Browse by UCL people
Group by: Type | Date
Number of items: 36.
Article
Archer, MO;
DeWitt, J;
(2021)
"Thanks for helping me find my enthusiasm for physics": the lasting impacts "research in schools" projects can have on students, teachers, and schools.
Geoscience Communication
, 4
(2)
pp. 169-188.
10.5194/gc-4-169-2021.
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Archer, MO;
Dewitt, J;
Thorley, C;
Keenan, O;
(2021)
Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE "research in schools" programme.
Geoscience Communication
, 4
(2)
pp. 147-168.
10.5194/gc-4-147-2021.
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Archer, L;
Dawson, E;
DeWitt, J;
Godec, S;
King, H;
Mau, A;
Nomikou, E;
(2018)
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach.
British Journal of Sociology of Education
, 39
(3)
pp. 283-298.
10.1080/01425692.2017.1335591.
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Archer, L;
Dawson, E;
DeWitt, J;
Seakins, A;
Wong, B;
(2015)
"Science capital": A conceptual, methodological, and empirical argument for extending Bourdieusian notions of capital beyond the arts.
Journal of Research in Science Teaching
, 52
(7)
922- 948.
10.1002/tea.21227.
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Archer, L;
Dawson, E;
Seakins, A;
DeWitt, J;
Godec, S;
Whitby, C;
(2016)
“I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit.
Journal of the Learning Sciences
, 25
(3)
pp. 438-485.
10.1080/10508406.2016.1187147.
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Archer, L;
Dawson, E;
Seakins, A;
Dewitt, J;
Wong, B;
(2015)
Author Response.
Science Education
, 99
(6)
pp. 1147-1149.
10.1002/sce.21209.
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Archer, L;
DeWitt, J;
Dawson, E;
Godec, S;
King, H;
Mau, A;
Nomikou, E;
(2017)
Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London Secondary Science Classrooms.
Science Education
, 101
(5)
pp. 741-764.
10.1002/sce.21291.
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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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Archer, L;
Nomikou, E;
Mau, A;
King, H;
Godec, S;
DeWitt, J;
Dawson, E;
(2019)
Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms.
Cultural Studies of Science Education
, 14
pp. 723-751.
10.1007/s11422-018-9870-4.
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Dawson, E;
Archer, L;
Seakins, A;
Godec, S;
DeWitt, J;
King, H;
Mau, A;
(2020)
Selfies at the science museum: exploring girls' identity performances in a science learning space.
Gender and Education
, 32
(5)
pp. 664-681.
10.1080/09540253.2018.1557322.
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DeWitt, J;
Archer, L;
(2017)
Participation in informal science learning experiences: The rich get richer?
International Journal of Science Education, Part B: Communication and Public Engagement
, 7
(4)
pp. 356-373.
10.1080/21548455.2017.1360531.
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DeWitt, J;
Archer, L;
(2015)
Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students.
International Journal of Science Education
, 37
(13)
pp. 2170-2192.
10.1080/09500693.2015.1071899.
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DeWitt, J;
Archer, L;
Mau, A;
(2016)
Dimensions of science capital: exploring its potential for understanding students' science participation.
International Journal of Science Education
, 38
(16)
pp. 2431-2449.
10.1080/09500693.2016.1248520.
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DeWitt, J;
Archer, L;
Moote, J;
(2018)
15/16-Year-Old Students’ Reasons for Choosing and Not Choosing Physics at a Level.
International Journal of Science and Mathematics Education
10.1007/s10763-018-9900-4.
(In press).
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DeWitt, J;
Archer, M;
Davenport, C;
Keenan, O;
Coghill, L;
Christodoulou, A;
Durbin, S;
... Hou, L; + view all
(2021)
Going beyond the one-off: How can STEM engagement programmes with young people have real lasting impact?
Research for All
, 5
(1)
pp. 67-85.
10.14324/RFA.05.1.07.
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DeWitt, J;
Bultitude, K;
(2020)
Space Science: The View from European School Students.
Research in Science Education
, 50
pp. 1943-1959.
10.1007/s11165-018-9759-y.
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DeWitt, J;
King, H;
Wright, D;
Measures, K;
(2018)
The Potential of Extended Cultural Residencies for Young Children.
Museum Management and Curatorship
pp. 158-177.
10.1080/09647775.2018.1442241.
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DeWitt, J;
Nomikou, E;
Godec, S;
(2019)
Recognising and Valuing Student Engagement in Science Museums.
Museum Management and Curatorship
, 34
(2)
pp. 183-200.
10.1080/09647775.2018.1514276.
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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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Hauan, NP;
DeWitt, J;
(2017)
Comparing Materials for Self-Guided Learning in Interactive Science Exhibitions.
Visitor Studies
, 20
(2)
pp. 165-186.
10.1080/10645578.2017.1404349.
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Holmegaard, H;
Archer, L;
Godec, S;
Watson, E;
MacLeod, E;
Dewitt, J;
Moote, J;
(2024)
Feeling the weight of the water: a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21.
Computer Science Education
10.1080/08993408.2024.2320009.
(In press).
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Moote, J;
Archer, L;
DeWitt, J;
Macleod, E;
(2021)
Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England.
Research Papers in Education
, 36
(4)
pp. 402-422.
10.1080/02671522.2019.1678062.
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Moote, J;
Archer, L;
DeWitt, J;
Macleod, E;
(2020)
Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths attitudes and aspirations among young people aged 17/18.
Journal of Research in Science Teaching
, 57
(8)
pp. 1228-1249.
10.1002/tea.21628.
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Moote, J;
Archer, L;
DeWitt, J;
Macleod, E;
(2020)
Comparing students' engineering and science aspirations from age 10-16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors.
Journal of Engineering Education
, 109
(1)
pp. 34-51.
10.1002/jee.20302.
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Roberts, J;
Archer, L;
DeWitt, J;
Middleton, A;
(2019)
Popular culture and genetics; friend, foe or something more complex?
European Journal of Medical Genetics
, 62
(5)
pp. 368-375.
10.1016/j.ejmg.2018.12.005.
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Wong, B;
DeWitt, J;
Chiu, Y-LT;
(2021)
Mapping the eight dimensions of the ideal student in higher education.
Educational Review
10.1080/00131911.2021.1909538.
(In press).
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Report
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Archer, Louise;
DeWitt, Jen;
Godec, Spela;
Henderson, Morag;
Holmegaard, Henriette;
Liu, Qian;
Macleod, Emily;
+ view all
(2023)
ASPIRES3 Summary Report: Computing.
Department of Education, Practice and Society, UCL Institute of Education: London, UK.
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Archer, Louise;
DeWitt, Jen;
Godec, Spela;
Henderson, Morag;
Holmegaard, Henriette;
Liu, Qian;
Macleod, Emily;
+ view all
(2023)
ASPIRES3 Summary Report: Engineering.
Department of Education, Practice and Society, UCL Institute of Education: London, UK.
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Archer, Louise;
DeWitt, Jen;
Godec, Spela;
Henderson, Morag;
Holmegaard, Henriette;
Liu, Qian;
Macleod, Emily;
+ view all
(2023)
ASPIRES3 Summary Report: Mathematics.
Department of Education, Practice and Society, UCL Institute of Education: London, UK.
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Archer, Louise;
DeWitt, Jennifer;
Godec, Spela;
Henderson, Morag;
Holmegaard, Henriette;
Liu, Qian;
Macleod, Emily;
+ view all
(2023)
ASPIRES3 Summary Report: Chemistry.
Department of Education, Practice and Society, UCL Institute of Education: London, UK.
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Archer, L;
DeWitt, J;
King, H;
(2018)
Improving science participation: Five evidence-based messages for policy-makers and funders.
UCL Institute of Education: London, UK.
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Archer, L;
Moote, J;
Macleod, E;
Francis, B;
DeWitt, J;
(2020)
ASPIRES 2: Young people's science and career aspirations, age 10–19.
UCL Institute of Education: London, UK.
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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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Dawson, E;
DeWitt, J;
(2013)
Design-based research: A way to frame our collaborative process.
(Enterprising Science Research Briefs
Paper 2
).
UCL, King's College London and the Science Museum: London, UK.
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