Browse by UCL people
Group by: Type | Date
Number of items: 25.
Article
Boardman, K;
Levy, R;
(2019)
‘I hadn’t realised that whilst the babies and toddlers are sleeping, the other children can’t get to the books!’ The complexities of ‘access’ to early reading resources for under-threes.
Early Years
10.1080/09575146.2019.1605336.
(In press).
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Bradbury, A;
Braun, A;
Duncan, S;
Harmey, S;
Levy, R;
Moss, G;
(2022)
Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England.
Journal of Education Policy
10.1080/02680939.2022.2097316.
(In press).
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Darmanin, M;
Levy, R;
(2021)
‘It Was Worth Every Minute, I’m Proud of the Way It Turned Out!’ Defining Reading and Writing in the Digital Age.
Journal of Education and Practice
, 12
(26)
10.7176/JEP/12-26-02.
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Hall, M;
Levy, R;
Preece, J;
(2018)
'"No-one would sleep if we didn't have books"; Understanding shared reading as family practice and family display'.
Journal of Early Childhood Research
, 16
(4)
pp. 363-377.
10.1177/1476718X18809389.
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Levy, Rachael;
(2024)
Home–school communication: what we have learned from the pandemic.
Education 3-13
, 52
(1)
pp. 21-32.
10.1080/03004279.2023.2186972.
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Levy, R;
Hall, M;
Preece, J;
(2018)
Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children.
International Journal of Educational Psychology
, 7
(2)
p. 123.
10.17583/ijep.2018.3480.
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Lingwood, J;
Levy, R;
Billington, J;
Rowland, C;
(2020)
Barriers and solutions to participation in family-based education interventions.
International Journal of Social Research Methodology
, 23
(2)
pp. 185-198.
10.1080/13645579.2019.1645377.
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Musgrave, J;
Levy, R;
(2019)
Including children with chronic health conditions in early childhood education and care settings.
Journal of Early Childhood Research
10.1177/1476718x19875776.
(In press).
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Newhouse, Jeannie;
Levy, Rachael;
(2024)
Developing Participatory Methods to Include Young Children's Voices in Research.
Seminars in Speech and Language
, 45
(05)
pp. 445-460.
10.1055/s-0044-1791936.
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Nutbrown, C;
Clough, P;
Levy, R;
Little, S;
Bishop, J;
Lamb, T;
Yamada-Rice, D;
(2017)
Families’ roles in children’s literacy in the UK throughout the 20th century.
Journal of Early Childhood Literacy
, 17
(4)
pp. 551-569.
10.1177/1468798416645385.
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Preece, Jenny;
Levy, Rachael;
(2020)
Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback.
Journal of Early Childhood Literacy
, 20
(4)
631 -654.
10.1177/1468798418779216.
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Wilders, C;
Levy, R;
(2021)
‘I don’t really like the thing what you do, I like it more because you get the stickers’: the impact of rules and rewards on children’s transition experiences.
International Journal of Early Years Education
, 29
(4)
pp. 391-404.
10.1080/09669760.2020.1759401.
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Book
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Levy, R;
Hall, M;
(2021)
Family Literacies: Reading with Young Children.
Routledge: Abingdon, UK.
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Report
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Levy, Rachael;
Clague, Lucy;
(2013)
Bookbuzz: evidence of best practice.
Collaboration Sheffield: Sheffield, UK.
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Merchant, Guy;
Levy, Rachael;
Willis, Ben;
(2012)
Evaluation of Booked Up.
Collaboration Sheffield: Sheffield, UK.
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Moss, G;
Bradbury, A;
Braun, A;
Duncan, S;
Levy, R;
(2021)
Learning through Disruption: Using schools' experiences of Covid to build a more resilient education system.
UCL Institute of Education: London, UK.
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Moss, G;
Allen, R;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Primary teachers' experience of the COVID-19 lockdown – Eight key messages for policymakers going forward.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Responding to COVID-19, Briefing Note 2: Learning after lockdown.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Responding to COVID-19, Briefing Note 3: Resetting educational priorities in challenging times.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Responding to COVID-19, Briefing Note 1: Primary Assessment and COVID.
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Harmey, S;
Levy, R;
(2020)
Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children’s services, July 2020.
International Literacy Centre, UCL Institute of Education: London, UK.
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Working / discussion paper
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Bradbury, A;
Braun, A;
Duncan, S;
Levy, R;
Moss, G;
(2021)
Learning through disruption 2: schools serving high poverty communities need funding that fully reflects the work that they do.
(Policy Briefing 2: Learning Through Disruption
).
UCL Institute of Education: London, UK.
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Duncan, S;
Levy, R;
Bradbury, A;
Moss, G;
(2021)
Learning through disruption 3: schools engaging with families and communities during COVID.
(Policy Briefing 3: Learning Through Disruption
).
UCL Institute of Education: London.
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Moss, G;
Bradbury, A;
Braun, A;
Duncan, S;
Levy, R;
(2021)
Learning through disruption 1: why school plans for recovery from COVID must be locally led.
(Policy Briefing 1: Learning Through Disruption
).
UCL Institute of Education: London, UK.
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Moss, G;
Bradbury, A;
Duncan, S;
Levy, R;
(2021)
Learning through disruption 4: building a more resilient education system post-COVID.
(Policy Briefing 4: Learning Through Disruption
).
UCL Institute of Education: London, UK.
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