Browse by UCL people
Group by: Type | Date
Jump to: Article | Book | Book chapter | Proceedings paper | Report | Working / discussion paper | Thesis
Number of items: 39.
Article
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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Cordero, K;
Chiuminatto, P;
Duncan, S;
Vera, E;
(2020)
Millennials in the Stacks: Choices, Habits and Attitudes of Frequent Library Users between the Ages of 18–29 in Santiago, Chile.
International Information and Library Review
10.1080/10572317.2020.1786794.
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Daniels, K;
Duncan, S;
Harmey, S;
Taylor, L;
(2024)
Editorial.
Literacy
, 58
(1)
pp. 1-2.
10.1111/lit.12362.
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Duncan, S;
(2020)
Editorial.
Changing English
, 27
(1)
pp. 1-4.
10.1080/1358684x.2020.1718333.
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Duncan, Sam;
(2023)
Jane Mace - A Tribute.
Research and Practice in Adult Literacies (RaPAL)
pp. 1-8.
https://www.rapal.org.uk/.
(In press).
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Duncan, Samantha;
(2023)
Reflections and conversations on the expertise of adult literacy practitioners.
RaPAL journal : research and practice in adult literacy
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Duncan, Samantha;
Cullinan, Claire;
Kelly, Esther;
(2024)
Reading the way: a social practice approach to reading development in prisons.
Research and Practice in Adult Literacies (RaPAL) Journal
, 109
(Summer)
pp. 23-33.
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Duncan, S;
(2019)
Reading Aloud in Britain Today: an overview and implications.
Research and Practice in Adult Literacies
, 97
(Spring)
pp. 54-63.
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Duncan, S;
(2018)
Reading Aloud in Britain Today (RABiT): an introduction.
Word Matters: The Journal of the Society of Teachers of Speech and Drama
, 68
(1)
p. 19.
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Duncan, S;
(2018)
Lend Me Your Ears: Mass Observing Contemporary Adult Reading Aloud Practices.
Changing English
, 25
(4)
pp. 410-425.
10.1080/1358684X.2018.1504620.
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Duncan, S;
(2016)
Biographical Learning and Non-Formal Education: Questing, Threads and Choosing How to be Older.
Studies in the Education of Adults
, 47
(1)
pp. 35-48.
10.1080/02660830.2015.11661673.
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Duncan, S;
(2009)
What are we doing when we read? – adult literacy learners.
Research in Post-Compulsory Education
, 14
(3)
pp. 317-331.
10.1080/13596740903139420.
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Duncan, S;
Freeman, M;
(2020)
Adults reading aloud: a survey of contemporary practices in Britain.
British Journal of Educational Studies
, 68
(1)
pp. 97-123.
10.1080/00071005.2019.1610555.
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Duncan, S;
Schwab, I;
(2016)
Why Terminology is Important.
Research and Practice in Adult Literacy (RaPAL)
, 88
(Spring)
pp. 20-25.
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Book
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Duncan, Sam;
(2014)
Reading for Pleasure and Reading Circles for Adult
Emergent Readers: Insights in Adult Learning.
National Institute of Adult Continuing Education (NIACE): Leicester, UK.
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Book chapter
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Duncan, Samantha;
(2024)
Introduction to the Classic Edition.
In: Jarvis, Peter, (ed.)
Adult Education and Lifelong Learning Theory and Practice.
Routledge: Abingdon, UK.
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Duncan, S;
Paran, A;
(2018)
Negotiating the Challenges of Reading Literature: Teachers Reporting on their Practice.
In: Bland, J, (ed.)
Using Literature in English Language Education: Challenging Reading for 8–18 Year Olds.
(pp. 243-260).
Bloomsbury: London, UK.
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Proceedings paper
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Duncan, S;
(2020)
"Widening the Ownership of the Word"? When Adults Read Aloud.
In:
Living and Learning in Diverse Communities.
(pp. pp. 8-17).
ESREA BGL-ALC University of Pécs: Pécs, Hungary.
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Report
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Collins, Claire;
Duncan, Sam;
Kelly, Esther;
Turvey, Sarah;
(2023)
Reading the Way: Report on pilot project for emergent readers at HMPs Liverpool and Thameside.
Prison Reading Groups: London, UK.
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Cordero, K;
Chiuminatto, P;
Duncan, S;
Vera, E;
(2019)
Qué leo y qué quiero leer: Estudio de preferencias e intereses de lectura en usuarios de Bibliotecas DIBAM y Bibliotecas Viva de la Región Metropolitana de entre 18 y 29 años.
Ministerio de las Culturas, las Artes y el Patrimonio Gobierno de Chile: Santiago, Chile.
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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;
Duncan, S;
Harmey, S;
Munoz Chereau, B;
(2018)
Current practice in using a system of phonics with post-16 learners.
Education and Training Foundation: 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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Duncan, Samantha;
Collins, Claire;
Kelly, Esther;
Turvey, Sarah;
(2023)
Reading the Way Guidelines.
Prison Reading Groups: Online.
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Duncan, S;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Adult Learners and Adult Education Teachers.
UCL Institute of Education: London, UK.
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Duncan, S;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Prison Reading Groups and Prison Libraries.
UCL Institute of Education: London, UK.
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Duncan, S;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Teachers and Trainee Teachers.
UCL Institute of Education: London, UK.
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Duncan, S;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Women, Library Users, Everyone and Anyone...
UCL Institute of Education: London, UK.
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Duncan, S;
Capildeo, V;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps with a focus on poetry.
UCL Institute of Education: London, UK.
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Duncan, S;
Spalding, C;
(2019)
Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for the Reading Agency's Reading Ahead.
UCL Institute of Education: London, UK.
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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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Thesis
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Egan, E;
(2016)
An exploration into perspectives on literacy and literacy education for students between the age of 16 and 18 who are taking vocational qualifications in a further education college.
Doctoral thesis , UCL (University College London).
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