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Abbott, N; Cameron, L; Thompson, J; (2019) Evaluating the impact of a defender role-play intervention on adolescent's defender intentions and responses towards name-calling. School Psychology International 10.1177/0143034319893410. (In press).

Abbott-Jones, Amanda; (2019) A Mixed Method Study Focusing on Adult Dyslexic Higher Education Students and their Experiences with Anxiety and Coping. Doctoral thesis (Ed.D), UCL (University College London).

Abu-Amsha, O; Gordon, R; Benton, L; Vasalou, M; Webster, B; (2019) Access to Higher Education: Reflections on a Participatory Design Process with Refugees. Journal on Education in Emergencies , 5 (1) pp. 156-176. 10.33682/tm40-9q50.

Abuabara, K; Ye, M; McCulloch, CE; Sullivan, A; Margolis, DJ; Strachan, DP; Paternoster, L; ... Langan, SM; + view all Abuabara, K; Ye, M; McCulloch, CE; Sullivan, A; Margolis, DJ; Strachan, DP; Paternoster, L; Yew, YW; Williams, HC; Langan, SM; - view fewer (2019) Clinical onset of atopic eczema: Results from 2 nationally representative British birth cohorts followed through midlife. Journal of Allergy and Clinical Immunology , 144 (3) pp. 710-719. 10.1016/j.jaci.2019.05.040.

Adamecz-Völgyi, A; Henderson, M; Shure, N; (2019) Is 'First in Family' a Good Indicator for Widening University Participation? (IZA Discussion Paper 12826). IZA Institute of Labor Economics: Bonn, Germany.

Adamecz-Volgyi, A; Szabó-Morvai, Á; Kertesi, G; Bárdits, A; (2019) The impacts of abortion restrictions on birth outcomes. In: Fazekas, K and Szabó-Morvai, Á, (eds.) The Hungarian Labour Market 2018. (pp. 95-97). Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences: Budapest, Hungary.

Adamecz-Volgyi, A; (2019) The effects of teenage motherhood. In: Fazekas, K and Szabó-Morvai, Á, (eds.) The Hungarian Labour Market 2018. (pp. 151-155). Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences: Budapest, Hungary.

Adamecz-Volgyi, A; (2019) Is there a glass ceiling in Hungary? Gender wage gap by educational attainment. In: Fazekas, K and Szabó-Morvai, Á, (eds.) The Hungarian Labour Market 2018. (pp. 63-65). Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences: Budapest, Hungary.

Adamson, J; Cardi, V; Kan, C; Harrison, A; Macdonald, P; Treasure, J; (2019) Evaluation of a novel transition support intervention in an adult eating disorders service: ECHOMANTRA. International Review of Psychiatry , 31 (4) pp. 382-390. 10.1080/09540261.2019.1573721.

Aggio, D; Papachristou, E; Papacosta, O; Lennon, LT; Ash, S; Whincup, P; Wannamethee, SG; Aggio, D; Papachristou, E; Papacosta, O; Lennon, LT; Ash, S; Whincup, P; Wannamethee, SG; Jefferis, BJ; - view fewer (2019) Trajectories of physical activity from midlife to old age and associations with subsequent cardiovascular disease and all-cause mortality. Journal of Epidemiology and Community Health 10.1136/jech-2019-212706. (In press).

Ahmadzadeh, YI; Eley, TC; Plomin, R; Dale, PS; Lester, KJ; Oliver, BR; McMillan, A; Ahmadzadeh, YI; Eley, TC; Plomin, R; Dale, PS; Lester, KJ; Oliver, BR; McMillan, A; McAdams, TA; - view fewer (2019) Children of the Twins Early Development Study (CoTEDS): A Children-of-Twins Study. Twin Research and Human Genetics , 22 (6) pp. 514-522. 10.1017/thg.2019.61.

Aicken, CRH; Wayal, S; Blomquist, PB; Fabiane, SM; Gerressu, M; Hughes, G; Mercer, CH; (2019) Pathways to, and use of, sexual healthcare among Black Caribbean sexual health clinic attendees in England: evidence from cross-sectional bio-behavioural surveys. BMC Health Services Research , 19 (1) , Article 668. 10.1186/s12913-019-4396-3.

Akasaki, M; Ploubidis, GB; Dodgeon, B; Bonell, CP; (2019) The clustering of risk behaviours in adolescence and health consequences in middle age. Journal of Adolescence , 77 pp. 188-197. 10.1016/j.adolescence.2019.11.003.

Akhtar, N; Khan, A; Pervez, A; Batool, I; (2019) Interpersonal Problems in Arranged and Love Marriages. Pakistan Journal of Social and Clinical Psychology , 15 (2) pp. 18-22.

Aksoy, O; (2019) Crosscutting circles in a social dilemma: Effects of social identity and inequality on cooperation. Social Science Research , 82 pp. 148-163. 10.1016/j.ssresearch.2019.04.009.

Al Saikhan, L; Park, C; Hardy, R; Hughes, A; (2019) Prognostic implications of left ventricular strain by speckle-tracking echocardiography in the general population: A meta-analysis. Vascular Health and Risk Management , 15 pp. 229-251. 10.2147/VHRM.S206747.

Alderson, P; Sutcliffe, K; Mendizabal, R; (2019) Dialectic and informed and voluntary consent: the pulse of freedom. Presented at: International Association for Critical Realism (IACR) 22nd Annual Conference, Southampton, UK.

Alderson, Priscilla; (2019) Practical and useful research? First, sort out the theory. [Digital scholarly resource]. https://www.bera.ac.uk/blog/practical-and-useful-r...

Alderson, P; (2019) Education, conflict, peace-building and critical realism. Education and Conflict Review , 2 pp. 54-58.

Alderson, P; (2019) Review of Children, Childhood and Youth in the British World. [Review]. Children, Youth and Environments. , 29 (1) pp. 174-176. 10.7721/chilyoutenvi.29.1.0174.

Alderson, P; (2019) Review of Children’s Rights: Today’s Global Challenge, by John Wall. [Review]. The International Journal of Children’s Rights , 27 (2) pp. 411-415. 10.1163/15718182-02702008.

Alderson, P; (2019) Sustainable prosperity for all? Blog for CUSP – Centre for Understanding Sustainable Properity

Alderson, P; (2019) Ethics in health research. In: Saks, M and Allsop, J, (eds.) Researching Health Qualitative, Quantitative and Mixed Methods. (pp. 389-408). SAGE: London, UK.

Alderson, P; Yoshida, T; (2019) Babies' rights, when human rights begin. In: Murray, J and Swadener, B and Smith, K, (eds.) The Routledge International Handbook of Young Children's Rights. Routledge: London, UK.

Allsop, Y; (2019) Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction , 19 pp. 30-55. 10.1016/j.ijcci.2018.10.004.

Allsopp, J; Chase, E; (2019) Best interests, durable solutions and belonging: future prospects for unaccompanied migrant minors coming of age in Europe. Journal of Ethnic and Migration Studies , 45 (2) pp. 293-311. 10.1080/1369183X.2017.1404265.

ALShamare, Awatif Habeeb; (2019) Investigating the Role of Social Media in Supporting Parents and Teachers of Students with Down’s Syndrome: Focus on Early Intervention Services in the Kingdom of Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

Alshathri, S; Male, T; (2019) eLearning in Saudi Arabian Universities: Toward Blended Learning. In: Tatnall, A, (ed.) Encyclopedia of Education and Information Technologies. Springer: Cham, Switzerland.

Alshathri, Sulaiman; (2019) Implementing blended learning to satisfy growing demand for higher education in Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

Amos, R; Levinson, R; (2019) Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science. International Journal of Development Education and Global Learning , 11 (1) pp. 29-49. 10.18546/ijdegl.11.1.03.

An, Sukyoung; (2019) Learners’ language use during task-based peer interaction in second language class of primary school. Doctoral thesis (Ph.D), UCL (University College London).

Anand, Kusha; (2019) Teaching India and Pakistan relations: Teachers’ pedagogical responses and strategies. Doctoral thesis (Ph.D), UCL (University College London).

Anders, J; Shure, N; (2019) Statistical Analysis Plan: Young Journalist Academy. The Education Endowment Foundation (EEF): London, UK.

Anders, J; Stoll, L; (2019) Schools Partnership Programme. The Education Endowment Foundation (EEF): London, UK.

Anders, Jake; Bryson, Alex; Hórvath, Hedvig; Nasim, Bilal; (2019) The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention. Presented at: 4th IZA Workshop on the Economics of Education, Bonn, Germany.

Anders, J; (2019) Erzsébet Bukodi and John H. Goldthorpe (2018), Social Mobility and Education in Britain: Research, Politics and Policy, Cambridge: Cambridge University Press, £19.99, pp. 260, pbk. [Review]. Journal of Social Policy 10.1017/S0047279419000904. (In press).

Anders, J; Bryson, A; Horváth, H; Nasim, B; (2019) The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention. Presented at: School Teachers' Review Body (STRB) Meeting.

Anders, J; Wyse, D; Aarts, S; Dockrell, J; Torgerson, C; Manyukhina, Y; Cushing, I; + view all Anders, J; Wyse, D; Aarts, S; Dockrell, J; Torgerson, C; Manyukhina, Y; Cushing, I; Sing, S; - view fewer (2019) Evaluation Protocol: Grammar and Writing Research Project. UCL Institute of Education: London, UK.

Anders, JD; Henderson, M; (2019) Socioeconomic Inequality and Student Outcomes in English Schools. In: Volante, L and Schnepf, S and Jerrim, J and Klinger, D, (eds.) Socioeconomic Inequality and Student Outcomes - National Trends, Policies, and Practices - Education Policy & Social Inequality. (pp. 41-62). Springer: Singapore.

Anderson, E; White, J; (2019) Elizabeth Anderson interviewed by John White. Journal of Philosophy of Education , 53 (1) pp. 5-20. 10.1111/1467-9752.12336.

Andrade Baena, Gina; (2019) Essays on Family Choices in Developing Economies. Doctoral thesis (Ph.D), UCL (University College London).

Ang, L; Harmey, S; (2019) Manor Park Talks: Effective Strategies Review. UCL Institute of Education: London, UK.

Ang, L; (2019) Exploring constructions of children’s identity and childhood in the global South from a policy. In: Salamon, A and Chng, A, (eds.) Multiple Early Childhood Identities. Routledge: London, UK.

Anwyl-Irvine, AL; Massonnié, J; Flitton, A; Kirkham, N; Evershed, JK; (2019) Gorilla in our midst: An online behavioral experiment builder. Behavior Research Methods 10.3758/s13428-019-01237-x. (In press).

Apaydin, V; Hassett, B; (2019) Should I stay or should I go? Ideals and realities of archaeology in the conflict regions. Journal of Community Archaeology & Heritage , 6 (1) pp. 36-50. 10.1080/20518196.2018.1549821.

Appel, R; Trofimovich, P; Saito, K; Isaacs, T; Webb, S; (2019) Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. International Journal of Applied Linguistics , 170 (1) 24 -52. 10.1075/itl.17026.app.

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.

Armstrong, F; (2019) Social Constructivism and Action Research: transforming teaching and learning though collaborative practice. In: Armstrong,, Felicity and Tsokova, Diana, (eds.) Action Research for Inclusive Education: Participation and Democracy in Teaching and Learning. (pp. 17-30). Routledge: London, UK.

Armstrong, S; Dearden, L; Kobayashi, M; Nagase, N; (2019) Student loans in Japan: Current problems and possible solutions. Economics of Education Review , 71 pp. 120-134. 10.1016/j.econedurev.2018.10.012.

Aronson, JK; Barends, E; Boruch, R; Brennan, M; Chalmers, I; Chislett, J; Cunliffe-Jones, P; ... Vale, L; + view all Aronson, JK; Barends, E; Boruch, R; Brennan, M; Chalmers, I; Chislett, J; Cunliffe-Jones, P; Dahlgren, A; Gaarder, M; Haines, A; Heneghan, C; Matthews, R; Maynard, B; Oxman, AD; Oxman, M; Pullin, A; Randall, N; Roddam, H; Schoonees, A; Sharples, J; Stewart, R; Stott, J; Tallis, R; Thomas, N; Vale, L; - view fewer (2019) Key concepts for making informed choices. Nature , 572 (7769) pp. 303-306. 10.1038/d41586-019-02407-9.

Ash, A; (2019) The Unfamiliar Grey Matter(s): Talking Brains. Synnyt/Origins , 2019 (2) pp. 1-22.

Ashraf, Sadia; (2019) Parents’ Views Regarding Their Children’s Education and Future in Pakistan. Doctoral thesis (Ph.D), UCL (University College London).

Ashworth, M; Palikara, O; Van Herwegen, J; (2019) Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders. Journal of Applied Research in Intellectual Disabilities , 32 (5) pp. 1047-1057. 10.1111/jar.12594.

Atkinson, Karen Ann; (2019) Experiences of Practice Educators Supporting Disabled Physiotherapy Students: a Critical Exploration. Doctoral thesis (Ed.D), University of London.

Auld, E; Morris, P; (2019) The OECD and IELS: Redefining early childhood education for the 21st century. Policy Futures in Education , 17 (1) pp. 11-26. 10.1177/1478210318823949.

Auld, E; Morris, P; (2019) Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation? Policy Futures in Education 10.1177/1478210318819246. (In press).

Auld, E; Rappleye, J; Morris, P; (2019) PISA for Development: how the OECD and World Bank shaped education governance post-2015. Comparative Education , 55 (2) pp. 197-219. 10.1080/03050068.2018.1538635.

Azam, ND; Novin, S; Oosterveld, P; Rieffe, C; (2019) Aggression in Malaysian adolescents: Validation of the IRPA self-report to measure reactive and proactive aggression. European Journal of Developmental Psychology , 16 (2) pp. 225-235. 10.1080/17405629.2017.1360177.

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Bai, Jing Kun Bai; (2019) Democratization during the Post Mao era. An Analysis of Citizenship Education in Chinese Universities. Doctoral thesis (Ph.D), UCL (University College London).

Bailey, Nicola; (2019) What is the legacy for the women who accessed support from the full service extended school initiative? Doctoral thesis (Ph.D), UCL (University College London).

Baines, E; Blatchford, P; (2019) Executive summary - School break and lunch times and young people's social lives: a follow-up national study. UCL Institute of Education: London, UK.

Baines, E; Blatchford, P; (2019) Full report - School break and lunch times and young people's social lives: a follow-up national study. UCL Institute of Education: London, UK.

Baines, E; Blatchford, P; (2019) Research briefing - School break and lunch times and young people's social lives: a follow-up national study. UCL Institute of Education: London, UK.

Baines, E; (2019) Ability Grouping. In: Hattie, J and Anderman, EM, (eds.) Visible Learning Guide to Student Achievement: Schools Edition. Routledge: Abingdon, Oxford.

Baker, D; Fomukong-Boden, A; Edwards, S; (2019) ‘Don’t follow them, look at me!’: Contemplating a haptic digital prototype to bridge the conductor and visually impaired performer. Music Education Research , 21 (3) pp. 295-314. 10.1080/14613808.2019.1605344.

Bakopoulou, I; Vivash, J; Wall, K; Brackenbury, G; Dockrell, J; (2019) Supporting Spoken Language in the Classroom: Case Studies. UCL Institute of Education: London, UK.

Baldwin-Edwards, M; Blitz, BK; Crawley, H; (2019) The politics of evidence-based policy in Europe's 'migration crisis'. Journal of Ethnic and Migration Studies , 45 (12) pp. 2139-2155. 10.1080/1369183X.2018.1468307.

Ball, SJ; (2019) A horizon of freedom: Using Foucault to think differently about education and learning. Power and Education , 11 (2) pp. 132-144. 10.1177/1757743819838289.

Balmer, Denise Joan; (2019) The potential of earth science for the development of primary school science. Doctoral thesis (Ph.D), UCL (University College London).

Bamberger, A; Morris, P; Weinreb, Y; Yemini, M; (2019) Hyperpoliticised internationalisation in a pariah university: An Israeli institution in the occupied West Bank. International Journal of Educational Development , 66 pp. 119-128. 10.1016/j.ijedudev.2018.09.005.

Bangpan, M; Felix, L; Dickson, K; (2019) Mental health and psychosocial support programmes for adults in humanitarian emergencies: a systematic review and meta-analysis in low and middle-income countries. BMJ Global Health , 4 (5) , Article e001484.. 10.1136/bmjgh-2019-001484.

Bannach-Brown, A; Przybyła, P; Thomas, J; Rice, ASC; Ananiadou, S; Liao, J; Macleod, MR; (2019) Machine learning algorithms for systematic review: reducing workload in a preclinical review of animal studies and reducing human screening error. Systematic Reviews , 8 (1) , Article 23. 10.1186/s13643-019-0942-7.

Barbuscia, A; Myrskylä, M; Goisis, A; (2019) The psychosocial health of children born after medically assisted reproduction: Evidence from the UK Millennium Cohort Study. SSM - Population Health , 7 , Article 100355. 10.1016/j.ssmph.2019.100355.

Barker, Meghanne; (2019) Blank Faces: Introduction to the Special Issue. Semiotic Review , 7 pp. 1-11.

Barker, Meghanne; (2019) Dancing Dolls: Animating Childhood in a Contemporary Kazakhstani Institution. Anthropological Quarterly , 92 (2) pp. 311-343. 10.1353/anq.2019.0017.

Barker, Meghanne M; (2019) Intersubjective Traps over Tricks on the Kazakhstani Puppet Stage: Animation as Dicentization. Journal of Linguistic Anthropology , 29 (3) pp. 375-396. 10.1111/jola.12227.

Barnard, S; Mallaband, B; Leder Mackley, K; (2019) Enhancing skills of academic researchers: The development of a participatory threefold peer learning model. Innovations in Education and Teaching International , 56 (2) pp. 173-183. 10.1080/14703297.2018.1505538.

Barr, N; Chapman, BJ; Dearden, L; Dynarski, SM; (2019) Reflections on the US College Loans System: Lessons from Australia and England. Economics of Education Review , 71 pp. 32-48. 10.1016/j.econedurev.2018.07.007.

Barreto, R; (2019) The Reinforcement of Narratives for Social Change: The Power of Art Through the Media. In: Ćurčić, A and Jović, A and Milić, V, (eds.) Proceedings of the Third International Symposium of Students of English, Croatian and Italian Studies: Express the Repressed. (pp. pp. 4-15). University of Split, Faculty of Humanities and Social Sciences: Split, Croatia.

Barrett, M; Flynn, L; Brown, JE; Welch, G; (2019) Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners. Frontiers in Psychology , 10 (724) 10.3389/fpsyg.2019.00724.

Barrett, MS; Zhukov, K; Welch, GF; (2019) Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers. Music Education Research , 21 (5) pp. 59-548. 10.1080/14613808.2019.1647154.

Barrow, E; Grima, G; Golding, J; (2019) How are Abacus resources supporting transformational mathematics learning and assessment? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

Bartie, A; Fleming, L; Freeman, M; Hulme, T; Hutton, A; Readman, P; (2019) 'History taught in the pageant way': Education and Historical Performance in Twentieth-Century Britain. History of Education , 48 (2) pp. 156-179. 10.1080/0046760X.2018.1516811.

Barua, P; Bangpan, M; Narattharaksa, K; Suphanchaimat, R; Chaiyakunapruk, N; (2019) Healthcare Policies for Stateless Populations in ASEAN Countries: A Scoping Review. Journal of Immigrant and Minority Health 10.1007/s10903-019-00945-y.

Bauman, A; Bittman, M; Gershuny, J; (2019) A short history of time use research; implications for public health. BMC Public Health , 19 (2) , Article 607. 10.1186/s12889-019-6760-y.

Baxter, L; Fitzgibbon, S; Moultrie, F; Goksan, S; Jenkinson, M; Smith, S; Andersson, J; ... Slater, R; + view all Baxter, L; Fitzgibbon, S; Moultrie, F; Goksan, S; Jenkinson, M; Smith, S; Andersson, J; Duff, E; Slater, R; - view fewer (2019) Optimising neonatal fMRI data analysis: Design and validation of an extended dHCP preprocessing pipeline to characterise noxious-evoked brain activity in infants. Neuroimage , 186 pp. 286-300. 10.1016/j.neuroimage.2018.11.006.

Benton, L; Varotsis, G; Vasalou, A; (2019) Leading by example: Exploring the influence of design examples on children’s creative ideation. International Journal of Human-Computer Studies , 122 pp. 174-183. 10.1016/j.ijhcs.2018.09.007.

Benton, L; Vasalou, A; Barendregt, W; Bunting, L; Revesz, A; (2019) What’s Missing: The Role of Instructional Design in Children’s Games-Based Learning. In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems Paper No. 582 - CHI '19. ACM: Glasgow, UK.

Berg, ML; (2019) Super-diversity, austerity, and the production of precarity: Latin Americans in London. Critical Social Policy , 39 (2) pp. 184-204. 10.1177/0261018318790744.

Berg, ML; Fiddian-Qasmiyeh, E; Waters, J; (2019) Editorial. [Editorial comment]. Migration and Society , 2 (1) v-vi. 10.3167/arms.2019.020101.

Berg, ML; Gidley, B; Krausova, A; (2019) Welfare micropublics and inequality: urban super-diversity in a time of austerity. Ethnic and Racial Studies , 42 (15) pp. 2723-2742. 10.1080/01419870.2018.1557728.

Berger, Thor; Engzell, Per; (2019) American geography of opportunity reveals European origins. Proceedings of the National Academy of Sciences , 116 (13) pp. 6045-6050. 10.1073/pnas.1810893116.

Best, Rebecca Katherine; (2019) Exploring the Educational Experiences of Children and Young People Adopted from Care: Using the Voices of Children and Parents to Inform Practice. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Bettencourt, M; Carroll, C; Wall, K; Munroe, J; Walsh-Saunders, K; Rothwell, S; (2019) Promoting the achievement of looked after children and young people in Barnet. (Promoting the Achievement of Looked After Children (PALAC) ). UCL Institute of Education: London, UK.

Bevilacqua, Leonardo; (2019) Outcomes, Developmental Processes and Protective Factors in Different Conduct Problems Trajectories. Doctoral thesis (Ph.D), UCL (University College London).

Bezemer, J; Kress, G; (2019) Semiotic work in the science classroom. Cultural Studies of Science Education 10.1007/s11422-019-09957-4.

Bezemer, J; Murtagh, G; Cope, A; (2019) Inspecting Objects: Visibility Manoeuvres in Laparoscopic Surgery. In: Reber, E and Gerhardt, C, (eds.) Embodied Activities in Face-to-face and Mediated Settings Social Encounters in Time and Space. Palgrave Macmillan: London, UK.

Billingsley, B; Chappell, K; Reiss, MJ; (2019) Closing Remarks. In: Science and Religion in Education. (pp. 349-353). Springer: Cham, Switzerland.

Bingham, DM; (2019) Older Workforces: Re-imagining Later Life Learning. [Book]. (1st ed.). Routledge: Oxford, UK.

Birkelund, GE; Chan, TW; Ugreninov, E; Midtbøen, A; Rogstad, J; (2019) Do terrorist attacks affect ethnic discrimination in the labour market? Evidence from two randomized field experiments. The British Journal of Sociology , 70 (1) pp. 241-260. 10.1111/1468-4446.12344.

Bittman, M; Cleary, E; Wilkinson-Bibicos, C; Gershuny, J; (2019) The social disorganization of eating: a neglected determinant of the Australian epidemic of overweight/obesity. BMC Public Health , 19 (2) , Article 454. 10.1186/s12889-019-6768-3.

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Borra, C; Sevilla, AS; (2019) Competition for University Places and Parental Time Investments: Evidence From the United Kingdom. Economic Inquiry , 57 (3) pp. 1460-1479. 10.1111/ecin.12761.

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Bradbury, Alice; (2019) Pressure, Anxiety and Collateral Damage: the Headteachers’ Verdict on SATs. More Than A Score

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Bradbury, A; (2019) Making little neo-liberals: The production of ideal child/learner subjectivities in primary school through choice, self-improvement and 'growth mindsets'. Power and Education , 11 (3) pp. 309-326. 10.1177/1757743818816336.

Bradbury, A; (2019) Rethinking ‘fixed ability thinking’ and grouping practices: questions, disruptions and barriers to change in primary and early years education. FORUM , 61 (1) pp. 41-52. 10.15730/forum.2019.61.1.41. (In press).

Bradbury, A; (2019) Taking the 'early yearsy' route: resistance and professionalism in the enactment of assessment policy in early childhood in England. Education 3-13 , 47 (7) pp. 819-830. 10.1080/03004279.2019.1622497.

Brady, AM; (2019) Anxiety of performativity and anxiety of performance: self-evaluation as bad faith. Oxford Review of Education , 45 (5) pp. 605-618. 10.1080/03054985.2018.1556626.

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Brehm, W; (2019) Constructing Memory in Contemporary Cambodia: "Cautious resistance and calculated conformity". Presented at: 2019 Comparative and International Education Society Conference, San Francisco, CA, USA.

Brehm, W; (2019) Researching National and Regional identity in Southeast Asian Schools. [Digital scholarly resource]. https://www.waseda.jp/inst/wias/news-en/2019/04/09...

Brehm, W; (2019) A successful university-to-university international partnership? Critical lessons from history. Presented at: EU-Japan Dialogues in a Changing World, Tokyo, Japan.

Brehm, W; Iveta, S; (2019) Five Generations of NGOs in Education: From Humanitarianism to Global Capitalism. In: Davies, T, (ed.) Routledge Handbook of NGOs and International Relations. Routledge: London, UK.

Brehm, William; (2019) Community Based Education in Afghanistan: Why do students outperform their peers in public schools? World Bank Cambodia: Phnom Penh, Cambodia.

Brehm, William; (2019) Formative Evaluation of the Secondary Education Improvement Project’s School Based Managed Activities. World Bank Group

Brehm, W; (2019) Education’s big short: learning peonage in American universities. Globalisation, Societies and Education , 17 (3) pp. 296-309. 10.1080/14767724.2019.1608163.

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Brehm, W; (2019) Cambodian Higher Education Governance: The Politics of Global Summitry and Clientelism. In: Jarvis, DSL and Mok, JKH, (eds.) Transformations in Higher Education Governance in Asia: Policy, Politics and Progress. (pp. 229-243). Springer Nature: Singapore.

Brehm, W; Aktas, F; (2019) All education for some? International development and shadow education in Cambodia. International Journal of Comparative Education and Development 10.1108/ijced-01-2019-0005. (In press).

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Brewis, G; Clements, C; (2019) ‘Good practice case study: Diversifying the Curriculum and Engaging Students through Archives and Object Handling’. In: Křčmář, K, (ed.) The Inclusivity Gap. Inspired by Learning: Edinburgh, Scotland.

Brewis, Linda Elisa Jennifer; (2019) Accountability of quality and fair access in Indonesian higher education: policymaker and practitioner perspectives. Doctoral thesis (Ph.D), UCL (University College London).

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Bright, P; Filippi, R; (2019) Editorial: Perspectives on the "Bilingual Advantage": Challenges and Opportunities. Frontiers In Psychology , 10 , Article 1346. 10.3389/fpsyg.2019.01346.

Britto, Patricia Monisola; (2019) The Role of Metacognition in Supporting the Development of Looked After Children’s Reading Skills. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Brookman-Byrne, A; Mareschal, D; Tolmie, AK; Dumontheil, I; (2019) The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in Adolescence. Mind, Brain, and Education , 13 (3) pp. 211-223. 10.1111/mbe.12212.

Brooks, R; (2019) Asserting the nation: the dominance of national narratives in policymakers’ constructions of higher education students. Sociological Research Online 10.1177/1360780419871577. (In press).

Brown, Andrew; Huang, David; (2019) Enabling collaborative work in higher education: An exploration of enhancing research collaborations within an institution. Journal of Research Administration , 50 (3) pp. 63-89.

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Brown, Paulet; (2019) Pupils' and teaching staff's lived experience of a Year 7 transition intervention in South East England: A phenomenographic study. Doctoral thesis (Ph.D), UCL (University College London).

Brunton, V; Kneale, D; Sowden, A; Sutcliffe, K; Thomas, J; (2019) Caffeinated energy drinks and effects in UK young people. (EPPI-Centre reports 3751 ). EPPI-Centre, Social Science Research Unit, UCL Institute of Education: London, UK.

Bryson, A; Barry, M; Gomez, R; Lomas, G; Kaufman, B; Wilkinson, A; (2019) The ’Good Workplace’: The Role of Joint Consultative Committees, Unions and HR Policies in Employee Ratings of Workplaces in Britain. Journal of Participation and Employee Ownership 10.1108/JPEO-09-2018-0024. (In press).

Bryson, A; Dale-Olsen, H; (2019) The Role of Employer-provided Sick Pay in Britain and Norway. In: Polachek, SW and Tatsiramos, K, (eds.) Health and Labor Markets. (pp. 227-252). Emerald: Bingley, UK.

Bryson, A; Dale-Olsen, H; Nergaard, K; (2019) Gender differences in the union wage premium? A comparative case study. European Journal of Industrial Relations , 26 (2) pp. 173-190. 10.1177/0959680119840572.

Bryson, A; Davies, R; (2019) Accounting for geographical variance in the union satisfaction gap. Industrial Relations Journal , 50 (2) pp. 104-125. 10.1111/irj.12243.

Bryson, A; Erhel, C; Salibekyan, Z; (2019) Perceptions of Non-Pecuniary Job Quality Using Linked Employer-Employee Data. European Journal of Industrial Relations (In press).

Bryson, A; Forth, J; (2019) Management practices and SME performance. Scottish Journal of Political Economy , 66 (4) pp. 527-558. 10.1111/sjpe.12209.

Bryson, A; Forth, J; (2019) State substitution for the trade union good: the case of paid holiday entitlements. Journal of Participation and Employee Ownership , 2 (1) pp. 5-23. 10.1108/JPEO-06-2018-0022.

Bryson, A; Freeman, RB; (2019) The Role of Employee Stock Purchase Plans — Gift and Incentive? Evidence from a Multinational Corporation. British Journal of Industrial Relations , 57 (1) pp. 86-106. 10.1111/bjir.12420.

Bryson, A; Kleiner, M; (2019) Re-examining Advances in Occupational Licensing Research: Issues and Policy Implications. British Journal of Industrial Relations , 57 (4) pp. 721-731. 10.1111/bjir.12488.

Bryson, A; Stokes, L; Wilkinson, D; (2019) Who Is Better Off? Wellbeing and Commitment Among Staff in Schools and Elsewhere. Education Economics , 27 (5) pp. 488-506. 10.1080/09645292.2019.1623178.

Bryson, A; White, M; (2019) HRM and Small-Firm Employee Motivation: Before and After the Great Recession. ILR Review , 72 (3) pp. 749-773. 10.1177/0019793918774524.

Bryson, A; White, M; (2019) Migrants and Low-Paid Employment in British Workplaces. Work, Employment and Society 10.1177/0950017019832509. (In press).

Bryson, AJ; Davies, R; (2019) Family, Place and the Intergenerational Transmission of Union Membership. British Journal of Industrial Relations , 57 (3) pp. 624-650. 10.1111/bjir.12435.

Bubb, S; (2019) Counting the cost of a fragmented school system. [Digital scholarly resource]. https://ioelondonblog.wordpress.com/2019/07/16/cou...

Bubb, S; (2019) The Mentoring of New Headteachers/Principals. Presented at: ECER 2019, Hamburg, Germany.

Bubb, S; Crossley-Holland, J; Cousin, S; (2019) Counting the cost of a fragmented school system: issues for the reform and leadership of the middle tier. Presented at: BELMAS SIG, London, UK.

Bubb, S; (2019) Pupil Registration Regulations 2016 Amendments: views from LAs and schools. (UK Statutory Instruments 2016/792 , pp. pp. 18-65 ). legislation.gov.uk: London, UK.

Bubb, S; Crossley-Holland, J; Cordiner, J; Cousin, S; Earley, P; (2019) Understanding the Middle Tier: Comparative Costs of Academy and LA-maintained School Systems. Sara Bubb Associates: London, UK.

Bubb, S; Earley, P; Eddy-Spicer, D; Crawford, M; James, C; (2019) Headteacher performance management in England: Balancing internal and external accountability through performance leadership. Educational Management Administration and Leadership , 47 (2) pp. 170-188. 10.1177/1741143217739361.

Bukhatir, Safa Abdelrahman; (2019) Learning from Experiences and Investing in Opportunities: A Narrative Inquiry about the Career Progress of Public Kindergarten Principals in the United Arab Emirates (UAE). Doctoral thesis (Ed.D), UCL (University College London).

Burger, K; (2019) The socio-spatial dimension of educational inequality: A comparative European analysis. Studies in Educational Evaluation , 62 pp. 171-186. 10.1016/j.stueduc.2019.03.009.

Burger, K; (2019) The subjective importance of children's participation rights: A discrimination perspective. American Journal of Orthopsychiatry , 89 (1) pp. 65-76. 10.1037/ort0000343.

Bussey, Maria; (2019) Judgement, Capabilities and Practice: Exploing how clinical supervisors make trust judgements and whether they can be captured by a capability model. Doctoral thesis (Ph.D), UCL (University College London).

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Callender, CC; (2019) Race and Race Equality: Whiteness in Initial Teacher Education. In: Miller, P and Callender, C, (eds.) Race, Education and Educational Leadership: An Integrated Analysis. (pp. 15-36). Bloomsbury: London, UK.

Camuñas, N; Mavrou, I; Miguel-Tobal, JJ; (2019) Ansiedad y tristeza-depresión: Una aproximación desde la teoría de la indefensión-desesperanza. Revista de Psicopatología y Psicología Clínica , 24 (1) pp. 19-28. 10.5944/rppc.23003.

Candappa, M; (2019) Border Politics, the 'Hostile Environment' for Migration, and Education in the UK. Hungarian Educational Research Journal , 9 (3) pp. 414-433. 10.1556/063.9.2019.3.38.

Cannon, M; Potter, J; (2019) Pedagogies of production: Re-imagining literacies for the digital age. In: Hermansson, C and Zepernick, J, (eds.) The Palgrave Handbook of Children’s Film and Television. (pp. 435-450). Palgrave Macmillan

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Cara, O; Creese, B; (2019) Prisoners' Basic Skills and Subsequent Education Involvement: An Analysis of Individualised Learner Records Data in England. International Journal of Bias, Identity and Diversities in Education (IJBIDE) , 4 (1) 10.4018/IJBIDE.2019010109.

Carpentier, V; (2019) Le financement et la transformation des logiques, des espaces et des contours de l’expansion des systèmes d’enseignement supérieur. In: Demers, Louis and Bernatchez, Jean and Umbriaco, Michel, (eds.) De l'administration à la gouvernance des universités: Progrès ou recul? L’expérience du Québec. (pp. 33-54). Presses de l'Université du Québec: Québec, Canada.

Carpentier, V; (2019) Higher Education in Modern Europe. In: Rury, John L. and Tamura, Eileen H., (eds.) The Oxford Handbook of The History of Education. (pp. 259-274). Oxford University Press: Oxford, UK.

Carpentieri, JD; (2019) The evolution of evidence problems in adult literacy and numeracy: how did we get into the current impasse and how can we get out of it? International Journal of Lifelong Education , 38 (6) pp. 644-656. 10.1080/02601370.2019.1692256.

Carr, D; (2019) Bodies That Count: Augmentation, Community, and Disability in a Science Fiction Game. Journal of Literary & Cultural Disability Studies , 14 (4) pp. 421-436. 10.3828/jlcds.2020.28.

Carr, D; Puff, C; (2019) Games, play, meaning and Minecraft. Well Played , 8 (2)

Carroll, C; Black, E; Bettencourt, M; (2019) The education of children in care in North East England. (Promoting the Achievement of Looked After Children (PALAC) ). UCL Institute of Education: London, UK.

Carroll, C; Russell, A; Wall, K; Shaw, A; (2019) Effective practice for special educational needs and/or disabilities content in initial teacher training. UCL Institute of Education: London, UK.

Carvalho, T; Fejzo, A; Wright, P; (2019) Visible Maths Pedagogy: Do students understand teachers’ intentions? Mathematics Teaching , 269 (2019) pp. 32-36.

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Cebulla, A; Wilkinson, D; (2019) Responses to an Ageing Workforce: Germany, Spain, the United Kingdom. Business Systems Research , 10 (1) pp. 120-137. 10.2478/bsrj-2019-0009.

Ceja, O; Price, S; (2019) Exploring the potential of ivr technology to promote collaborative learning in science experiences. In: Proceedings of the 13th International Conference on Computer Supported Collaborative Learning 2019. (pp. pp. 917-918). CSCL: École Normale Supérieure de Lyon, France.

Cerni, T; Bassetti, B; Masterson, J; (2019) Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language. Frontiers in Communication , 4 , Article 31. 10.3389/fcomm.2019.00031.

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Chambers, M; McAndrew, S; Nolan, F; Thomas, B; Watts, P; Grant, R; Kantaris, X; (2019) The Therapeutic Engagement Questionnaire (TEQ): a service user-focused mental health nursing outcome metric. BMC Psychiatry , 19 , Article 384. 10.1186/s12888-019-2326-x.

Chan, Hoi Ying Stephanie; (2019) The social construction of musical identities in Hong Kong's school music education. Presented at: Hong Kong Sociological Association Conference 2019, Hong Kong.

Chan, T; (2019) Understanding Social Status: A Reply to Flemmen, Jarness and Rosenlund. The British Journal of Sociology , 70 (3) pp. 867-881. 10.1111/1468-4446.12628.

Chan, T; Ermisch, J; Gruijters, R; (2019) The Dynamics of Income Inequality: The Case of China in a Comparative Perspective. European Sociological Review , 35 (3) pp. 431-446. 10.1093/esr/jcz016.

Chan, T; Henderson, M; Stuchbury, R; (2019) Family Size and Educational Attainment in England and Wales. Population Studies , 73 (2) pp. 165-178. 10.1080/00324728.2019.1577479.

Chan, TW; (2019) More Science, Less Exegesis, Please: A Rejoinder. The British Journal of Sociology , 70 (3) pp. 914-923. 10.1111/1468-4446.12677.

Chapman, R; Likhanov, M; Selita, F; Zakharov, I; Smith-Woolley, E; Kovas, Y; (2019) New literacy challenge for the twenty-first century: genetic knowledge is poor even among well educated. Journal of Community Genetics , 10 (1) pp. 73-84. 10.1007/s12687-018-0363-7.

Chase, E; Kennedy, E; Laurillard, D; Abu Moghli, M; Pherali, T; Shuayb, M; (2019) A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement. Inter-agency Network for Education in Emergencies (INEE): New York, NY, USA.

Chase, E; (2019) The serendipity of justice: the case of unaccompanied migrant children becoming ‘adult’ in the UK. In: Aggleton, P and Broom, A and Moss, J, (eds.) Practical justice: Principles, practice and social change. Routledge: London, UK.

Cheng, H; Montgomery, S; Green, A; Furnham, A; (2019) Childhood heart problems, adulthood emotional stability, and sex associated with self-report heart conditions in adulthood. Journal of Health Psychology 10.1177/1359105318820107. (In press).

Cheong, SM-C; (2019) Book review: Successful Dissertations: The complete guide for education, childhood and early childhood studies students, edited by Caron Carter. London Review of Education , 17 (3) pp. 442-444. 10.18546/lre.17.3.17.

Chien, Li-Jung; (2019) 'Possibility Thinking' and pedagogy in Taiwan's Education System. Doctoral thesis (Ph.D), UCL (University College London).

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Chua, SL; Welch, GF; (2019) A quantitative study of experiences impacting music teacher development. Psychology of Music 10.1177/0305735619873387. (In press).

Clark, L; Ribéreau-Gayon, A; Sotiriou, M; Standen, A; Thorogood, J; Tong, VCH; (2019) Developing a collaborative book project on higher education pedagogy: The institutional, organizational, and community identity dimensions of student-staff partnerships. International Journal for Students as Partners , 3 (2) pp. 99-108. 10.15173/ijsap.v3i2.3714.

Clark-Wilson, A; Aldon, G; Kohanová, I; Robutti, O; (2019) Introduction to the papers of Thematic Working Group 15: Teaching mathematics with resources and technology. In: Jankwist, UT and van den Heuvel-Panhuizen, M and Veldhuis, M, (eds.) Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. 2653-2660). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME: Utrecht, the Netherlands.

Clark-Wilson, AM; Hoyles, CM; (2019) From curriculum design to enactment in technology enhanced mathematics instruction—Mind the gap! International Journal of Educational Research , 94 pp. 66-76. 10.1016/j.ijer.2018.11.015.

Collier, DR; Kucirkova, N; (2019) Editorial. Literacy , 53 (4) pp. 183-184. 10.1111/lit.12210.

Collins, AM; Haddaway, NR; Macura, B; Thomas, J; Randall, N; Taylor, JJ; Cooke, S; Collins, AM; Haddaway, NR; Macura, B; Thomas, J; Randall, N; Taylor, JJ; Cooke, S; Gilbert, A; - view fewer (2019) What are the impacts of within-field farmland management practices on the flux of greenhouse gases from arable cropland in temperate regions? A systematic map protocol. Environmental Evidence , 8 , Article 38. 10.1186/s13750-019-0182-2.

Collins, Jason; (2019) How can practitioners support the special educational needs and disabilities of young people and young adults on community-based sentences? Doctoral thesis (D.Ed.Psy), UCL (University College London).

Colwell, Stephen John; (2019) Hall of Mirrors: policy, mythology and media practice curriculum development in higher education for England, Wales and Northern Ireland. Doctoral thesis (Ed.D), UCL (University College London).

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Fasoyiro, Olufunke Abosede; (2019) An Exploration of the Factors that shape the Early Professional Development of New Teachers: the experiences of non-teacher trained graduate teachers in Nigeria. Doctoral thesis (Ed.D), UCL (University College London).

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Freedman, Abigail; (2019) The experiences of transgender young people and their parents: Informing the work of Educational Psychologists. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Freedman, Lisa; (2019) Building a school for the future: the rebuilding of St Paul's School, London, 1878-1884. Doctoral thesis (Ph.D), UCL (University College London).

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Frost, DM; Fine, M; Torre, ME; Cabana, A; (2019) Minority Stress, Activism, and Health in the Context of Economic Precarity: Results from a National Participatory Action Survey of Lesbian, Gay, Bisexual, Transgender, Queer, and Gender Non-Conforming Youth. American Journal of Community Psychology , 63 (3-4) pp. 511-526. 10.1002/ajcp.12326.

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Gandolfi, Haira Emanuela; (2019) Exploring and implementing an intercultural model of history of science to teach about nature of science. Doctoral thesis (Ph.D), UCL (University College London).

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Gilligan, Katie; (2019) Space for Mathematics: Spatial cognition as a contributor to the development of mathematics skills in children. Doctoral thesis (Ph.D), UCL (University College London).

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Godec, S; King, H; Archer, L; (2019) Naturfaglig Kapita: motiverer flere – og flere ulike – elever i naturfag. Realfagsløyper: Oslo, Norway.

Godfrey, D; (2019) Collaborative school Improvement through peer review. Presented at: 9th British Council Schools Conference: Building learning communities through collaborative expertise, Medellin, Colombia.

Godfrey, D; (2019) Moving forward – how to create and sustain an evidence-informed school eco-system. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: reforming education through research. Routledge: London, UK.

Godfrey, D; Brown, C; (2019) Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review. In: Godfrey, D and Brown, C, (eds.) An ecosystem for research-engaged schools: Reforming education through research. Routledge: London, UK.

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Gold, N; Purves, R; Himonides, E; (2019) Computers, Making, Music, and Design. Presented at: Computational Sciences for the 21st Century: 3rd UCL eResearch Domain Symposium, London, UK.

Golding, J; (2019) Epistemic quality in the intended curriculum: what is it, why does it matter, and what are the implications for policy? Presented at: European Conference for Education Research (ECER) 2019, Hamburg, Germany.

Golding, J; (2019) Teacher capacity for developing problem solving. Presented at: CERME 11, Utrecht, Netherlands.

Golding, J; (2019) East African teacher educators learning at a distance. UCL Institute of Education: London, UK.

Golding, J; (2019) Progression through a mathematics specialist school: a study of trajectories of the first two cohorts through King's College London Mathematics School. UCL Institute of Education: London, UK.

Golding, J; (2019) Review of 'Learning as Development: Rethinking International Education in a Changing World'. London Review of Education , 17 (2) pp. 239-241. 10.18546/LRE.17.2.11.

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Golding, J; Batiibwe, MSK; (2019) Mixed mode approaches to sustainable mathematics teacher educator development in areas with limited access to digital technologies. In: Proceedings of the 5th Strathmore International Mathematics Conference (Promoting Challenge-Driven Research in Mathematical Sciences and Building Collaborative Research Networks). Strathmore University

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Gomery, D; (2019) University Technical Colleges: Pedagogy Meets Market Demands. In: Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference Vocational Education and Training Network - VETNET. (pp. pp. 34-44). VETNET

Gomery, Dianne; (2019) Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure. Doctoral thesis (Ed.D), UCL (University College London).

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Gordon, Erica Donna; (2019) Problems, pressures and policies affecting the progress of the Caribbean Examinations Council examinations: a postcolonial response to secondary education in Jamaica. Doctoral thesis (Ph.D), UCL (University College London).

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Graves, Robert; (2019) Exploring the contribution of emotional intelligence and value systems to outcomes for vulnerable students in their final year of formal education in a Pupil Referral Unit setting. Doctoral thesis (Ph.D), UCL (University College London).

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Gray, J; Cooke, M; (2019) Queering ESOL: sexual citizenship in ESOL classrooms. In: Cooke, M and Peutrell, R, (eds.) Brokering Britain, Educating Citizens: Exploring ESOL and Citizenship. (pp. 195-211). Multilingual Matters: Bristol, UK.

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Green, Francis; Henseke, Golo; (2019) Training Trends in Britain. (Unionlearn Research Paper 22 ). Unionlearn: London, UK.

Green, Francis; Kynaston, David; (2019) The Necessity of Reforming Britain's Private Schools. Forum , 61 (2) pp. 281-288. 10.15730/forum.2019.61.2.281.

Greer, J; Daly, C; (2019) Professionally Acceptable Workload: Changing our habitus. Presented at: 2019 UCET Annual Conference, Stratford-upon-Avon, UK.

Gregg, P; Macmillan, LA; Vittori, C; (2019) Intergenerational income mobility: Access to top jobs, the low-pay no-pay cycle, and the role of education in a common framework. Journal of Population Economics , 32 (2) pp. 501-528. 10.1007/s00148-018-0722-z.

Grief, Susan Marion; (2019) The Uses of Writing in Microbusinesses. Doctoral thesis (Ph.D), UCL (University College London).

Griffin-O'Brien, Claire; (2019) Fostering independence through care? A study of the preparedness and deployment of Special Needs Assistants when supporting pupils’ behavioural care needs and independence development in mainstream primary schools in Ireland. Doctoral thesis (Ph.D), UCL (University College London).

Griffiths, L; Pratt, D; Jennings, D; Schmoller, S; (2019) A MOOC for Adult Learners of Mathematics and Statistics: Tensions and Compromises in Design. In: Topics and Trends in Current Statistics Education Research. (pp. pp. 351-371). Springer Nature

Groves, Michelle Marie; (2019) Mapping Professional Identities of Dance Teachers across Time, Space and Practice: towards a model of professional identity formation. Doctoral thesis (Ed.D), UCL (University College London).

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Guile, D; (2019) The concept of “recontextualization”: implications for professional, vocational and workplace learning. Learning, Culture and Social Interaction , 23 , Article 100343. 10.1016/j.lcsi.2019.100343.

Guile, D; Unwin, L; (2019) VET, Expertise and Work: situating the challenge. In: The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Hoboken, NJ, USA.

Guile, D; Unwin, L; (2019) Vocational Education and Training: Theory, Practice and Policy for a Complex Field of Inquiry. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Hoboken, NJ, USA. (In press).

Guile, D; Unwin, L; (2019) The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Oxford, UK.

Gutiérrez, G; Jerrim, J; Torres, R; (2019) School Segregation Across the World: Has Any Progress Been Made in Reducing the Separation of the Rich from the Poor? The Journal of Economic Inequality 10.1007/s10888-019-09437-3. (In press).

Gutierrez Cofre, Gabriel; (2019) School Composition and Educational Impacts: Four Papers on Socioeconomic Segregation and Peer Effects. Doctoral thesis (Ph.D), UCL (University College London).

Gutiérrez Menéndez, Luz María; (2019) From the Utopia of Quietness to the Fear of Stillness: A Taxonomic Research Study to Understanding 'Silence' through the medium of radio and its Implications for Media, Education and Psychology. Doctoral thesis (Ph.D), UCL (University College London).

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Hallam, S; (2019) What contributes to successful whole-class Ensemble Tuition? British Journal of Music Education , 36 (3) pp. 229-241. 10.1017/S0265051719000342.

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Kachlicka, M; Saito, K; Tierney, A; (2019) Successful Second Language Learning is Tied to Robust Domain-General Auditory Processing and Stable Neural Representation of Sound. Brain and Language , 192 pp. 15-24. 10.1016/j.bandl.2019.02.004.

Kamuli, Khabusi Emmanuel; (2019) An exploration of drop-in among students who are at risk of dropping out of lower secondary school in Eritrea. Doctoral thesis (Ed.D), UCL (University College London).

Kang, J; Aletta, F; Oberman, T; Erfanian, M; Kachlicka, M; Lionello, M; Mitchell, A; (2019) Towards soundscape indices. In: Proceedings of the 23rd International Congress on Acoustics: integrating 4th EAA Euroregio 2019: 9-13 September 2019 in Aachen, Germany. (pp. pp. 2488-2495). International Congress on Acoustics: Berlin, Germany.

Kang, J; Keinonen, T; Simon, S; Rannikmäe, M; Soobard, R; Direito, I; (2019) Scenario Evaluation with Relevance and Interest (SERI): Development and Validation of a Scenario Measurement Tool for Context-Based Learning. International Journal of Science and Mathematics Education , 17 (7) pp. 1317-1338. 10.1007/s10763-018-9930-y.

Kapp, SK; Steward, R; Crane, LM; Elliott, D; Elphick, C; Pellicano, E; Russell, G; (2019) 'People should be allowed to do what they like': Autistic adults' views and experiences of stimming. Autism , 23 (7) pp. 1782-1792. 10.1177/1362361319829628.

Karaminis, T; Arrighi, R; Forth, G; Burr, D; Pellicano, E; (2019) Adaptation to the Speed of Biological Motion in Autism. Journal of Autism and Developmental Disorders 10.1007/s10803-019-04241-4. (In press).

Kasser, S; Hartley, C; Rickenbacher, H; Klarer, N; Depoorter, A; Datta, AN; Cobo, MM; ... Wellmann, S; + view all Kasser, S; Hartley, C; Rickenbacher, H; Klarer, N; Depoorter, A; Datta, AN; Cobo, MM; Goksan, S; Hoskin, A; Magerl, W; Huhn, EA; Green, G; Slater, R; Wellmann, S; - view fewer (2019) Birth experience in newborn infants is associated with changes in nociceptive sensitivity. Scientific Reports , 9 , Article 4117. 10.1038/s41598-019-40650-2.

Kazmi, Asyia; (2019) Teaching and learning mathematics in Karachi's low-cost private schools. Doctoral thesis (Ed.D), UCL (University College London).

Kefalaki, M; Daskalaki, E; Diamantidaki, F; (2019) Cultural Communication and Cultural Transmission: The Case of Popular Tradition in Corsica. Journal of Education Innovation and Communication (S1) pp. 53-65. 10.34097/jeicom_SI_Dec2019-4.

Kefalaki, M; Diamantidaki, F; (2019) Preface : Redefining Communication: Social Media and the Age of Innovation. Journal of Education Innovation and Communication (S1) pp. 9-10. 10.34097/jeicom_special-issue-december-2019/.

Kennedy, Natacha; (2019) Young Trans People: The Sociology of Identity and Language, Epiphany, Existential Learning, Authenticity, and the Recontextualisation and Mythologisation of Gender. Doctoral thesis (Ph.D), UCL (University College London).

Kennedy, E; Laurillard, D; (2019) The potential of MOOCs for large-scale teacher professional development in contexts of mass displacemen. London Review of Education , 17 (2) pp. 141-158. 10.18546/LRE.17.2.04.

Kennedy, E; Moghli, MA; Chase, E; Pherali, T; Laurillard, D; (2019) A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement. NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies , 2019 (In press).

Kenny, Lorcan; (2019) Understanding executive function in young autistic people: moving from the lab to the everyday. Doctoral thesis (Ph.D), UCL (University College London).

Kerr-Gaffney, J; Harrison, A; Tchanturia, K; (2019) Cognitive and Affective Empathy in Eating Disorders: A Systematic Review and Meta-Analysis. Frontiers in Psychiatry , 10 , Article 102. 10.3389/fpsyt.2019.00102.

Kerr-Gaffney, J; Harrison, A; Tchanturia, K; (2019) Eye-tracking research in eating disorders: A systematic review. International Journal of Eating Disorders , 52 (1) pp. 3-27. 10.1002/eat.22998.

Kersh, N; (2019) Learning from knowledge transfer and recontextualisation of experiences in the context of workplace learning: Insights from the UK. In: Bahl, A and Dietzen, A, (eds.) Work-based learning as a pathway to competence-based education. (pp. 255-272). Federal Institute for Vocational Education and Training: Bonn.

Kim, MJ; (2019) Reparations for "Comfort Women": Feminist Geopolitics and Changing Gender Ideologies in South Korea. Cornell International Affairs Review , 12 (2) pp. 5-43. 10.37513/ciar.v12i2.513.

Kitagawa, K; (2019) Co-Constructing a Narrative of 'Never Give Up' in Preparing for a Mega-Tsunami: An Exemplar of 'All-Of-Society Engagement'? Geosciences , 9 (12) , Article 486. 10.3390/geosciences9120486.

Kitagawa, K; (2019) Exploring 'everyday-life preparedness': Three case studies from Japan. International Journal of Disaster Risk Reduction , 34 pp. 265-274. 10.1016/j.ijdrr.2018.11.025.

Kitagawa, K; (2019) Questioning 'integrated' disaster risk reduction and 'all of society' engagement: can 'preparedness pedagogy' help? Compare: A Journal of Comparative and International Education , 49 (6) pp. 851-867. 10.1080/03057925.2018.1464385.

Klaus, Sarah Maria; (2019) Using Cultural Brokering Strategies to Improve the Early Childhood Education of Roma, Gypsy and Traveller Children: Case Studies from the UK and Serbia. Doctoral thesis (Ed.D), UCL (University College London).

Klingenberg, MKR; Pelletier, C; (2019) The practice of selecting for values in nursing. Journal of Organizational Ethnography , 8 (3) pp. 312-324. 10.1108/joe-04-2018-0019.

Kneale, D; French, R; Spandler, H; Young, I; Purcell, C; Boden, Z; Brown, S; ... Tingay, K; + view all Kneale, D; French, R; Spandler, H; Young, I; Purcell, C; Boden, Z; Brown, S; Callwood, D; Carr, S; Dymock, A; Eastham, R; Gabb, J; Henley, J; Jones, C; McDermott, E; Mkhwanazi, N; Ravenhill, J; Reavey, P; Scott, R; Smith, C; Smith, M; Thomas, J; Tingay, K; - view fewer (2019) Conducting sexualities research: an outline of emergent issues and case studies from ten Wellcome-funded projects [version 1; peer review: awaiting peer review]. Wellcome Open Research , 4 , Article 137. 10.12688/wellcomeopenres.15283.1.

Kneale, D; Harris, K; McDonald, VM; Thomas, J; Grigg, J; (2019) Effectiveness of school-based self-management interventions for asthma among children and adolescents: findings from a Cochrane systematic review and meta-analysis. Thorax 10.1136/thoraxjnl-2018-211909. (In press).

Kneale, D; Henley, J; Thomas, J; French, R; (2019) Inequalities in older LGBT people's health and care needs in the United Kingdom: a systematic scoping review. Ageing & Society 10.1017/s0144686x19001326. (In press).

Kneale, D; Rojas-García, A; Thomas, J; (2019) Obstacles and opportunities to using research evidence in local public health decision-making in England. Health Research Policy and Systems , 17 (1) , Article 61. 10.1186/s12961-019-0446-x.

Kneale, D; Thomas, J; O'Mara-Eves, A; Wiggins, R; (2019) How can additional secondary data analysis of observational data enhance the generalisability of meta‐analytic evidence for local public health decision‐making? Research Synthesis Methods , 10 (1) pp. 44-56. 10.1002/jrsm.1320.

Komporozos-Athanasiou, A; (2019) Speculating on Chaos in Financialized Capitalism: Speculations, Spectacles, Spectres. [Digital scholarly resource]. https://publicseminar.org/2019/05/speculating-on-c...

Komporozos-Athanasiou, A; Renedo, A; McKevitt, C; (2019) Citizen Participation in Neoliberal Times. Sociological Research Online , 24 (3) pp. 370-375. 10.1177/1360780419835562.

Krishnaswamy, V; Golding, J; (2019) The GCSE Mathematics saga… How is the reform implemented and does the assessment fit the purpose? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

Kucirkova, N; (2019) Children's Reading With Digital Books: Past Moving Quickly to the Future. Child Development Perspectives 10.1111/cdep.12339. (In press).

Kucirkova, N; (2019) How Could Children's Storybooks Promote Empathy? A Conceptual Framework Based on Developmental Psychology and Literary Theory. Frontiers in Psychology , 10 , Article 121. 10.3389/fpsyg.2019.00121.

Kucirkova, N; (2019) The Learning Value of Personalization in Children's Reading Recommendation Systems: What Can We Learn From Constructionism? International Journal of Mobile and Blended Learning , 11 (4) 10.4018/IJMBL.2019100106.

Kucirkova, N; (2019) Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines. Journal of Early Childhood Literacy , 21 (1) pp. 148-174. 10.1177/1468798418824364.

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Kucirkova, N; (2019) Children’s reading in the digital age: a research summary on children’s digital books - Chapter 20. In: Erstad, O and Flewitt, R and Kümmerling-Meibauer, B and Pereira, ÍS, (eds.) The Routledge Handbook of Digital Literacies in Early Childhood. (pp. 282-294). Routledge: London.

Kucirkova, N; Flewitt, R; (2019) The future-gazing potential of digital personalisation in young children's reading: views from education professionals and app designers. Early Child Development and Care , 190 (2) pp. 135-149. 10.1080/03004430.2018.1458718.

Kucirkova, N; Rowe, D; Oliver, L; Piestrzynski, L; (2019) Systematic Review of Young Children’s Writing on Screen: What do we know and what do we need to know. Literacy 10.1111/lit.12173. (In press).

Kuh, D; Hardy, R; Blodgett, JM; Cooper, R; (2019) Developmental factors associated with decline in grip strength from midlife to old age: a British birth cohort study. BMJ Open , 9 (5) , Article e025755. 10.1136/bmjopen-2018-025755.

Kuh, DJL; Cooper, R; Sattar, N; Welsh, P; Hardy, R; Ben-Shlomo, Y; (2019) Systemic Inflammation and Cardio-Renal Organ Damage Biomarkers in Middle Age Agre Associated with Physical Capability Up to 9 Years Later: Findings from a British Birth Cohort Study. Circulation , 139 (17) pp. 1988-1999. 10.1161/CIRCULATIONAHA.118.037332.

Kukita, Stephanie Mitsuko; (2019) Connecting the 'Local' and 'Global': Japanese Secondary School Students' Perceptions and Attitudes Towards the World. Doctoral thesis (Ph.D), UCL (University College London).

Kusanagi, Kanako; (2019) Recontextualization of professional development: bureaucratization of lesson study in a junior secondary school in Java. Doctoral thesis (Ph.D), UCL (University College London).

Kwan, I; Rutter, D; Anderson, B; Stansfield, C; (2019) Personal care and practical support at home: a systematic review of older people’s views and experiences. Working with Older People , 23 (2) 10.1108/WWOP-01-2019-0002.

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la Roi, C; Meyer, IH; Frost, DM; (2019) Differences in sexual identity dimensions between bisexual and other sexual minority individuals: Implications for minority stress and mental health. American Journal of Orthopsychiatry , 89 (1) pp. 40-51. 10.1037/ort0000369.

Lahiff, A; Broad, JH; (2019) Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. (pp. 433-454). Wiley-Blackwell: Hoboken. NJ, USA.

Lahiff, A; Li, J; Unwin, L; Zenner-Höffkes, L; Pilz, M; (2019) Industrial Standardisation as a Driver for Cross-national Convergence in Training Processes: Aviation Apprenticeships in England and Germany. European Journal of Training and Development 10.1108/EJTD-11-2018-0112. (In press).

Lahiff, A; Tilley, E; Broad, J; Roach, K; Detmer, A; (2019) Disciplinary learning in project-based undergraduate engineering education: The case for new knowledge. In: Kloot, B, (ed.) Proceedings of the 2019 Research in Engineering Education Symposium (REES 2019). (pp. pp. 578-587). REEN (Research in Engineering Education Network): Cape Town, South Africa.

Lake, E; (2019) 'Playing it safe' or 'throwing caution to the wind': Risk-taking and emotions in a mathematics classroom. LUMAT , 7 (2) pp. 50-64. 10.31129/LUMAT.7.2.335.

Lall, P; Rees, R; Law, GCY; Dunleavy, G; Cotič, Ž; Car, J; (2019) Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration. Journal of Medical Internet Research , 21 (2) , Article e12895. 10.2196/12895.

Lam, S; Galdames, S; Tong, VCH; (2019) From a little idea to a project: Establishing a student-staff partnership program to support international students in their MA programme. International Journal for Students as Partners , 3 (1) pp. 190-196. 10.15173/ijsap.v3i1.3627.

Lane, C; Van Herwegen, J; Freeth, M; (2019) Exploring the approximate number system in Sotos syndrome: insights from a dot comparison task. Journal of Intellectual Disability Research , 63 (8) pp. 917-925. 10.1111/jir.12604.

Lane, CA; Barnes, J; Nicholas, JM; Sudre, CH; Cash, DM; Parker, TD; Malone, IB; ... Schott, JM; + view all Lane, CA; Barnes, J; Nicholas, JM; Sudre, CH; Cash, DM; Parker, TD; Malone, IB; Lu, K; James, S-N; Keshavan, A; Murray-Smith, H; Wong, A; Buchanan, SM; Keuss, SE; Gordon, E; Coath, W; Barnes, A; Dickson, J; Modat, M; Thomas, D; Crutch, SJ; Hardy, R; Richards, M; Fox, NC; Schott, JM; - view fewer (2019) Associations between blood pressure across adulthood and late-life brain structure and pathology in the neuroscience substudy of the 1946 British birth cohort (Insight 46): an epidemiological study. Lancet Neurology 10.1016/S1474-4422(19)30228-5. (In press).

Langdon, F; Daly, C; Milton, E; Jones, K; Palmer, M; (2019) Principled induction and mentoring of new teachers. (International Teacher CPD Report , pp. pp. 107-111 ). Chartered College of Teaching: London, UK.

Langdon, F; Daly, C; Milton, E; Jones, K; Palmer, M; (2019) Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales. London Review of Education , 17 (2) pp. 249-265. 10.18546/lre.17.2.14.

Lapping, C; (2019) Mourning and Melancholia. In: Stavrakakis, Y, (ed.) Routledge Handbook of Psychoanalytic Political Theory. Routledge: London, UK.

Lapping, C; Glynos, J; (2019) 'Two for joy': Towards a better understanding of free associative methods as sites of transference in empirical research. Psychoanalysis, Culture & Society , 24 pp. 432-451. 10.1057/s41282-019-00133-9.

Large, I; Pellicano, E; Mojzisch, A; Krug, K; (2019) Developmental trajectory of social influence integration into perceptual decisions in children. Proceedings of the National Academy of Sciences , 116 (7) pp. 2713-2722. 10.1073/pnas.1808153116.

Latham, RM; Mark, KM; Oliver, BR; (2019) Mothers' and fathers' perceptions of marital relationships and coparenting twins during school transition. Journal of Family Studies , 28 (1) pp. 1-18. 10.1080/13229400.2019.1667411.

Laungani, Diksha Narendra; (2019) Preparing for employment: An exploration of the transition experiences of young people with mild and moderate learning difficulties and their parents of a supported internship programme. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Law, J; Tulip, J; Stringer, H; Cockerill, M; Dockrell, J; (2019) Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4-7 years. Child Language Teaching and Therapy , 35 (3) pp. 203-220. 10.1177/0265659019869792.

Lee, Bradford; Plonsky, Luke; Saito, Kazuya; (2019) Is it better to learn how to ‘hear’ the sounds of a new language, or practice saying them? (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/hx11x...

Lee, Siew Fung; (2019) Free nursery places for 'disadvantaged' 2-year-olds: from 'abilities-machines' to ‘tradeables'. Doctoral thesis (Ph.D), UCL (University College London).

Lester, S; Lorenc, T; Sutcliffe, K; Khatwa, M; Stansfield, C; Sowden, A; Thomas, J; (2019) What helps to support people affected by Adverse Childhood Experiences? A review of evidence. (EPPI-Centre reports 3755 , pp. pp. 1-221 ). EPPI-Centre, Social Science Research Unit, UCL Institute of Education: London, UK.

Levinson, Ralph; (2019) Stories of hope. In: Bazzul, Jesse and Siry, Christina, (eds.) Critical Voices in Science Education Research: Narratives of Hope and Struggle. (pp. 37-45). Springer Nature: Cham, Switzerland.

Levinson, Ralph; Bencze, Larry; Carter, Lyn; Martins, Isabel; Pouliot, Chantal; Weinstein, Matthew; Zouda, Majd; (2019) EcoJust STEM Education Mobilized Through Counter-Hegemonic Globalization. In: Saltman, Kenneth J and Means, Alexander J, (eds.) The Wiley Handbook of Global Educational Reform. (pp. 389-411). John Wiley & Sons, Inc.: Hoboken, NJ, USA.

Levinson, Ralph; Christodoulou, Andri; (2019) Short country report United Kingdom. In: Hadjichambis, Andreas and Reis, Pedro and Paraskeva-Hadjichambi, Demetra, (eds.) European SWOT Analysis on Education for Environmental Citizenship. (pp. 267-278). Institute of Education — University of Lisbon, Cyprus Centre for Environmental Research and Education & European Network for Environmental Citizenship — ENEC Cost Action.: Lisbon, Portugal.

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Lewis, A; (2019) Linking teacher training to effective delivery of curriculum reform. In: Smart, Andy and Sinclair, Margaret and Benavot, Aaron and Bernard, Jean and Chabbott, Colette and Russell, S. Garnett and Williams, James, (eds.) Educating for the social,the emotional and the sustainable. NISSEM

Li, R; Kitchen, H; George, B; Richardson, M; Fordham, E; (2019) OECD Reviews of Evaluation and Assessment in Education: Georgia. (OECD Reviews of Evaluation and Assessment in Education ). OECD Publishing: Paris, France.

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Locke, W; Whitchurch, C; Marini, G; (2019) A Delicate Balance: Optimising individual aspirations and institutional missions in higher education. Presented at: The HE workforce: exploring global perspectives, London, UK.

Lodge, WG; (2019) ‘What’s in a name? The power of the English language in secondary school science education’. Cultural Studies of Science Education 10.1007/s11422-019-09941-y. (In press).

London Leadership Strategy; (2019) Teaching Assistants Deployment: Review Guide. UCL Institute of Education: London, UK.

Loo, S; (2019) Case Studies. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

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Loo, S; (2019) Highways and byways: pathways to becoming teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

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Loo, S; (2019) Professional education of teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Professional identities of teacher educators. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Researching the further education teacher educators’ landscape. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ knowledge: types, sources and application in the training of teachers. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teacher educators’ profiles. In: Professional Development of Teacher Educators in Further Education Pathways, Knowledge, Identities, and Vocationalism. Routledge: London, UK.

Loo, S; (2019) Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiences. Presented at: The London Learning and Skills Research Network Event 2019, University of Greenwich, London.

Loo, S; Sutton, B; (2019) Practitioner Inquiry, Informal Learning and Occupational Education: Learning and transformation. Presented at: The Universities Association for Lifelong Learning Work and Learning Network Annual Conference 2019, University of the Arts, London,.

Loo, SY; (2019) A typology of occupational teachers’ capacities across the three academic levels. In: Loo, S, (ed.) Multiple Dimensions of Teaching and Learning for Occupational Practices. (pp. 72-91). Routledge: London, UK.

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Lu, C; Saunders, J; Welch, G; (2019) A pilot study of seven-year-old children’s singing behaviour, development and engagement in China. The Changing Face of Music and Art Education (CFMAE): Interdisciplinary Journal for Music and Art Pedagogy , 9 (2) pp. 23-49.

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Luckin, R; Cukurova, M; (2019) Learning Sciences Beyond Cognition: Exploring Student Interactions in Collaborative Problem Solving. In: Feldman, R, (ed.) Learning Science: Theory, Research, and Practice. McGraw-Hill Education: New York, NY, USA.

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MacDonald, JJ; (2019) Sitting at 6.5: Problematizing IELTS and Admissions to Canadian Universities. TESL Canada Journal , 36 (1) pp. 160-171. 10.18806/tesl.v36i1.1308.

Macmillan, Lindsey; Tominey, Emma; (2019) Parental Inputs and Socio-Economic Gaps in Early Child Development. (IZA Discussion Paper 12792). IZA - Institute of Labor Economics: Bonn, Germany.

Macura, B; Suškevičs, M; Garside, R; Hannes, K; Rees, R; Rodela, R; (2019) Systematic reviews of qualitative evidence for environmental policy and management: An overview of different methodological options. Environmental Evidence , 8 (1) , Article 24. 10.1186/s13750-019-0168-0.

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Magee, A; Pherali, T; (2019) Freirean critical consciousness in a refugee context: a case study of Syrian refugees in Jordan. Compare: A Journal of Comparative and International Education , 49 (2) pp. 266-282. 10.1080/03057925.2017.1403312.

Magee, A; Pherali, T; (2019) Paulo Freire and critical consciousness in conflict-affected contexts. Education and Conflict Review , 2 pp. 44-48.

Maglio, F; Pherali, T; (2019) Ethics of Educational Research in Crisis-Affected Environments. NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies , 2019 (In press).

Maguire, D; (2019) Vulnerable Prisoner Masculinities in an English Prison. Men and Masculinities 10.1177/1097184x19888966. (In press).

Maguire, M; Braun, A; (2019) Headship as policy narration: generating metaphors of leading in the English primary school. Journal of Educational Administration and History , 51 (2) pp. 103-116. 10.1080/00220620.2018.1563531.

Magwood, O; Kpadé, V; Thavorn, K; Oliver, S; Mayhew, AD; Pottie, K; (2019) Correction: Effectiveness of home-based records on maternal, newborn and child health outcomes: A systematic review and meta-analysis. [Corrigendum]. PLoS One , 14 (2) , Article e0212698. 10.1371/journal.pone.0212698.

Magwood, O; Kpade, V; Thavron, K; Oliver, S; Mayhew, A; Pottie, K; (2019) Effectiveness of home-based records on maternal, newborn and child health outcomes: a systematic review and meta-analysis. PLoS ONE , 14 (1) , Article e0209278. 10.1371/journal.pone.0209278.

Majid, Nasreen; Bobik-Dawes, Renata; (2019) Developing deeper thinking in Key Stage 2 mathematics. Primary Mathematics. Primary Mathematics , 23 (3) pp. 23-25.

Makris, Stavros; (2019) Approaches to creativity by Cypriot Primary music teachers. Doctoral thesis (Ph.D), UCL (University College London).

Male, T; (2019) Governance in multi-academy trusts (MATs) in England - evidence from the field. Presented at: ECER 2019, Hamburg, Germany.

Male, T; (2019) Towards school autonomy in England: A troubled and far from complete journey. In: Rauscher, E and Wiesner, C and Paasch, D and Heissenberger, P, (eds.) Schulautonomie - Perspektiven in Europa. (pp. 241-253). Waxmann: Munster, Germany.

Male, T; Palaiologou, I; (2019) Sustaining the Comprehensive Ideal: The Robert Clack School. [Book]. (1st ed.). Palgrave Pivot: London, UK.

Male, T; (2019) Governance in multi-academy trusts (MATs) - Evidence from the field. In: Proceedings of ECER 2019. (pp. pp. 1-22). European Educational Research Association (EERA): Hamburg, Germany.

Male, T; (2019) While Chicago Burns? UCL Institute of Education: London, UK.

Mallows, D; (2019) Designed-in and contingent scaffolding in the teaching practice groups model. Indonesian Journal of Applied Linguistics , 9 (1) pp. 58-66. 10.17509/ijal.v9i1.16141.

Mansfield, C; Gu, Q; (2019) "I'm finally getting that help that I needed": Early career teacher induction and professional learning. The Australian Educational Researcher , 46 (4) pp. 639-659. 10.1007/s13384-019-00338-y.

Manyukhina, Y; Wyse, D; (2019) Learner Agency and the Curriculum: a Critical Realist Perspective. The Curriculum Journal , 30 (3) pp. 223-243. 10.1080/09585176.2019.1599973.

Maras, K; Crane, L; Walker, I; Memon, A; (2019) Perceived credibility of autistic witnesses and the effect of diagnostic information on credibility ratings. Research in Autism Spectrum Disorders , 68 , Article 101442. 10.1016/j.rasd.2019.101442.

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Marini, G; (2019) Academic Freedom and Political Legitimation in a Contemporary Globalised World. Presented at: 2019 European Consortium for Political Research (ECPR) General Conference, Wrocław, Poland.

Marini, G; (2019) Determinants of employment destinations of PhD holders: industrial sectors and economic conditions. Presented at: (Post) Academic Careers: PhD graduates and Employability in- and outside Academia, Amsterdam, Netherlands.

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Marks, Rachel; Barclay, Nancy; Harvey-Swanston, Richard; (2019) Examining Newly Qualified Teachers’ use of Textbooks to Support a Mastery Approach to Mathematics Teaching in Primary Schools: A case-study. University of Brighton, Maths No Problem!: Brighton, UK.

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Martin, Sophie; (2019) ‘It makes me feel a sense of belonging.’ : Using person centred approaches to elicit and promote the voices of young women placed in a specialist SEMH provision. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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McCrory, Amanda; Callender, Christine; Sappor, Gideon; Lewis, Jacqueline; (2019) Race, ethnicity and science: Exploring the community cultural wealth of BME pupils in Key Stage 4 and 5; student and teacher perspectives. Presented at: BERA Conference 2019, Manchester, UK.

McCrory, Amanda; Callender, Christine; Sappor, Gideon; Lewis, Jacqueline; (2019) Race, ethnicity and science: Exploring the community wealth of BME pupils - a parents' perspective. Presented at: ECER 2019, Hamburg, Germany.

McCrory, Amanda; Phillips, Sheldon; (2019) The mutual metamorphosis of the doctoral supervisor and student relationship. Presented at: 7th IOE-BNU International Conference: Innovation in Education and Pedagogy, Beijing, China.

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McKinley, J; Rose, H; (2019) Standards of English in academic writing: The authors respond. Journal of Second Language Writing , 44 pp. 114-116. 10.1016/j.jslw.2019.04.004.

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Melgoza Navarro, Danielle Marie; (2019) How does collaborative media production on tablets enable and foster critical thinking in young children? Masters thesis (M.Phil), UCL (University College London).

Melliss, Nick; (2019) Sacred and profane knowledge and the problem of identity: an exploration of the relationship between knowledge and identity in three different disciplinary fields in Higher Education. Masters thesis (M.Phil), UCL (University College London).

Meloni, F; (2019) The Ambivalence of Belonging: The Impact of Illegality on the Social Belonging of Undocumented Youth. Anthropological Quarterly , 92 (2) pp. 451-479. 10.1353/anq.2019.0022.

Mendes, K; Ringrose, J; (2019) Digital Feminist Activism: #MeToo and the Everyday Experiences of Challenging Rape Culture. In: Fielborn, B and Loney-Howes, R, (eds.) #MeToo and the Politics of Social Change. (pp. 37-51). Palgrave Macmillan: London, UK.

Mendes, K; Ringrose, J; Keller, J; (2019) Digital Feminist Activism Girls and Women Fight Back Against Rape Culture. Oxford University Press: Oxford, UK.

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Mengisidou, Maria; (2019) Using verbal fluency tasks to investigate the lexicon in Greek-speaking children with literacy and language disorders. Doctoral thesis (Ph.D), UCL (University College London).

Michel, MC; Shi, D; Li, Y; (2019) The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers. In: Wen, Z and Ahmadian, MJ, (eds.) Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan. (pp. 133-151). John Benjamins: Amsterdam, Netherlands.

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Milana, Milana; Tarozzi, Massimiliano; (2019) Addressing global citizenship education (GCED) in adult learning and education (ALE). UNESCO Institute for Lifelong Learning: Hamburg, Germany.

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Minafra, Annamaria; (2019) Exploring Kinaesthetic and Body Self-Awareness in Professional Musicians. Doctoral thesis (Ph.D), UCL (University College London).

Mintz, J; (2019) A comparative study of the impact of enhanced input on inclusion at pre-service and induction phases on the self-efficacy of beginning teachers to work effectively with children with special educational needs. British Educational Research Journal , 45 (2) pp. 254-274. 10.1002/berj.3486.

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Misra, Debananda; (2019) Universities and regions — the role of regional engagement in the development of new universities in India. Doctoral thesis (Ed.D), UCL (University College London).

Mitchell, A; Oberman, T; Aletta, F; Erfanianghasab, M; Kachlicka, M; Lionello, M; Kang, J; (2019) SSID Protocol for Data Collection of Urban Soundscapes: In situ audio-video recordings & questionnaires. : London.

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Mitchell, Val; Wilson, Garrath; Leder Mackley, Kerstin; Jewitt, Carey; Golmohammadi, Lili; Atkinson, Douglas; Price, Sara; (2019) Digital Touch Experiences: Educating the Designers. In: (Proceedings) EduCHI 2019: Global Perspectives on HCI Education.

Mohamed, M; Morris, P; (2019) Buying, selling and outsourcing educational reform: the Global Education Industry and ‘policy borrowing’ in the Gulf. Compare: A Journal of Comparative and International Education 10.1080/03057925.2019.1607255. (In press).

Mohamed, Maryam; (2019) Buying and selling education policies: Educational reform in the Gulf. Doctoral thesis (Ph.D), UCL (University College London).

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Morris, P; Barroso-Hurtado, D; (2019) Pruebas internacionales y la búsqueda de la escolarización de «clase mundial»: un análisis crítico de narrativas políticas [International tests and the quest for «world class» schooling: A critical analysis of policy narratives]. Foro de Educación , 17 (26) pp. 45-72. 10.14516/fde.706.

Morris, S; Farran, EK; Dumontheil, I; (2019) Field Independence Associates with Mathematics and Science Performance in 5-to 10-Year-Olds after Accounting for Domain-General Factors. Mind, Brain and Education , 13 (4) pp. 268-278. 10.1111/mbe.12214.

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Mueller, MAE; Flouri, E; Kokosi, T; (2019) The role of the physical environment in adolescent mental health. Health & Place , 58 , Article 102153. 10.1016/j.healthplace.2019.102153.

Muller, J; Young, M; (2019) Knowledge, power and powerful knowledge re-visited. Curriculum Journal , 30 (2) pp. 196-214. 10.1080/09585176.2019.1570292.

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Munoz Chereau, B; Timmis, S; (2019) Making Mature Undergraduates’ Experience Visible: Exploring Sense of Belonging and Use of Digital Technologies. Widening Participation and Lifelong Learning , 21 (3) pp. 32-56. 10.5456/WPLL.21.3.32.

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Murphy, Debra; (2019) Making their way through the UCAS process: how 16–18 year olds navigate the pedagogic space that supports degree choice in school. Doctoral thesis (Ph.D), UCL (University College London).

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Nag Chowdhuri, M; (2019) Two primary school teachers’ pedagogical design capacity of using mathematics textbooks in Delhi, India. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 4284-4291). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and European Society for Research in Mathematics Education

Nair, Suguna; (2019) Informal and formal learning and the pursuit of environmental education in young children: the role of Forest School. Masters thesis (M.Phil), UCL (University College London).

Natsidis, P; Schiffer, PH; Salvador-Martínez, I; Telford, MJ; (2019) Computational discovery of hidden breaks in 28S ribosomal RNAs across eukaryotes and consequences for RNA Integrity Numbers. BioRxiv: Cold Spring Harbor, NY, USA.

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Negri, O; White, RC; Remington, A; (2019) A Friendly Article: The Qualitative Investigation of Anthropomorphism in Autistic and Nonautistic Adults. Autism in Adulthood , 1 (4) pp. 286-296. 10.1089/aut.2019.0027.

Newman, M; Gough, D; (2019) Systematic Reviews in Educational Research: Methodology, Perspectives and Application. In: Zawacki-Richter, O and Kerres, M and Bedenlier, S and Bond, M and Buntins, K, (eds.) Systematic Reviews in Educational Research: Methodology, Perspectives and Application. (pp. 3-22). Springer VS: Wiesbaden, Germany.

Niccolini, A; Ringrose, J; (2019) Feminist Posthumanism. In: SAGE Research Methods Foundations. SAGE (In press).

Nicholson-Roberts, Bryony-Rose; (2019) ‘A little pebble in a pond’: A multiple case study exploring how the Emotional Literacy Support Assistant (ELSA) project operates in secondary schools. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Norbury, CF; McCartney, E; Slonims, V; Dockrell, JE; Ebbels, SH; (2019) Public health approaches still have room for individualized services: response to commentaries on 'Evidence-based pathways to intervention for children with language disorders'. [Letter]. International Journal of Language & Communication Disorder , 54 (1) pp. 28-29. 10.1111/1460-6984.12436.

Norris, EJ; Finnerty, A; Hastings, J; Stokes, G; Michie, S; (2019) A scoping review of ontologies related to human behaviour change. [Review]. Nature Human Behaviour , 3 pp. 164-172. 10.1038/s41562-018-0511-4.

Noss, R; Hoyles, C; (2019) Microworlds, Constructionism and Mathematics = Micromundos, Construccionismo y Matemáticas. Educación Matemática , 31 (2) pp. 7-21. 10.24844/em3102.01.

Novella, R; Olivera, J; (2019) Gender Differences in Cognitive Abilities Among the Elderly Poor of Peru. Economía , 42 (83) pp. 95-109. 10.18800/economia.201901.005.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to life. Africa Sustainable Development Report. Caritas Africa In partnership with CAFOD and University College London: Nairobi, Kenya.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Kenya Sustainable Development Report. Caritas Kenya In partnership with CAFOD and University College London: Nairobi, Kenya.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Liberia Sustainable Development Report. National Commission for Justice, Peace and Caritas Liberia (NCJPC): Monrovia, Liberia.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to life. Sierra Leone Sustainable Development Report. Caritas Sierra Leone In partnership with CAFOD and University College London: Freetown, Sierra Leone.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Zambia Sustainable Development Report. Caritas Zambia In partnership with CAFOD and University College London: Lusaka, Zambia.

Nussey, Charlotte; (2019) Adult Education, Gender and Violence in rural KwaZulu-Natal, South Africa. Doctoral thesis (Ph.D), UCL (University College London).

Nygaard, L; (2019) The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism. Publications , 7 (1) p. 10. 10.3390/publications7010010.

Nygaard, Lynn Alison Parker; (2019) Ready or not: Negotiating gender and institutional environment on the path to professorship. Doctoral thesis (Ed.D), UCL (University College London).

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O'Connor, RAG; Stockmann, L; Rieffe, C; (2019) Spontaneous helping behavior of autistic and non-autistic (Pre-)adolescents: A matter of motivation? Autism Research , 12 (12) pp. 1796-1804. 10.1002/aur.2182.

O'Neill, D; (2019) CLOSER’s new teaching resource: helping students understand and use longitudinal data analysis. [Digital scholarly resource]. https://www.closer.ac.uk/news-opinion/blog/longitu...

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O'Regan, J; (2019) Global English, so English for All? Presented at: 9th English Language Teaching Conference: Global English, so English for All, La Paz, Bolivia.

O'Regan, JP; (2019) Capital and the Hegemony of English in a Capitalist World-System. Presented at: 24th conference of the International Association for World Englishes, Limerick, Ireland.

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Rivas, C; Vigurs, C; Cameron, J; Yeo, L; (2019) A realist review of which advocacy interventions work for which abused women under what circumstances. Cochrane Systematic Review - Prototype , 6 , Article CD013135. 10.1002/14651858.CD013135.pub2.

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