Browse by UCL people
Group by: Type | Date
Number of items: 83.
Article
Archer, L;
Calabrese Barton, A;
Dawson, E;
Godec, S;
Mau, A;
Patel, U;
(2022)
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning.
Cultural Studies in Science Education
10.1007/s11422-021-10065-5.
(In press).
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Archer, L.;
King, H.;
Godec, S.;
Chowdhuri, M.N.;
(2024)
Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach.
London Review of Education
, 22
(1)
, Article 7. 10.14324/LRE.22.1.07.
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Archer, Louise;
(2024)
Misfits or misrecognition? Exploring STEMM degree students' concerns about non-completion.
Science Education
, 107
(4)
pp. 912-938.
10.1002/sce.21794.
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Archer, Louise;
Francis, Becky;
Henderson, Morag;
Holmegaard, Henriette;
Macleod, Emily;
Moote, Julie;
Watson, Emma;
(2024)
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21.
British Journal of Sociology of Education
, 44
(5)
pp. 843-859.
10.1080/01425692.2023.2211234.
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Archer, Louise;
Francis, Becky;
Moote, Julie;
Watson, E;
Henderson, Morag;
Holmegaard, Henriette T;
Macleod, Emily;
(2023)
Reasons for Not/Choosing Chemistry: Why Advanced Level Chemistry Students in England Do/ Not Pursue Chemistry Undergraduate Degrees.
Journal of Research in Science Teaching
10.1002/tea.21822.
(In press).
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Archer, Louise;
Freedman, Esme;
Chowdhuri, Meghna Nag;
DeWitt, Jennifer;
Gonzalez, Francisco Garcia;
Liu, Qian;
(2025)
From STEM learning ecosystems to STEM learning markets: critically conceptualising relationships between formal and informal STEM learning provision.
International Journal of STEM Education
, 12
(1)
, Article 22. 10.1186/s40594-025-00544-4.
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Archer, Louise;
Freedman, Esme;
Nag Chowdhuri, Meghna;
Dewitt, Jennifer;
Liu, Qian;
Garcia Gonzalez, Francisco;
(2025)
"It's always been a challenge, right?" An analysis of the affordances and limitations of STEM educators' attempts to improve gender equity in Global South and North makerspaces.
Frontiers in Education
, 10
, Article 1507424. 10.3389/feduc.2025.1507424.
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Archer, Louise;
Rodriguez, Paulina;
(2022)
Reproducing Privilege Through Whiteness and Beauty: An Intersectional Analysis of Elite Chilean University Students’ Practices.
British Journal of Sociology of Education
10.1080/01425692.2022.2060186.
(In press).
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Archer, L;
(2020)
'The shape of things that are and were' and 'the shape of things to come': some reflections on the sociology of education at the 40th anniversary of BJSE.
British Journal of Sociology of Education
, 41
(6)
pp. 900-909.
10.1080/01425692.2020.1768825.
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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;
Francis, B;
Miller, S;
Taylor, B;
Tereschenko, A;
Mazenod, A;
Pepper, D;
(2018)
The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students' views about setting.
British Educational Research Journal
, 44
(1)
pp. 119-140.
10.1002/berj.3321.
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Archer, L;
Godec, S;
Calabrese Barton, A;
Dawson, E;
Mau, A;
Patel, U;
(2021)
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programmes.
Science Education
, 105
(1)
pp. 166-203.
10.1002/sce.21602.
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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;
Moote, J;
Macleod, E;
(2020)
Learning that physics is “not for me”: pedagogic work and the cultivation of habitus among Advanced Level physics students.
Journal of the Learning Sciences
, 29
(3)
pp. 347-384.
10.1080/10508406.2019.1707679.
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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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Calabrese Barton, A;
Greenberg, D;
Kim, WJ;
Brien, S;
Roby, RA;
Balzer, M;
Turner, C;
(2021)
Disruptive moments as opportunities towards justice-oriented pedagogical practice in Informal Science Learning.
Science Education
10.1002/sce.21682.
(In press).
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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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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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Dawson, E;
Archer, L;
Seakins, A;
Wong, B;
(2016)
Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit.
Cultural Studies of Science Education
, 11
(4)
pp. 917-939.
10.1007/s11422-015-9667-7.
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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;
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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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, Becky;
Henderson, Morag;
Godec, Spela;
Watson, Emma;
Archer, Louise;
Moote, Julie;
(2023)
An exploration of the impact of science stratification in the English school curriculum: the relationship between 'Double' and 'Triple' Science pathways and pupils' further study of science.
Research Papers in Education
10.1080/02671522.2023.2283417.
(In press).
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Francis, B;
Archer, L;
Hodgen, J;
Pepper, D;
Taylor, B;
Travers, M-C;
(2017)
Exploring the relative lack of impact of research on 'ability grouping' in England: a discourse analytic account.
Cambridge Journal of Education
, 47
(1)
pp. 1-17.
10.1080/0305764X.2015.1093095.
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Francis, B;
Archer, L;
Moote, J;
de Witt, J;
Yeomans, L;
(2016)
Femininity, science, and the denigration of the girly girl.
British Journal of Sociology of Education
pp. 1-13.
10.1080/01425692.2016.1253455.
(In press).
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Francis, B;
Archer, L;
Moote, J;
DeWitt, J;
MacLeod, E;
Yeomans, L;
(2016)
The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics.
Sex Roles
, 76
(3)
pp. 156-174.
10.1007/s11199-016-0669-z.
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Francis, B;
Mau, A;
Archer, L;
(2017)
The construction of British Chinese educational success: exploring the shifting discourses in educational debate, and their effects.
Journal of Ethnic and Migration Studies
, 43
(14)
pp. 2331-2345.
10.1080/1369183X.2017.1315852.
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Francis, R;
Connolly, P;
Archer, L;
Hodgen, J;
Mazenod, A;
Pepper, D;
sloan, S;
... Travers, M; + view all
(2017)
Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students.
International Journal of Educational Research
, 86
pp. 96-108.
10.1016/j.ijer.2017.09.001.
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Francis, 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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Godec, S;
Archer, L;
Dawson, E;
(2021)
Interested but not Being Served: Mapping Young People's Participation in Informal STEM Education.
Research Papers in Education
, 37
(2)
pp. 221-248.
10.1080/02671522.2020.1849365.
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Godec, S;
King, H;
Archer, L;
Dawson, E;
Seakins, A;
(2018)
Examining Student Engagement with Science Through a Bourdieusian Notion of Field.
Science & Education
, 27
(5-6)
10.1007/s11191-018-9988-5.
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Godec, S;
Patel, U;
Archer, L;
Dawson, E;
(2020)
Young people’s tech identity performances: why materiality matters.
International Journal of STEM Education
, 7
, Article 51. 10.1186/s40594-020-00249-w.
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Greenberg, D;
Barton, AC;
Tan, E;
Archer, L;
(2020)
Redefining entrepreneurialism in the maker movement: A critical youth approach.
Journal of the Learning Sciences
10.1080/10508406.2020.1749633.
(In press).
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Kim, Won Jung;
Barton, Angela Calabrese;
Archer, Louise;
(2025)
Making Space in Support of Youths' Rightful Presence in Informal STEM Learning.
Journal of Research in Science Teaching
10.1002/tea.70000.
(In press).
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Kim, Won Jung;
Barton, Angela Calabrese;
Brien, Sinead;
Archer, Louise;
(2025)
Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning.
Cognition and Instruction
, 43
(1-2)
pp. 69-97.
10.1080/07370008.2025.2453241.
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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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Moote, J;
Archer, L;
(2017)
Failing to deliver? Exploring the current status of career education provision in England.
Research Papers in Education
10.1080/02671522.2016.1271005.
(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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Nag Chowdhuri, M.;
King, H.;
Godec, S.;
Archer, L.;
(2023)
Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers.
London Review of Education
, 21
(1)
, Article 37. 10.14324/LRE.21.1.37.
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Nag Chowdhuri, Meghna;
Archer, Louise;
(2023)
Getting comfortable with discomfort: supporting primary science teacher educators’ capacity for socially just pedagogy.
Journal of Education for Teaching
10.1080/02607476.2023.2283436.
(In press).
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Nomikou, E;
Archer, L;
King, H;
(2017)
Building 'science capital' in the classroom.
School Science Review
, 98
(365)
pp. 118-124.
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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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Taylor, B;
Francis, B;
Archer, L;
Hodgen, J;
Pepper, D;
Tereshchenko, A;
Travers, MC;
(2016)
Factors deterring schools from mixed attainment teaching practice.
Pedagogy, Culture and Society
10.1080/14681366.2016.1256908.
(In press).
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Taylor, B;
Francis, RJ;
Craig, N;
Archer, L;
Hodgen, J;
Mazenod, A;
Tereshchenko, A;
(2019)
Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'?
British Journal of Educational Studies
, 67
(1)
pp. 5-24.
10.1080/00071005.2018.1424317.
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Tereshchenko, A;
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;
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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Book
|
Nag Chowdhuri, M;
King, H;
Archer, L;
(2021)
The Primary Science Capital Teaching Approach: teacher handbook.
[Book].
UCL Institute of Education: London, UK.
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Book chapter
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Archer, L;
Macleod, E;
Moote, J;
(2020)
Going, Going, Gone: A Feminist Bourdieusian Analysis of Young Women's Trajectories in, Through and Out of Physics, Age 10–19.
In: Gonsalves, AJ and Danielsson, AT, (eds.)
Physics Education and Gender: Identity as an Analytic Lens for Research.
(pp. 9-28).
Springer: Cham, Switzerland.
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Archer, L;
Moote, J;
Macleod, E;
(2020)
Lighting the fuse: Cultivating the masculine physics habitus – a case study of Victor aged 10-18.
In: Gonsalves, AJ and Danielsson, AT, (eds.)
Physics Education and Gender: Identity as an Analytic Lens for Research.
(pp. 29-51).
Springer: Cham, Switzerland.
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Proceedings paper
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Moote, J;
Archer, L;
Macleod, E;
(2017)
Who is getting advice? Year 11 students’ views on careers
education and work experience in English secondary schools.
In: Mann, A and Rehill, J, (eds.)
Research for Practice: Papers from the 2016 International Conference on Employer Engagement in Education and Training.
(pp. pp. 24-26).
Education and Employers Taskforce: London, UK.
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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;
(2026)
ASPIRES 3. Young People's STEM Trajectories, Age 10-22: PHYSICS.
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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ASPIRES;
(2020)
Supporting increased and wider participation in STEM.
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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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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Godec, S;
King, H;
Archer, L;
(2017)
Dull Addysgu'r Cyfalaf Gwyddoniaeth: Ymgysylltu myfyrwyr gyda gwyddoniaeth, hyrwyddo cyfiawnder cymdeithasol.
Coleg Prifysgol Llundain: Llundain, Deyrnas Unedig.
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Godec, S;
King, H;
Archer, L;
(2019)
Naturfaglig Kapita: motiverer flere – og flere ulike – elever i naturfag.
Realfagsløyper: Oslo, Norway.
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Godec, S;
King, H;
Archer, L;
(2017)
The Science Capital Teaching Approach: engaging students with science, promoting social justice.
UCL Institute of Education: London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 1: The Equity Compass: A Tool for supporting socially just practice.
Youth + Equity + TEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2: What are Core Equitable Practices in informal STEM learning?
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.3: Co-designing.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.4: Reclaiming.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.5: Shifting Narratives.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.6: Critically Being With.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.7: Embracing Humanity.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.8: Authority Sharing.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 3.1: Equitable Youth Outcomes Model for informal STEM learning.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – School Leaders and Governors Edition.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – Teacher Edition.
Youth Equity + STEM (YESTEM): London, UK.
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