States, Great Britain, and Sweden.
Social Forces
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pp. 121-152.
10.1093/sf/sox051.
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Gregg, P;
Macmillan, LA;
Vittori, C;
(2017)
Moving Towards Estimating Sons' Lifetime Intergenerational Economic Mobility in the UK.
Oxford Bulletin of Economics and Statistics
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10.1111/obes.12146.
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Machin, S;
Wyness, G;
(2017)
Degrees of Quality, Higher Education.
In: Teixeira, P and Shin, JC, (eds.)
Encyclopedia of International Higher Education Systems and Institutions.
Springer: Dordrecht, Netherlands.
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Outhwaite, LA;
Gulliford, A;
Pitchford, NJ;
(2017)
Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children.
Computers & Education
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pp. 43-58.
10.1016/j.compedu.2017.01.011.
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Sims, S;
(2017)
What happens when you pay shortage-subject teachers more money? Simulating the effect of early-career salary supplements on teacher supply in England.
Gatsby Charitable Foundation: London, UK..
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Whitty, G;
Anders, JD;
(2017)
‘Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century.
In: Pink, WT and Noblit, GW, (eds.)
Second International Handbook of Urban Education.
Springer: Cham, Switzerland.
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Wyness, G;
Machin, S;
(2017)
Inequality in Higher Education and the Labor Market.
In: Teixeira, P and Shin, JC, (eds.)
Encyclopedia of International Higher Education Systems and Institutions.
Springer: Dordrecht, Germany.
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2016
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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...
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Anders, J;
Jerrim, JP;
McCulloch, A;
(2016)
How much progress do children in Shanghai make over one academic year? Evidence from PISA.
AERA Open
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10.1177/2332858416678841.
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Blanden, Jo;
MacMillan, Lindsey;
(2016)
Educational Inequality, Educational Expansion and Intergenerational Mobility.
Journal of Social Policy
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pp. 589-614.
10.1017/S004727941600026X.
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Crawford, C;
Gregg, P;
Macmillan, L;
Vignoles, A;
Wyness, G;
(2016)
Higher education, career opportunities, and intergenerational inequality.
Oxford Review of Economic Policy
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pp. 553-575.
10.1093/oxrep/grw030.
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Godfrey, D;
Anders, J;
Nelson, R;
(2016)
EEF Projects Review.
Education Endowment Foundation.: London, UK.
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Hubber, PJ;
Outhwaite, LA;
Chigeda, A;
McGrath, S;
Hodgen, J;
Pitchford, NJ;
(2016)
Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries?
Frontiers in Psychology
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, Article 839. 10.3389/fpsyg.2016.00839.
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Jerrim, JP;
Parker, PD;
Anders, J;
(2016)
What effect did the Global Financial Crisis have upon youth wellbeing? Evidence from four Australian cohorts.
Developmental Psychology
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pp. 640-651.
10.1037/dev0000092.
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Jerrim, JP;
Wyness, G;
(2016)
Benchmarking London in the PISA rankings.
London Review of Education
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pp. 38-65.
10.18546/LRE.14.2.04.
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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
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10.1086/689551.
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Parker, PD;
Jerrim, J;
Anders, J;
Astell-Burt, T;
(2016)
Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth.
Journal of Youth and Adolescence
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pp. 1156-1175.
10.1007/s10964-015-0386-x.
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Pitchford, NJ;
Outhwaite, LA;
(2016)
Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study.
Frontiers in Psychology
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, Article 1666. 10.3389/fpsyg.2016.01666.
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Pitchford, NJ;
Papini, C;
Outhwaite, LA;
Gulliford, A;
(2016)
Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.
Frontiers in Psychology
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Wyness, G;
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Deserving Poor: Are Higher Education Bursaries Going to the Right Students?
Education Sciences
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2015
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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.
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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.
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Anders, J;
Micklewright, J;
(2015)
Teenagers’ Expectations of Applying to University: How do they Change?
Education Sciences
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(4)
pp. 281-305.
10.3390/educsci5040281.
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Anders, JD;
(2015)
Socio-economic inequaliites in access to Higher Education in England.
Doctoral thesis , UCL (University College London).
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Jerrim, J;
Macmillan, L;
(2015)
Income Inequality, Intergenerational Mobility, and the Great Gatsby Curve: Is Education the Key?
Social Forces
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pp. 505-533.
10.1093/sf/sov075.
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Jerrim, JP;
Parker, P;
Chmielewski, AK;
Anders, J;
(2015)
Private Schooling, Educational Transitions, and Early Labour Market Outcomes: Evidence from Three Anglophone Countries.
European Sociological Review
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pp. 280-294.
10.1093/esr/jcv098.
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Macmillan, L;
Tyler, C;
Vignoles, A;
(2015)
Who Gets the Top Jobs? The Role of Family Background and Networks in Recent Graduates' Access to High-status Professions.
JOURNAL OF SOCIAL POLICY
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pp. 487-515.
10.1017/S0047279414000634.
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2014
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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.
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Dearden, L;
Fitzsimons, E;
Wyness, G;
(2014)
Money for nothing: Estimating the impact of student aid on participation in higher education.
ECONOMICS OF EDUCATION REVIEW
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pp. 66-78.
10.1016/j.econedurev.2014.09.005.
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Macmillan, L;
(2014)
Intergenerational worklessness in the UK and the role of local labour markets.
OXFORD ECONOMIC PAPERS-NEW SERIES
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pp. 871-889.
10.1093/oep/gpt046.
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2013
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Blanden, J;
Gregg, P;
Macmillan, L;
(2013)
Intergenerational persistence in income and social class: the effect of within-group inequality.
JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
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pp. 541-563.
10.1111/j.1467-985X.2012.01053.x.
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Macmillan, L;
Tyer, C;
Vignoles, A;
(2013)
Who gets the top jobs?
(IOE Research Briefings
89
).
Institute of Education, University of London: London, UK.
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2012
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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.
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Gregg, P;
Macmillan, L;
Nasim, B;
(2012)
The Impact of Fathers' Job Loss during the Recession of the 1980s on their Children's Educational Attainment and Labour Market Outcomes.
FISCAL STUDIES
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10.1111/j.1475-5890.2012.00160.x.
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2010
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Macmillan, L;
Gregg, P;
(2010)
Family income and Education in the Next Generation: Exploring income gradients in education for current cohorts of youth.
Longitudinal and Life Course Studies
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pp. 259-280.
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2007
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Macmillan, L;
Gregg, P;
Blanden, J;
(2007)
Accounting for intergenerational Income Persistence: Non-cognitive Skills, Ability and Education.
Economic Journal
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