Browse by UCL people
Group by: Type | Date
Number of items: 6.
Article
Brown, C;
Rogers, S;
(2015)
Knowledge creation as an approach to facilitating evidence informed practice: Examining ways to measure the success of using this method with early years practitioners in Camden (London).
Journal of Educational Change
, 16
(1)
pp. 79-99.
10.1007/s10833-014-9238-9.
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Rogers, S;
(2022)
Play in the time of pandemic: children’s agency and lost learning.
Education 3-13
, 50
(4)
pp. 494-505.
10.1080/03004279.2022.2052235.
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Rogers, S;
Lapping, C;
(2012)
Recontextualising 'Play' in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice.
British Journal of Educational Studies
, 60
(3)
pp. 243-260.
10.1080/00071005.2012.712094.
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Rogers, S;
Brown, C;
Poblete, X;
(2020)
A systematic review of the evidence base for professional learning in early years education (The PLEYE Review).
Review of Education
, 8
(1)
pp. 156-188.
10.1002/rev3.3178.
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Book chapter
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Taylor, S;
Bodman, S;
Morris, H;
(2015)
Politics, Policy and Teacher Agency.
In: Wyse, D and Davis, R and Jones, P and Rogers, S, (eds.)
Exploring Education and Childhood: From current certainties to new visions.
Routledge: Oxford, UK.
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Report
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Rogers, SJ;
Brown, C;
Poblete, X;
(2017)
A systematic review of the evidence-base for Professional Learning in Early Years Education (The PLEYE Review).
UCL Institute of Education: London, UK.
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