Article

Abrams, Benjamin; Travaglino, Giovanni A; Gardner, Peter R; Callan, Brian; (2022) The Meaning of Contention. Contention , 10 (2) pp. 83-101. 10.3167/cont.2022.100205.

Adamecz-Völgyi, A; Shure, N; (2022) The gender gap in top jobs – The role of overconfidence. Labour Economics , 79 , Article 102283. 10.1016/j.labeco.2022.102283.

Adamecz-Völgyi, Anna; (2022) Oktatási reformok hatása kérdőíves adatokon. Befolyásolják-e a reformok a részvételt, a lemorzsolódást és a válaszadást? Közgazdasági Szemle , 69 (11) pp. 1298-1323. 10.18414/ksz.2022.11.1298.

Aksoy, Ozan; (2022) Within family influences on compliance with social distancing measures during COVID-19 lockdowns in the UK. Nature Human Behaviour , 6 pp. 1660-1668. 10.1038/s41562-022-01465-w.

Aksoy, Ozan; Gambetta, Diego; (2022) Commitment through Sacrifice: How longer Ramadan fasting strengthens religiosity and political Islam. American Sociological Review 10.1177/00031224221101204. (In press).

Alderson, Priscilla; (2022) Berry Mayall and Roy Bhaskar: critical thinkers. London Review of Education , 20 (1) , Article 24. 10.14324/lre.20.1.24.

Alderson, Priscilla; Bellsham-Revell, Hannah; Brierley, Joe; Dedieu, Nathalie; Heath, Joanna; Johnson, Mae; Johnson, Samantha; ... Wray, Jo; + view all Alderson, Priscilla; Bellsham-Revell, Hannah; Brierley, Joe; Dedieu, Nathalie; Heath, Joanna; Johnson, Mae; Johnson, Samantha; Katsatis, Alexia; Kazmi, Romana; King, Liz; Mendizabal, Rosa; Sutcliffe, Katy; Trowell, Judith; Vigneswaren, Trisha; Wellesley, Hugo; Wray, Jo; - view fewer (2022) Children’s informed signified and voluntary consent to heart surgery: Professionals’ practical perspectives. Nursing Ethics 10.1177/09697330211057202. (In press).

Alderson, Priscilla; Bellsham-Revell, Hannah; Dedieu, Nathalie; King, Liz; Mendizabal, Rosa; Sutcliffe, Katy; (2022) Children's understanding and consent to heart surgery: Multidisciplinary teamwork and moral experiences. Journal of Child Health Care 10.1177/13674935221100419. (In press).

Alderson, Priscilla; Cohen, Marc; Davies, Ben; Elliott, Martin J; Johnson, Mae; Lotteria, Alessandra; Mendizabal, Rosa; ... Wellesley, Hugo; + view all Alderson, Priscilla; Cohen, Marc; Davies, Ben; Elliott, Martin J; Johnson, Mae; Lotteria, Alessandra; Mendizabal, Rosa; Stockton, Emma; Stylianou, Michael; Sutcliffe, Katy; Wellesley, Hugo; - view fewer (2022) The involvement and autonomy of young children undergoing elective paediatric cardiac surgery: a qualitative study. Journal of Cardiothoracic Surgery , 17 , Article 136. 10.1186/s13019-022-01889-5.

Aldrete-Cortez, Vania; Bobadilla, Liliana; Tafoya, Silvia A; Gonzalez-Carpinteiro, Aline; Nava, Fernanda; Viñals, Carlos; Alvarado, Elsa; ... Perez-Miguel, Alejandro; + view all Aldrete-Cortez, Vania; Bobadilla, Liliana; Tafoya, Silvia A; Gonzalez-Carpinteiro, Aline; Nava, Fernanda; Viñals, Carlos; Alvarado, Elsa; Mendizabal-Espinosa, Rosa; Gómez-López, María Eugenia; Ramirez-Garcia, Luz A; Perez-Miguel, Alejandro; - view fewer (2022) Infants prenatally exposed to SARS-CoV-2 show the absence of fidgety movements and are at higher risk for neurological disorders: A comparative study. PLOS ONE , 17 (5) , Article e0267575. 10.1371/journal.pone.0267575.

Allsop MBE, Yasemin; Rzyankinad, Ekaterina; Kucirkova, Natalia; Rowsell, Jennifer; Wildfeuer, Janina; Zhao, Sumin; (2022) Framing identities using shelfies: Bridging private and professional spaces. Digital Culture & Education , 14 (2) pp. 27-36.

Alturki, Badraddin; Reiff-Marganiec, Stephan; Perera, Charith; De, Suparna; (2022) Exploring the Effectiveness of Service Decomposition in Fog Computing Architecture for the Internet of Things. IEEE Transactions on Sustainable Computing , 7 (2) pp. 299-312. 10.1109/TSUSC.2019.2907405.

Amon-Tanoh, Maud Akissi; Lapinski, Maria Knight; McCambridge, Jim; Blon, Patrice Konan; Kouamé, Hermann Aka; Ploubidis, George; Nguipdop-Djomo, Patrick; Amon-Tanoh, Maud Akissi; Lapinski, Maria Knight; McCambridge, Jim; Blon, Patrice Konan; Kouamé, Hermann Aka; Ploubidis, George; Nguipdop-Djomo, Patrick; Cousens, Simon; - view fewer (2022) Measuring social norms related to handwashing: development and psychometric testing of measurement scales in a low-income urban setting in Abidjan, Côte d'Ivoire. BMJ Open , 12 (4) , Article e048929. 10.1136/bmjopen-2021-048929.

Anabalon Schaaf, Rommy; (2022) Ethnographic dramas: Who can engage in critical reflections? Journal of Sociolinguistics 10.1111/josl.12594. (In press).

Anabalon Schaaf, Rommy; (2022) The pedagogy of love: a register of precarised English teachers in Chile. International Journal of the Sociology of Language , 2022 (276) pp. 15-39. 10.1515/ijsl-2021-0095.

Anand, Kusha; Lall, Marie; (2022) The debate between secularism and Hindu nationalism – how India’s textbooks have become the government’s medium for political communication. India Review , 21 (1) pp. 77-107. 10.1080/14736489.2021.2018203.

Anand, Kusha; Redclift, Victoria; (2022) Experiences of British Bangladeshi Muslims in Higher Education Institutions in the United Kingdom. Research in the Social Scientific Study of Religion pp. 164-183. 10.1163/9789004505315_010.

Anbar, Rayan; Sultan, Salahaden R; Al Saikhan, Lamia; Alkharaiji, Mohammed; Chaturvedi, Nishi; Hardy, Rebecca; Richards, Marcus; Anbar, Rayan; Sultan, Salahaden R; Al Saikhan, Lamia; Alkharaiji, Mohammed; Chaturvedi, Nishi; Hardy, Rebecca; Richards, Marcus; Hughes, Alun; - view fewer (2022) Is carotid artery atherosclerosis associated with poor cognitive function assessed using the Mini-Mental State Examination? A systematic review and meta-analysis. BMJ Open , 12 (4) , Article e055131. 10.1136/bmjopen-2021-055131.

Anders, J; Burgess, S; Portes, J; (2022) The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians. Journal of Refugee Studies , 34 (2) pp. 1967-1998. 10.1093/jrs/feaa078.

Anders, J; Foliano, F; Bursnall, M; Dorsett, R; Hudson, N; Runge, J; Speckesser, S; (2022) The Effect of Embedding Formative Assessment on Pupil Attainment. Journal of Research on Educational Effectiveness 10.1080/19345747.2021.2018746. (In press).

Anderson, G; Elms, B; (2022) Practise and repeat, or practice and critique? A story of learning, feeling and resistance in teacher education. Changing English: Studies in Culture and Education , 29 (4) pp. 351-367. 10.1080/1358684X.2022.2093697.

Andrew, M; Foster, NC; Ford, PR; Seerden, G; Littlewood, M; Miller, MT; McRobert, AP; Andrew, M; Foster, NC; Ford, PR; Seerden, G; Littlewood, M; Miller, MT; McRobert, AP; Hayes, SJ; - view fewer (2022) Bridging the Gap Between Science and Application: The Use of Cocreation Educational Workshops in Professional Youth Soccer. International Sport Coaching Journal , 9 (1) pp. 82-99. 10.1123/iscj.2020-0054.

Aradhya, Siddartha; Tegunimataka, Anna; Kravdal, Øystein; Martikainen, Pekka; Myrskylä, Mikko; Barclay, Kieron; Goisis, Alice; (2022) Maternal age and the risk of low birthweight and pre-term delivery: a pan-Nordic comparison. International Journal of Epidemiology 10.1093/ije/dyac211. (In press).

Archer, L; Calabrese Barton, A; Dawson, E; Godec, S; Mau, A; Patel, U; (2022) Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning. Cultural Studies in Science Education 10.1007/s11422-021-10065-5. (In press).

Archer, Louise; Rodriguez, Paulina; (2022) Reproducing Privilege Through Whiteness and Beauty: An Intersectional Analysis of Elite Chilean University Students’ Practices. British Journal of Sociology of Education 10.1080/01425692.2022.2060186. (In press).

Argyri, Effrosyni Froso; (2022) Growing Our Children's Brains: Encouraging Home and Social Languages. Gradient , 2021 (2) pp. 30-31.

Arslan, Yasin; Gordon, Rebecca; Tolmie, Andrew; (2022) Teachers’ understanding of neuromyths: A role for educational neuroscience in teacher training. Impact , 16

Artz, Benjamin; Blanchflower, David G; Bryson, Alex; (2022) Unions increase job satisfaction in the United States. Journal of Economic Behavior & Organization , 203 pp. 173-188. 10.1016/j.jebo.2022.09.007.

Azevedo Moretti, Felipe; Scazufca, Márcia; Nakamura, Carina Akemi; Queiroz de Souza, Caio Hudson; Seward, Nadine; Araya, Ricardo; Moreno Agostino, dario; (2022) Use of WhatsApp by older adults screened for depression in socioeconomically deprived areas of Guarulhos, São Paulo State, Brazil: challenges and possibilities for telehealth. Cadernos de Saúde Pública 10.1590/0102311XEN093422. (In press).

Azhari, Atiqah; Toms, Zoe; Pavlopoulou, Georgia; Esposito, Gianluca; Dimitriou, Dagmara; (2022) Social media use in female adolescents: Associations with anxiety, loneliness, and sleep disturbances. Acta Psychologica , 229 , Article 103706. 10.1016/j.actpsy.2022.103706.

Back, E; Farran, EK; Van Herwegen, J; (2022) Block Design Performance in Williams Syndrome: Visuospatial Abilities or Task Approach Skills? American Journal on Intellectual and Developmental Disabilities , 127 (5) pp. 390-399. 10.1352/1944-7558-127.5.390.

Bagienski, Steven E; Kuhn, Gustav; (2022) Supporting the psychological health of our students: An arts-based community magic workshop for adapting to university life. Psychology of Consciousness: Theory, Research, and Practice , 9 (3) pp. 285-303. 10.1037/cns0000315.

Baines, E; MacIntyre, H; (2022) Children’s social experiences with peers and friends during primary school mealtimes. Educational Review , 74 (2) pp. 165-187. 10.1080/00131911.2019.1680534.

Baird, Alister; Papachristou, Efstathios; Hassiotis, Angela; Flouri, Eirini; (2022) The role of physical environmental characteristics and intellectual disability in conduct problem trajectories across childhood: A population-based Cohort study. Environmental Research , 209 , Article 112837. 10.1016/j.envres.2022.112837.

Balachandren, Neerujah; Davies, Melanie C; Hall, Jennifer A; Stephenson, Judith M; David, Anna L; Barrett, Geraldine; O'Neill, Helen C; ... Mavrelos, Dimitrios; + view all Balachandren, Neerujah; Davies, Melanie C; Hall, Jennifer A; Stephenson, Judith M; David, Anna L; Barrett, Geraldine; O'Neill, Helen C; Ploubidis, George B; Yasmin, Ephia; Mavrelos, Dimitrios; - view fewer (2022) SARS-CoV-2 infection in the first trimester and the risk of early miscarriage: a UK population-based prospective cohort study of 3041 pregnancies conceived during the pandemic. Human Reproduction 10.1093/humrep/deac062. (In press).

Ball, S; Collet-Sabé, J; (2022) Against school: an epistemological critique. Discourse: Studies in the Cultural Politics of Education , 43 (6) pp. 985-999. 10.1080/01596306.2021.1947780.

Ball, SJ; Grimaldi, E; (2022) Neoliberal education and the neoliberal digital classroom. Learning Media and Technology , 47 (2) pp. 288-302. 10.1080/17439884.2021.1963980.

Bamberger, Annette; Kim, Min Ji; (2022) The OECD’s influence on national higher education policies: internationalisation in Israel and South Korea. Comparative Education 10.1080/03050068.2022.2147635. (In press).

Bann, David; Wright, Liam; Goisis, Alice; Hardy, Rebecca; Johnson, William; Maddock, Jane; McElroy, Eoin; ... O'Neill, Dara; + view all Bann, David; Wright, Liam; Goisis, Alice; Hardy, Rebecca; Johnson, William; Maddock, Jane; McElroy, Eoin; Moulton, Vanessa; Patalay, Praveetha; Scholes, Shaun; Silverwood, Richard J; Ploubidis, George B; O'Neill, Dara; - view fewer (2022) Investigating change across time in prevalence or association: the challenges of cross-study comparative research and possible solutions. Discover Social Science and Health , 2 , Article 18. 10.1007/s44155-022-00021-1.

Bann, David; Wright, Liam; Hardy, Rebecca; Williams, Dylan M; Davies, Neil M; (2022) Polygenic and socioeconomic risk for high body mass index: 69 years of follow-up across life. PLoS Genet , 18 (7) , Article e1010233. 10.1371/journal.pgen.1010233.

Barker, Edmund; (2022) Interactive skin through a social- sensory speculative lens. The Senses and Society 10.1080/17458927.2022.2145840. (In press).

Barker, Edmund; Jewitt, Carey; (2022) Collaborative Robots and Tangled Passages of Tactile-Affects. ACM Transactions on Human-Robot Interaction 10.1145/3534090. (In press).

Barker, N; Jewitt, C; (2022) Future touch in industry: exploring sociotechnical imaginaries of tactile (tele)robots. Futures , 136 , Article 102885. 10.1016/j.futures.2021.102885.

Barkus, Emma; Martin, Elizabeth A; Wong, Keri Ka‐yee; Chan, Raymond CK; (2022) The importance of studying psychopathology in subclinical populations. PsyCh Journal , 11 (2) pp. 147-148. 10.1002/pchj.537.

Bassetti, Bene; Cerni, Tania; Masterson, Jackie; (2022) The efficacy of grapheme-phoneme correspondence instruction in reducing the effect of orthographic forms on second language phonology. Applied Psycholinguistics , Article PII S014271642200008X. 10.1017/S014271642200008X. (In press).

Baz, Sarah; Fang, Chao; Carpentieri, JD; Sheard, Laura; (2022) I don't know what to do or where to go". Experiences of accessing healthcare support from the perspectives of people living with Long Covid and healthcare professionals: a qualitative study in Bradford, UK. Health Expectations 10.1111/hex.13687. (In press).

Bear, HA; Nunes, LA; DeJesus, J; Liverpool, S; Moltrecht, B; Neelakantan, L; Harriss, E; ... Fazel, M; + view all Bear, HA; Nunes, LA; DeJesus, J; Liverpool, S; Moltrecht, B; Neelakantan, L; Harriss, E; Watkins, E; Fazel, M; - view fewer (2022) Determination of Markers of Successful Implementation of Mental Health Apps for Young People: Systematic Review. Journal of Medical Internet Research , 24 (11) , Article e40347. 10.2196/40347.

Bécares, Laia; Kneale, Dylan; (2022) Inequalities in mental health, self-rated health, and social support among sexual minority young adults during the COVID-19 pandemic: analyses from the UK Millennium Cohort Study. Social Psychiatry and Psychiatric Epidemiology 10.1007/s00127-022-02291-1. (In press).

Beecher, Claire; Toomey, Elaine; Maeso, Beccy; Whiting, Caroline; Stewart, Derek C; Worrall, Andrew; Elliott, Jim; ... Devane, Declan; + view all Beecher, Claire; Toomey, Elaine; Maeso, Beccy; Whiting, Caroline; Stewart, Derek C; Worrall, Andrew; Elliott, Jim; Smith, Maureen; Tierney, Theresa; Blackwood, Bronagh; Maguire, Teresa; Kampman, Melissa; Ling, Benny; Gill, Catherine; Healy, Patricia; Houghton, Catherine; Booth, Andrew; Garritty, Chantelle; Thomas, James; Tricco, Andrea C; Burke, Nikita N; Keenan, Ciara; Devane, Declan; - view fewer (2022) Priority III: Top 10 rapid review methodology research priorities identified using a James Lind Alliance Priority Setting Partnership. Journal of Clinical Epidemiology , 151 pp. 151-160. 10.1016/j.jclinepi.2022.08.002.

Belejkanicova, M; (2022) The ethical in Jan Patočka’s thought: Sacrifice and care for the soul. Ethics & Bioethics (in Central Europe) , 12 (1-2) pp. 1-12. 10.2478/ebce-2022-0002.

Bellaera, Lauren; Norton, Lottie; Thomson, Hannah; (2022) Does online delivery impact programme engagement and outcomes as part of a Widening Participation intervention? Widening Participation and Lifelong Learning , 24 (2) pp. 171-179. 10.5456/wpll.24.2.171.

Benchekroun, Rachel; (2022) Caring through a screen: caring for kin under lockdown. Families, Relationships and Societies , 11 (1) pp. 3-18. 10.1332/204674321x16293510454010.

Bengough, Theresa; Dawson, Shoba; Cheng, Hui-Lin; McFadden, Alison; Gavine, Anna; Rees, Rebecca; Sacks, Emma; Bengough, Theresa; Dawson, Shoba; Cheng, Hui-Lin; McFadden, Alison; Gavine, Anna; Rees, Rebecca; Sacks, Emma; Hannes, Karin; - view fewer (2022) Factors that influence women's engagement with breastfeeding support: A qualitative evidence synthesis. Maternal & Child Nutrition , Article e13405. 10.1111/mcn.13405. (In press).

Benhenda, A; (2022) Absence, substitutability and productivity: Evidence from teachers. Labour Economics , 76 , Article 102167. 10.1016/j.labeco.2022.102167.

Benjamin, Jake; Holliman, Andrew; (2022) Examining the influence of a gratitude journal intervention on university students’ psychological wellbeing and engagement (a pilot study). The Psychology of Education Review , 46 (2)

Bentall, C; (2022) The impact of international volunteering on returned volunteers’ engagement with social action in relation to international development. Compare: A Journal of Comparative and International Education , 52 (5) pp. 804-821. 10.1080/03057925.2020.1837612.

Bentall, Clare; Hunt, Frances; (2022) The value of third sector organisations’ provision of global learning CPD in English schools. Professional Development in Education 10.1080/19415257.2022.2038656. (In press).

Bentivegna, Francesca; Flouri, Eirini; Papachristou, Efstathios; (2022) Reciprocal associations between affective decision-making and mental health in adolescence. European Child & Adolescent Psychiatry 10.1007/s00787-022-02096-2. (In press).

Bentivegna, Francesca; Patalay, Praveetha; (2022) The impact of sexual violence in mid-adolescence on mental health: a UK population-based longitudinal study. The Lancet Psychiatry 10.1016/s2215-0366(22)00271-1. (In press).

Berger, Thor; Engzell, Per; (2022) Industrial automation and intergenerational income mobility in the United States. Social Science Research , 104 , Article 102686. 10.1016/j.ssresearch.2021.102686.

Berger-Correa, Bárbara; Ringrose, Jessica; Xie, Xumeng; Cambazoglu, Idil; (2022) Mapping affective circuits of a Twitter trolling attack against feminist arts-based pedagogy during the COVID-19 global pandemic. International Journal of Qualitative Studies in Education 10.1080/09518398.2022.2098410. (In press).

Bhatia, Amiya; Turner, Ellen; Akim, Aggrey; Mirembe, Angel; Nakuti, Janet; Parkes, Jenny; Datzberger, Simone; ... Devries, Karen; + view all Bhatia, Amiya; Turner, Ellen; Akim, Aggrey; Mirembe, Angel; Nakuti, Janet; Parkes, Jenny; Datzberger, Simone; Nagawa, Rehema; Kung'u, Mary; Babu, Hellen; Kabuti, Rhoda; Kimani, Joshua; Beattie, Tara S; d'Oliveira, Ana Flavia; Rishal, Poonam; Nyakuwa, Robert; Bell, Sadie; Bukuluki, Paul; Cislaghi, Beniamino; Tanton, Clare; Conolly, Anne; Mercer, Catherine H; Seeley, Janet; Bacchus, Loraine J; Devries, Karen; - view fewer (2022) Remote methods for research on violence against women and children: lessons and challenges from research during the COVID-19 pandemic. BMJ Global Health , 7 (11) , Article e008460. 10.1136/bmjgh-2022-008460.

Bidgood, Amy; Taylor, Gemma; Kolak, Joanna; Bent, Eve Marie; Hickman, Nicola; (2022) A balanced digital diet for under 5s: A commentary on Orben (2021). Infant and Child Development , 31 (3) , Article e2292. 10.1002/icd.2292.

Bidulka, Patrick; Mathur, Rohini; Lugo-Palacios, David G; O'Neill, Stephen; Basu, Anirban; Silverwood, Richard J; Charlton, Paul; ... Grieve, Richard; + view all Bidulka, Patrick; Mathur, Rohini; Lugo-Palacios, David G; O'Neill, Stephen; Basu, Anirban; Silverwood, Richard J; Charlton, Paul; Briggs, Andrew; Smeeth, Liam; Adler, Amanda I; Douglas, Ian J; Khunti, Kamlesh; Grieve, Richard; - view fewer (2022) Ethnic and socioeconomic disparities in initiation of second-line antidiabetic treatment in people with type 2 diabetes in England: a cross-sectional study. Diabetes, Obesity and Metabolism , 25 pp. 282-292. 10.1111/dom.14874.

Bin Eid, W; Lim, M; Halstead, E; Esposito, G; Dimitriou, D; (2022) A cross-cultural comparison of sleep patterns between typically developing children and children with ASD living in Saudi Arabia and the United Kingdom. Research in Developmental Disabilities , 128 , Article 104290. 10.1016/j.ridd.2022.104290.

Bin Eid, Wasmiah; Lieu, An An; Neoh, Michelle Jin Yee; Al-Zoubi, Suhail Mahmoud; Esposito, Gianluca; Dimitriou, Dagmara; (2022) Characteristics of Sleep Patterns in Adolescents: Comparisons between Saudi Arabia and the UK. Healthcare , 10 (8) p. 1378. 10.3390/healthcare10081378.

Bin Eid, Wasmiah; Lim, Mengyu; Gabrieli, Giulio; Kölbel, Melanie; Halstead, Elizabeth; Esposito, Gianluca; Dimitriou, Dagmara; (2022) Alterations in Cortisol Profiles among Mothers of Children with ASD Related to Poor Child Sleep Quality. Healthcare , 10 (4) , Article 666. 10.3390/healthcare10040666.

Bin Eid, Wasmiah; Lim, Mengyu; Gabrieli, Giulio; Kölbel, Melanie; Halstead, Elizabeth; Esposito, Gianluca; Dimitriou, Dagmara; (2022) Habilitation of sleep problems among mothers and their children with autism spectrum disorder: Insights from multi-level exploratory dyadic analyses. Frontiers in Rehabilitation Sciences , 3 , Article 915060. 10.3389/fresc.2022.915060.

Blanchard, Laurence; Jones-Diette, Julie; Lorenc, Theo; Sutcliffe, Katy; Sowden, Amanda; Thomas, James; (2022) Comparison of national surveillance systems for Lyme disease in humans in Europe and North America: a policy review. BMC Public Health , 22 , Article 1307. 10.1186/s12889-022-13669-w.

Blanchflower, David G; Bryson, Alex; (2022) Taking the pulse of nations: A biometric measure of well-being. Economics and Human Biology , 46 , Article 101141. 10.1016/j.ehb.2022.101141.

Blanchflower, DG; Bryson, A; (2022) Union Membership Peaks in Midlife. British Journal of Industrial Relations , 60 (1) pp. 124-151. 10.1111/bjir.12606.

Blodgett, J; Ventre, JP; Mills, R; Hardy, R; Cooper, R; (2022) A systematic review of one-legged balance performance and falls risk in community-dwelling adults. Ageing Research Reviews , 73 , Article 101501. 10.1016/j.arr.2021.101501.

Blodgett, Joanna M; Hardy, Rebecca; Davis, Daniel; Peeters, Geeske; Kuh, Diana; Cooper, Rachel; (2022) One-Legged Balance Performance and Fall Risk in Mid and Later Life: Longitudinal Evidence From a British Birth Cohort. American Journal of Preventive Medicine 10.1016/j.amepre.2022.07.002. (In press).

Boatman, Angela; Callender, Claire; Evans, Brent; (2022) Comparing high school students' attitudes towards borrowing for higher education in England and the United States: Who are the most loan averse? European Journal of Education 10.1111/ejed.12499. (In press).

Borgonovi, Francesca; Pokropek, Artur; (2022) The Role of Birthplace Diversity in Shaping Education Gradients in Trust: Country and Regional Level Mediation-Moderation Analyses. Social Indicators Research 10.1007/s11205-022-02948-z. (In press).

Botha, Monique; Dibb, Bridget; Frost, David; (2022) “It’s being a part of a grand tradition, a grand counter-culture”: A qualitative investigation of autistic community connectedness. Autism: the international journal of research and practice 10.1177/13623613221080248. (In press).

Bourn, Douglas; (2022) Global Citizenship Education and Paulo Freire's Pedagogy of Hope. Global Citizenship Foundation , Article 1.

Bowen, Neil Evan Jon Anthony; Thomas, Nathan; (2022) Self-Regulated Learning and Knowledge Blindness: Bringing Language into View. Applied Linguistics , Article amac062. 10.1093/applin/amac062. (In press).

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).

Bradbury, Alice; Tereshchenko, Antonina; Mills, Martin; (2022) Minoritised teachers' experiences of multiple, intersectional racisms in the school system in England: 'carrying the weight of racism'. Race Ethnicity and Education 10.1080/13613324.2022.2069734. (In press).

Brady, Alison; (2022) Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith. Studies in Philosophy and Education: an international quarterly 10.1007/s11217-022-09824-w. (In press).

Brady, Alison M; (2022) Mental health, resilience and existential literature. Journal of Philosophy of Education Journal of Philosophy of Education. (In press).

Bragg, S; Ponsford, R; Bonell, C; Meiksin, R; Tilouche, N; Van Dyck, L; Sturgess, J; ... Campbell, R; + view all Bragg, S; Ponsford, R; Bonell, C; Meiksin, R; Tilouche, N; Van Dyck, L; Sturgess, J; Allen, E; Elbourne, D; Hadley, A; Lohan, M; Mercer, C; Melendez Torres, GJ; Morris, S; Young, H; Campbell, R; - view fewer (2022) Feasibility and acceptability of a whole-school social-marketing intervention to prevent unintended teenage pregnancies and promote sexual health: evidence for progression from a pilot to a phase III randomised trial in English secondary schools. Pilot and Feasibility Studies , 8 , Article 52. 10.1186/s40814-022-00971-y.

Bragg, Sara; Ponsford, Ruth; Meiksin, Rebecca; Lohan, Maria; Melendez-Torres, GJ; Hadley, Alison; Young, Honor; ... Bonell, Chris; + view all Bragg, Sara; Ponsford, Ruth; Meiksin, Rebecca; Lohan, Maria; Melendez-Torres, GJ; Hadley, Alison; Young, Honor; Barter, Christine Anne; Taylor, Bruce; Bonell, Chris; - view fewer (2022) Enacting whole-school relationships and sexuality education in England: Context matters. British Educational Research Journal 10.1002/berj.3788. (In press).

Brannen, J; O’Connell, R; (2022) Experiences of food poverty among undocumented parents with children in three European countries: a multi-level research strategy. Humanities and Social Sciences Communications , 9 , Article 42. 10.1057/s41599-022-01053-3.

Brannen, J.; Moss, P.; Owen, C.; Phoenix, A.; (2022) Thomas Coram: the life and times of a research unit at the Institute of Education (London). London Review of Education , 20 (1) , Article 38. 10.14324/LRE.20.1.38.

Brannen, Julia; O’Connell, Rebecca; (2022) Thinking about the Future: Young People in Low-Income Families. Societies , 12 (3) , Article 86. 10.3390/soc12030086.

Brant, Jacek; (2022) The curriculum question and school economics: three educational scenarios for the future. Journal of Social Science Education , 21 (2) 10.11576/jsse-4858.

Bravo-Moreno, A; (2022) Reproductive agency, assisted reproductive technology & obstetric violence. Health Care for Women International , 43 (7-8) pp. 806-826. 10.1080/07399332.2021.1883026.

Breed, Ananda; Pells, Kirrily; Elliott, Matthew; Prentki, Tim; (2022) Mobile Arts for Peace (MAP): creating art-based communication structures between young people and policy-makers from local to national levels. Research in Drama Education: The Journal of Applied Theatre and Performance , 27 (3) pp. 304-321. 10.1080/13569783.2022.2088274.

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Cukurova, M; Khan, M; Millan, E; Luckin, R; (2022) A Learning Analytics Approach to Monitoring the Quality of Online One-to-One Tutoring. Journal of Learning Analytics , 9 (2) pp. 105-120. 10.18608/jla.2022.7411.

Cull, Joanne; Brooks, Emma; Anwar, Nafiza; Cunningham, Jenny; Forman, Jane; Hall, Denise; (2022) Why are some voices not heard? Exploring how maternity care can be improved for women with limited English. MIDIRS Midwifery Digest , 32 (2) pp. 142-146.

D'Souza, Rovan Evan; Girish, Girish; D'Souza, Preethy; Lewis, Melissa Glenda; Renjith, Vishnu; (2022) Outcomes of Visceral Arterial Reconstruction: A Systematic Review. Vascular and Endovascular Surgery , 56 (3) pp. 290-297. 10.1177/15385744211029112.

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Dai, David Wei; Grieve, Averil; Yahalom, Sharon; (2022) Editorial: Interactional competence in the online space: Affordances, challenges, and opportunities for TESOL practitioners. TESOL in Context , 30 (2) pp. 1-7. 10.21153/tesol2022vol30no2art1703.

Danielsson, Anna; King, Heather; Godec, Spela; Nyström, Anne-Sofie; (2022) The identity turn in science education research: a critical review of methodologies in a consolidating field. Cultural Studies of Science Education 10.1007/s11422-022-10130-7. (In press).

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Davenport-Pleasance, Ellen; Imrie, Susan; (2022) How Do Bi+ Mothers’ Talk with Their Children about (Their) Bisexuality+? LGBTQ+ Family: An Interdisciplinary Journal , 18 (4) pp. 319-338. 10.1080/27703371.2022.2091073.

Davies, Jade; Heasman, Brett; Livesey, Adam; Walker, Amy; Pellicano, Elizabeth; Remington, Anna; (2022) Autistic adults’ views and experiences of requesting and receiving workplace adjustments in the UK. PLoS One , 17 (8) , Article e0272420. 10.1371/journal.pone.0272420.

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Zuske, MK; Auer, C; Oliver, S; Eyers, J; Bosch-Capblanch, X; (2022) Framework synthesis to inform the ideation and design of a paper-based health information system (PHISICC). International Journal of Health Planning and Management 10.1002/hpm.3487. (In press).

古雷, 莱斯利; 坎贝尔, 克里斯蒂娜; 克里桑, 克赛特; 卡莎皮, 艾薇; 凯瑟琳, 赖丁; 沃里克, 伊恩; 彭, 一为; 古雷, 莱斯利; 坎贝尔, 克里斯蒂娜; 克里桑, 克赛特; 卡莎皮, 艾薇; 凯瑟琳, 赖丁; 沃里克, 伊恩; 彭, 一为; 肖, 俊洪; - view fewer (2022) “学习投入”说辞与学生心声：后新冠时代数字实践中的互联、质疑和包容. 中国远程教育 = Chinese Journal of Distance Education , 2022 (4) pp. 36-47. 10.13541/j.cnki.chinade.2022.04.001.

Book

Jankvist, Uffe Thomas Volmer and Elicer, Raimundo and Clark-Wilson, Alison and Weigand, Hans-Georg and Thomsen, Marianne (Eds). (2022) Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15). Aarhus University: Aarhus, Danemark.

Brehm, Will; Kitamura, Yuto; (2022) Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia. [Book]. International Perspectives on Educational Reform Series. Teachers College Press

Clark-Wilson, Alison; Robutti, Ornella; Sinclair, Nathalie; (2022) The Mathematics Teacher in the Digital Era International Research on Professional Learning and Practice. Mathematics Education in the Digital Era: Vol.16. Springer Nature: Cham, Switzerland.

Firth, Rhiannon; (2022) Disaster Anarchy Mutual Aid and Radical Action. Pluto Press: London, UK.

Guerrero Hernández, Gonzalo; Salinas, Victor; Aspee, Alexsandra; Malhue, Pablo; Pardo, Tania; (2022) Ciencias para la ciudadanía: Ambiente y Sustentabilidad. [Book]. Pontificia Universidad Católica de Valparaíso - Centro de Acción Climática (CAC) y Centro de Investigación en Didáctica de las Ciencias y Educación STEM (CIDSTEM): Santiago de Chile, Chile.

Hayton, Jessica; Wood, Angela; (2022) Quality standards: delivery of habilitation training (mobility and independent living skills) for children and young people with visual impairment. [Book]. (2nd ed ed.). RNIB: London UK.

Kononova, Valentina; Kersh, Natasha; Dobrydina, Tatiana; (2022) Adult English Language Teaching Transformation through Lifelong Learning. [Book]. Lifelong Learning Book Series (LLLB): Vol.29. Springer: Cham, Switzerland.

Luckin, Rose; George, Karine; Cukurova, Mutlu; (2022) AI for School Teachers. AI For Everything. (1st ed.). CRC Press: Boca Raton.

Miao, Fengchun; Hinostroza, Juan Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; + view all Miao, Fengchun; Hinostroza, Juan Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamin; - view fewer (2022) Guidelines for ICT in education policies and masterplans. [Book]. UNESCO: Paris, France.

Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) प्राइमरी सराइंस कै पिटल की शिक्षण पद्धति: शिक्षक की हैंडबुक. [Book]. UCL Institite of Education: London, UK.

Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) Abordagem ao ensino do capital de ciências no ensino primário: Manual da pessoa docente. [Book]. UCL Institute of Education: London, UK.

Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) Approccio per l'insegnamento del capitale scientifico primario: Manuale per gli insegnanti. [Book]. UCL Institute of Education: London, UK.

Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) Cyfalaf gwyddoniaeth cynradd: dull addysgu: Llawlyfr i Athrawon. [Book]. UCL Institute of Education: London, UK.

Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) L'approche de l'enseignement du capital scientifique au primaire: Manuel de l'enseignant. [Book]. UCL Institute of Education: London, UK.

Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) Método de enseñanza enfocado en el capital científico en la educación primaria: Manual para docentes. [Book]. UCL Institute of Education: London, UK.

Richardson, Mary; (2022) Rebuilding Public Confidence in Educational Assessment. [Book]. UCL Press: London, UK.

Riley, Kathryn; (2022) Compassionate Leadership for School Belonging. [Book]. UCL Press: London, UK.

Book chapter

Ahmed, F; Hammond, L; Nichols, S-A; Puttick, S; Searle, A; (2022) Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. Routledge (In press).

Alwahaby, Haifa; Cukurova, Mutlu; Papamitsiou, Zacharoula; Giannakos, Michail; (2022) The evidence of impact and ethical considerations of Multimodal Learning Analytics: A Systematic Literature Review. In: Giannakos, M and Spikol, D and Di Mitri, D and Sharma, K and Ochoa, X and Hammad, R, (eds.) The Multimodal Learning Analytics Handbook. (pp. 289-325). Springer: Cham, Switzerland.

Anand, Kusha; Niaz, Laraib; (2022) The Precarious State of Academic Freedom in Higher Education: The Case of India and Pakistan. In: Hood, RW and Cheruvallil-Contractor, S, (eds.) Research in the Social Scientific Study of Religion: Lesser Heard Voices in Studies of Religion. (pp. 281-298). Koninklijke Brill N.V: Leiden, The Netherlands.

Barker, Edmund; (2022) Moving Sensory Ethnography Online. In: SAGE Research Methods: Doing Research Online. SAGE Publications Ltd.

Berg, ML; (2022) Anthropological perspectives on super-diversity: complexity, difference, sameness, and mixing. In: Meissner, F and Sigona, N and Vertovec, S, (eds.) The Oxford Handbook of Superdiversity. Oxford University Press: Oxford, UK. (In press).

Bosanquet, P; Durning, A; (2022) Maximising the work of teaching assistants: building an inclusive community of research-led practice. In: Black-Hawkins, K and Grinham-Smith, A, (eds.) Expanding Possibilities for Inclusive Learning. (pp. 125-140). Routledge: London, UK.

Brady, AM; (2022) Early career anxieties in the university: The crisis of institutional bad faith. In: Mahon, A, (ed.) The promise of the university: reclaiming humanity, humility and hope. (pp. 67-78). Springer: Cham, Switzerland.

Brooks, Clare; (2022) The uses and abuses of quality in teacher education policy making. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. (pp. 1-17). Palgrave Macmillan: Cham, Switzerland.

Brooks, Clare; (2022) Teachers' research capacity and initial teacher education policy. In: Tierney, RJ and Rizvi, F and Erkican, K, (eds.) International Encyclopedia of Education. (pp. 611-621). Elsevier

Brooks, Clare; Gong, Qian; Rocha, Ana Angelita; Salinas-Silva, Victor; (2022) Spatial Perspectives: A Missing Link for Comparative Teacher Education Research. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. (pp. 1-24). Palgrave Macmillan: Cham, Switzerland.

Carr, D; (2022) Representations of Ability in Digital Games. In: Ellis, K and Kent, M and Leaver, T, (eds.) Gaming Disability: Disability Perspectives on Contemporary Video Games. Routledge: London, UK.

Chao, J; Mavrou, E; (2022) Acquisition of writing skills by adult migrant learners of Spanish. In: D'Agostino, M and Mocciano, E, (eds.) Languages and literacy in new migration. Research, Practice, and Policy. Literacy Education and Second Language Learning for Adults (LESLLA): Proceedings of the 14th Annual Meeting of LESLLA, Palermo 4-6 October 2018. UniPa Press (In press).

Chapman, Bruce; Dearden, Lorraine; Doan, Dung; (2022) How should governments finance student loans? Lessons from around the world 1. In: Mendolia, Silvia and O'Brien, Martin and Paloyo, Alfredo and Yerokhin, Oleg, (eds.) Critical Perspectives on Economics of Education. (pp. 21-42). Routledge: London, UK.

Crane, Laura; Happe, Francesca; (2022) Foreword. In: Wood, Rebecca and Crane, Laura and Happe, Francesca and Morrison, Alan and Moyse, Ruth, (eds.) Learning from Autistic Teachers: How to be a Neurodiversity-Inclusive School. Jessica Kingsley Publishers: London, UK.

Crane, Laura; Pellicano, Elizabeth; (2022) Current Autism Research: Implications for Educational Practice. In: Gainsborough, Judith, (ed.) Educational Psychology Perspectives on Supporting Young Autistic People: Insights from Experience, Practice and Research. Jessica Kingsley Publisher

Crisan, C; (2022) From a Personal to a Pedagogically Powerful Understanding of School Mathematics. In: Gericke, N and Olin-Schelle, C and Stolare, M and Hudson, B, (eds.) International Perspectives on Powerful Knowledge and Epistemic Quality: Implications for Innovation in Teacher Education Policy and Practice. Bloomsbury Publishing. Bloomsbury Academic: London, UK.

Cukurova, Mutlu; Kent, Carmel; Akanji, Abayomi; (2022) Identifying tertiary level educators' needs and understanding of the collaboration process analytics. In: Social and Emotional Learning - An Inclusive Learning Analytics Perspective. (pp. 131-163). Springer Nature: Cham, Switzerland.

Daly, C; Hardman, M; Taylor, R; (2022) The Early Career Framework pilots: lessons learned. In: Ovenden-Hope, T, (ed.) The Early Career Framework: origins, outcomes and opportunities. John Catt Educational Ltd (In press).

Daly, Caroline; Brooks, Clare; (2022) Developing further as a teacher. In: Capel, S and Leask, M and Younie, S and Hidson, L and Lawrence, J, (eds.) Learning to Teach in the Secondary School. A Companion to School Experience. (pp. 506-517). Routledge: London, UK.

Daly, Caroline; Milton, Emmajane; Langdon, Frances; (2022) How do ecological perspectives help understand schools as sites for teacher learning? In: Swaffield, Sue and Poekert, Phil, (eds.) Leadership for Professional Learning: Perspectives, Constructs and Connections. Routledge: London, UK.

Dare, Eleanor; Yamada-Rice, Dylan; (2022) Reading the cards: Tarot as an epistemological repositioning to defend against the neoliberal structures of Art Education. In: Filimowicz, Michael, (ed.) Systemic Bias: Algorithms and Society. Routledge: London, UK.

Del Percio, A; (2022) Audit as Genre, Migration Industries, and Neoliberalism’s Uptakes. In: Chun, C, (ed.) Applied Linguistics and Politics. Bloomsbury: London, UK.

Deng, Zongyi; (2022) Recontextualizing and Translating Twenty-First Century Competencies into Curriculum: Bringing Didaktik into Conversation. In: Lee, Wing On and Brown, Phillip and Goodwin, Lin and Green, Andy, (eds.) International Handbook on Education Development in Asia-Pacific. (pp. 1-21). Springer: Singapore, Singapore.

Dickson, Eve; Rosen, Rachel; Sorinmade, Kehinde; (2022) Hunger or indebtedness? Enforcing migrant destitution, racializing debt. In: The Entangled Legacies of Empire: Race, Finance & Inequality. Manchester University Press.: Manchester, UK.

Drane, Robert; Higham, Rupert; (2022) From polite agreement to passionate uncertainty: 'turning towards difference' in Philosophy for Children lessons (P4C). In: Biddulph, James and Rolls, Luke and Flutter, Julia, (eds.) Unleashing Children's Voices in Democratic Primary Education. Routledge: Abingdon, UK.

Edge, karen; (2022) Introduction. In: Education reimagined: Leadership for a new era. (pp. 6-8). Centre for Strategic Education: Victoria, Australia.

Elwick, Alexander; Friedrich, Philipp; (2022) Trust in Higher Education Policy-Making. In: Gibbs, P and Maassen, P, (eds.) Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom. (pp. 37-50). Springer Nature: Cham, Switzerland.

Ferri, Giuliana; (2022) Teaching interculturality ‘beyond' culture: Challenges and future possibilities. In: Dervin, Fred and Sude, Mei Yuan, (eds.) Teaching Interculturality 'Otherwise'. Routledge: London, UK.

Fumasoli, T; (2022) The irresistible rise of managerial control? The case of workload allocation models in British universities. In: Sarrico, C and Rosa, MJ and Carvalho, T, (eds.) Research Handbook on Academic Careers and Managing Academics. (pp. 298-309). Edward Elgar Publishing: Cheltenham, UK.

Galloway, Nicola; McKinley, Jim; (2022) Introduction. In: McKinley, Jim and Galloway, Nicola, (eds.) English Medium Instruction Practices in Higher Education: International Perspectives. (pp. 1-12). Bloomsbury Publishing: London, UK.

Geraniou, Eirini; Mavrikis, Manolis; (2022) Students’ Justification Strategies on the Correctness and Equivalence of Computer-Based Algebraic Expressions. In: Rojano, Teresa, (ed.) Algebra Structure Sense Development amongst Diverse Learners: Theoretical and Empirical Insights to Support In-Person and Remote Learning. Routledge (In press).

Godfrey, David; (2022) Schools as research-informed professional learning organizations. In: Gu, Qing and Leithwood, Ken, (eds.) International Encyclopedia of Education. Elsevier: Oxford.

Golding, Jenefer; (2022) Foreword. In: Chirinda, B and Luneta, K and Uworwabayeho, A, (eds.) Mathematics Education in Africa: The Fourth Industrial Revolution. (v-viii). Springer: Cham, Switzerland.

Golding, Jennie; (2022) Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy. In: Hudson, B and Gericke, N and Olin-Scheller, C and Stolare, M, (eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects. (pp. 55-78). Bloomsbury Publishing: London, UK.

Golding, Jennie; (2022) Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy. In: Hudson, B and Gericke, N and Olin-Scheller, C and Stolare, M, (eds.) International Perspectives on Knowledge and Curriculum. Epistemic Quality across School Subjects. (pp. 137-155). Bloomsbury Publishing: London, UK.

Golmohammadi, Lili; (2022) How to Use Online Probes for Social Science Research. In: Perchard, Martin, (ed.) SAGE Research Methods: Doing Research Online. SAGE Publications, Ltd

Gough, David; Sharples, Jonathan; Maidment, Chris; (2022) Evidence on evidence-informed policy and practice. In: Who Cares about Using Education Research in Policy and Practice? (pp. 146-162). OECD Publishing: Paris, France.

Guile, David; (2022) Professional-Scientific Education: Rethinking the Concept of Knowledge: a Cultural-historical ‘Recontextualization’ Perspective. In: Professional-scientific education: discourses, perspectives, implications, and options for science and practice. Verlag Barbara Budrich

Guile, David; Mitchell, John; (2022) Fusion Skills and Industry 5.0: Conceptions and Challenges. In: Bouezzeddine, Montaha, (ed.) Insights Into Global Engineering Education After the Birth of Industry 5.0. Intech Open Books: London, UK.

Hammond, L; Puttick, S; Walshe, N; Healy, G; (2022) Mentoring matters: contributing to a more just tomorrow in geography education. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. (pp. 243-251). Routledge: London, UK.

Hammond, Lauren; Biddulph, Mary; Catling, Simon; McKendrick, John; (2022) The child and their (geographical) education. In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.) Children, education and geography: Rethinking intersections. (pp. 3-18). Routledge: London, UK.

Hammond, Lauren; Healy, Grace; (2022) Student voice, democratic education and geography: Reflecting on the findings of a survey of undergraduate geography students. In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.) Children, education and geography: Rethinking intersections. (pp. 102-116). Routledge

Hardman, Mark; Taylor, becky; Daly, Caroline; (2022) An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. (pp. 1-26). Palgrave Macmillan: Cham, Switzerland.

Hilton, Caroline; Thouless, Helen; Webb, Tim; (2022) Counting. In: Xin, Yan Ping and Tzur, Ron and Thouless, Helen, (eds.) Enabling Mathematics Learning of Struggling Students. (pp. 241-263). Springer Nature: Cham, Switzerland.

Himonides, Evangelos; (2022) Music, technology, and well-being. In: Giraldez-Hayes, Andrea and Burke, Jolanta, (eds.) Applied Positive School Psychology. An Essential Guide for Teachers and Educators. (pp. 134-141). Routledge: London, UK.

Jones, BMA; Ball, SJ; (2022) The neoliberal dispositif: understanding the transformation of the social and ethical space of education. In: International Encyclopedia of Education: Fourth Edition. (pp. 60-69). Elsevier

Jones, Johnathan; Isaacs, Talia; (2022) Assessing Second Language Pronunciation. In: Moehebbi, H and Coombe, C, (eds.) Research Questions in Language Education and Applied Linguistics. Springer Nature: Cham, Switzerland.

Kent, Carmel; Akanji, Abayomi; du Boulay, Benedict; Bashir, Ibrahim; Fikes, Thomas; Rodríguez De Jesús, Sue; Ramirez Hall, Alysha; ... Luckin, Rose; + view all Kent, Carmel; Akanji, Abayomi; du Boulay, Benedict; Bashir, Ibrahim; Fikes, Thomas; Rodríguez De Jesús, Sue; Ramirez Hall, Alysha; Alvarado, Paul; Jones, Jennifer; Cukurova, Mutlu; Sher, Varshita; Blake, Canan; Fisher, Arthur; Greenwood, Juliet; Luckin, Rose; - view fewer (2022) Mind the Gap: From Typical LMS Traces to Learning to Learn Journeys. In: Trajkovski, Goran and Demete, Marylee and Hayes, Heather, (eds.) Applying Data Science and Learning Analytics Throughout a Learner's Lifespan. IGI Global: Hershey PA, USA.

Korir, M; Slade, S; Holmes, W; Rienties, B; (2022) Eliciting students' preferences for the use of their data for learning analytics. A crowdsourcing approach. In: Rienties, B and Hampel, R and Scanlon, E, (eds.) Open World Learning. Research, Innovation and the Challenges of High-Quality Education. (pp. 144-156). Routledge: Abingdon, UK.

Kyrola, Kata; (2022) Queer Indigenous world-making in the Sámi TV comedy Njuoska bittut. In: Valkonen, Sanna and Aikio, Áile and Alakorva, Saara and Magga, Sigga-Marja, (eds.) The Sámi world. Routledge: Abingdon, UK.

Lapping, Claudia; (2022) Re-Reading Riviere’s “Womanliness as a Masquerade”: Putting Sex and the (trans) Body Back into Question. In: Frosh, Stephen and Walsh, Julie and Vyrgioti, Marita, (eds.) The Palgrave Handbook of Psychosocial Studies. (pp. 1-18). Palgrave Macmillan: Cham, Switzerland.

Levinson, Ralph; (2022) Teaching SSIs: An Epistemology Based on Social Justice Through the Meta Theory of Critical Realism. In: Hsu, Ying-Shao and Tytler, Russell and White, Peta J, (eds.) Innovative Approaches to Socioscientific Issues and Sustainability Education. (pp. 367-379). Springer Nature: Singapore.

Littlejohn, A; Kennedy, E; Laurillard, D; (2022) Professional Learning Analytics: Understanding complex learning processes through measurement, collection, analysis, and reporting of MOOC data. In: Goller, M and Kyndt, E and Paloniemi, S and Damsa, C, (eds.) Methods for Researching Professional Learning and Development. Professional and Practice-based Learning. (pp. 557-578). Springer Nature: Cham, Switzerland.

Littlejohn, A; Pammer-Schindler, V; (2022) Technologies for Professional Learning. In: Gijbels, D and Harteis, C and Kyndt, E, (eds.) Research approaches on workplace learning. (pp. 321-346). Springer: Cham, Switzerland.

Loo, Sai; (2022) Further Education Teacher Educators’ Initial Disciplines, Journeys and Titles: From Their Perspectives in Higher Education Institutions, Further Education Colleges and Private Providers. In: Loo, Sai, (ed.) Teacher Educators in Vocational and Further Education. (pp. 91-104). Springer Nature: Cham, Switzerland.

Makris, Stavros; Welch, Graham; Himonides, Evangelos; (2022) Creativities in Music and Creativities through Music. In: Randles, Clint and Burnard, Pamela, (eds.) The Routledge Companion to Creativities in Music Education. (pp. 389-403). Routledge: New York, NY, USA.

Male, T; Palaiologou, I; Argyropoulou, E; Styf, M; Arvidsso, C; Ince, A; (2022) Pedagogical leadership: A comparative study from England, Greece and Sweden. In: Sakr, M and O'Sullivan, J, (eds.) Enabling pedagogic leadership in early childhood education. Bloomsbury Academic: London, UK.

Mckendrick, John; Catling, Simon; Biddulph, Mary; Hammond, Lauren; (2022) Moving forwards: Strengthening engagement across the intersections between children, education and geography. In: Hammond, Lauren and Biddulph, Mary and Catling, Simon and McKendrick, John, (eds.) Children, education and geography: Rethinking intersections. (pp. 235-248). Routledge

McKinley, James; Al Hilali, Tayba; (2022) Division of Labour and the Development of Professional Literacies: Problematising ESP Learners’ Preparedness for Workplace Writing. In: Escobar, Linda and Ibáñez Moreno, Ana, (eds.) Mediating Specialized Knowledge and L2 Abilities. (pp. 229-248). Palgrave Macmillan: Cham, Switzerland.

Mincu, M; Liu, M; (2022) The context in teacher education and professionalism: hierarchies, networks and markets in four countries. In: International Encyclopedia of Education (Fourth Edition). (pp. 72-82). Elsevier

Moreno Angarita, Marisol; Kamenopoulou, Lida; Grech, Shaun; (2022) Colombia and the struggle for social justice. In: Hodkinson, Alan and Brown, Zeta, (eds.) International Issues in SEND and Inclusion: Perspectives Across Six Continents. (pp. 201-212). Routledge: Abingdon, UK.

O'Connell, Rebecca; Brannen, Julia; (2022) Families and food in hard times (FFP). In: Hantrais, Linda, (ed.) How to Manage International Multidisciplinary Research Projects. (pp. 126-137). Edward Elgar Publishing: Cheltenham, UK.

Oketch, Moses; (2022) The Social Benefits of Widening Participation in Higher Education in Sub-Saharan Africa. In: McMahon, Walter W and Delaney, Jennifer A, (eds.) The External Social Benefits of Higher Education. Linton Atlantic Books: Urbana, FL, USA.

Oketch, Moses; (2022) Comment: Scalability cannot be the sole criterion for policy decision making. In: Sanderfur, Justin, (ed.) Schooling for All: Feasible Strategies to Achieve Universal Education. (pp. 34-35). Centre for Global Development (CGD): Washington, DC 20036.

Oliver, Caroline; (2022) Looking Back to Go Forward: A Comparative Engagement with International Retirement Migration in the Global South. In: Schweppe, Cornelia, (ed.) Retirement migration to the Global South: global inequalities and entanglements. (pp. 229-250). Palgrave Macmillan: Basingstoke, UK.

Osler, Audrey; Starkey, Hugh; (2022) 3. Global Citizenship Education: Democracy, Children’s Rights, and the Role of the Teacher. In: Alter, Gloria T and Fernekes, William R, (eds.) The Human Rights Imperative in Teacher Education: developing compassion, understanding and advocacy. (pp. 57-72). Rowman & Littlefield: Lanham, MD.

Palombo, Maria; Daly, Caroline; (2022) Educative mentoring: A key to professional learning for geography teachers and mentors. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School. A Practical Guide. (pp. 208-223). Routledge: London, UK.

Pappathoma, T; Littlejohn, A; Ferguson, R; (2022) Enabling online learning: who are the educators? In: Sharpe, R and Bennett, S and Varga-Atkins, T, (eds.) Handbook for Digital Higher Education. Edward Elgar Publishing: Cheltenham, UK.

Pearce, Andy; (2022) Mining the Strata of Memory. Decolonization and the Contexts of Holocaust Consciousness in Early Postwar Britain. In: Gerber, Jan and Graf, Philipp and Pollmann, Anna, (eds.) Geschichtsoptimismus und Katastrophenbewusstsein: Europa nach dem Holocaust. (pp. 257-284). Vandenhoeck & Ruprecht: Göttingen, Germany.

Pérez-Milans, Miguel; (2022) Afterword - the promise of CLIL. Discourse, practices and selves. In: Codó, Eva, (ed.) Global CLIL. Critical, Ethnographic and Language Policy Perspectives. (pp. 228-242). Routledge: Abingdon, UK.

Pherali, Tejendra; Blair, Clancy; Korostelina, Karina; Macintyre, Thomas; Chakraborty, Anya; Ogunniran, Moses Oladele; (2022) From perpetrator to peacebuilder: rethinking education in conflict-affected societies. In: Vickers, Edward and Pugh, K and Gupta, L, (eds.) Reimagining Education: The International Science and Evidence based Education Assessment. (pp. 328-394). UNESCO MGIEP: New Delhi, India.

Poquet, Oleksandra; De Laat, Maarten; Littlejohn, Allison; Kennedy, Eileen; (2022) Learning Analytics and the Workplace: Developing People and Organizations with Data. In: Poell, Rob, (ed.) SAGE Handbook on Human Resource Development. SAGE (In press).

Pradhan, Uma; Thapa, Deepak; Baniya, Jeevan; Gurung, Yangchen; Mahato, Sanjay; Roy, Indrajit; (2022) The Politics of Social Protection in Nepal: State Infrastructural Power and Implementation of the Scholarship Programme. In: Lavers, Thomas, (ed.) The Politics of Distributing Social Transfers. (pp. 205-226). Oxford University Press: Oxford, UK.

Prunty, M; Sumner, E; (2022) Handwriting. In: Booth, R and Murphy, T and Zebracki, K, (eds.) Paediatric Neuropsychology within the Multidisciplinary Context: A Guide for Clinicians, Academics and Students. (pp. 183-194). Mac Keith Press: London, UK.

Reiss, M; (2022) How can we teach genetics for social justice? In: Haskel-Ittah, M and Yarden, A, (eds.) Genetics Education Current Challenges and Possible Solutions. (pp. 35-52). Springer: Cham, Switzerlend.

Reiss, Michael; (2022) Unidentified Aerial Phenomena (UAP) and the Search for Knowledge. In: Andresen, Jensine and Chon Torres, Octavio A, (eds.) Extraterrestrial Intelligence: Academic and Societal Implications. (pp. 33-40). Cambridge Scholars Publishing: Newcastle, UK.

Reiss, Michael; (2022) Learning to teach controversial topics. In: Luft, Julie and Jones, Gail, (eds.) Handbook of Research on Science Teacher Education. Routledge: Abingdon, UK.

Reiss, Michael; Sheldrake, Richard; (2022) Children's Interests and Orientations Towards Nature: Views from Young Children in England. In: Korfiatis, Konstantinos and Grace, Marcus, (eds.) Current Research in Biology Education: Selected Papers from the ERIDOB Community. (pp. 285-299). Springer: Cham, Switzerland.

Reiss, Michael; Swanepoel, Annie; Launer, John; Music, Graham; Wren, Bernadette; (2022) Evolutionary perspectives on childhood trauma. In: Abed, Riadh and St John-Smith, Paul, (eds.) Evolutionary Psychiatry: Current Perspectives on Evolution and Mental Health. (pp. 214-227). Cambridge University Press: Cambridge, UK.

Reiss, Michael; Swanepoel, Annie; Launer, John; Music, Graham; Wren, Bernadette; (2022) Evolutionary perspectives on neurodevelopmental disorders. In: Abed, Riadh and St John-Smith, Paul, (eds.) Evolutionary Psychiatry: Current Perspectives on Evolution and Mental Health. (pp. 228-243). Cambridge University Press: Cambridge, UK.

Reiss, MJ; (2022) Faith, science and classrooms. In: Debates in Science Education: Second Edition. (pp. 188-200). Routledge: London, UK.

Reiss, MJ; (2022) Worldviews - A Threat to Religious Education but Ignored in Science Education? In: Barnes, LP, (ed.) Religion and Worldviews: The Triumph of the Secular in Religious Education. (pp. 152-168). Routledge: London, UK.

Rushton, Elizabeth; Walkington, Helen; (2022) Mentoring school student research as an approach to geography teacher professional development. In: Artvinli, Eyüp and Gryl, Inga and Lee, Jongwon and Mitchell, Jerry, (eds.) Geography teacher education and professionalization. (pp. 277-290). Springer: Cham, Switzerland.

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Brady, Alison M; (2022) Self-understanding and vulnerability towards others: notes on education 'from the inside'. In: Proceedings of the Philosophy of Education Society 78th Annual Meeting. Philosophy of Education Society: San Jose, CA, USA.

Chaudhry, MA; Cukurova, M; Luckin, R; (2022) A Transparency Index Framework for AI in Education. In: Rodrigo, MM and Matsuda, N and Cristea, AI and Dimitrova, V, (eds.) Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium. AIED 2022. (pp. pp. 195-198). Springer: Cham, Switzerland.

CHOU, Chien; Li, Ruo-Yu; KO, Li-Fang; HUNG, Min-Ling; (2022) The Development of Online Learning Readiness Scale for Junior Students (OLRS-J) in Taiwan. In: Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education 2022: Vol 1. (pp. pp. 164-166). Asia-Pacific Society for Computers in Education (APSCE): Taiwan.

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Crisan, Cosette; (2022) Taking the Didactic Triangle to the Next Level: a 3D Heuristic Model for Analysing Subject Specific Approaches to Mentoring. In: Fernández, C and Llinares, S and Gutiérrez, A and Planas, N, (eds.) Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1. (pp. p. 197). Universidad de Alicante: Alicante, Spain.

Cukurova, Mutlu; Khan-Galaria, M; (2022) Monitoring Tutor Practices to Support Self-regulated Learning in Online One-To-One Tutoring Sessions with Process Mining. In: Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium. AIED 2022. (pp. pp. 405-409). Springer: Cham, Switzerland.

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Gauthier, Andrea; Benton, Laura; Bunting, Leona; Herbert, Elisabeth; Sumner, Emma; Mavrikis, Manolis; Revesz, Andrea; Gauthier, Andrea; Benton, Laura; Bunting, Leona; Herbert, Elisabeth; Sumner, Emma; Mavrikis, Manolis; Revesz, Andrea; Vasalou, Asimina; - view fewer (2022) I Don’t Usually Listen, I Read: How Different Learner Groups Process Game Feedback. In: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery (ACM): New York, NY, USA. (In press).

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Rhodes, Chris; Allmendinger, Richard; Climent, Ricardo; (2022) Classifying Biometric Data for Musical Interaction Within Virtual Reality. In: Artificial Intelligence in Music, Sound, Art and Design. EvoMUSART 2022. Lecture Notes in Computer Science. (pp. pp. 385-400). Springer International Publishing: Cham, Switzerland.

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Sousa, D; Coelho, A; Torres, MF; Garcia, AR; Rossini, T; (2022) Adaptability and Procedural Content Generation for Educational Escape Rooms. In: Proceedings of the European Conference on Games-based Learning. (pp. pp. 766-773). Academic Conferences International Limited

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Tutuncu, Sumeyra; (2022) An analysis of teacher guides for formative assessment. In: Marks, R, (ed.) Proceedings of the British Society for Research into Learning Mathematics 42. BSRLM: Nottingham, UK.

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Zhou, Qi; Suraworachet, Wannapon; Celiktutan, Oya; Cukurova, Mutlu; (2022) What Does Shared Understanding in Students’ Face-to-Face Collaborative Learning Gaze Behaviours “Look Like”? In: Rodrigo, M and Matsuda, N and Cristea, A and Dimitrova, V, (eds.) Artificial Intelligence in Education. AIED 2022. Proceedings. (pp. pp. 588-593). Springer: Cham, Switzerland.

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Adali, Tugba; Anders, Jacob; Calderwood, Lisa; Cullinane, Carl; Hamlyn, Rebecca; Kennett, Jonathan; Shao, Xin; + view all Adali, Tugba; Anders, Jacob; Calderwood, Lisa; Cullinane, Carl; Hamlyn, Rebecca; Kennett, Jonathan; Shao, Xin; Taylor, Luke; Xu, David; - view fewer (2022) COSMO Wave 1: Data User Guide. The Sutton Trust: London, UK.

Ager, Jen; (2022) Looking through both lenses: exploring long term school partnerships from the perspectives of both Cumbrian and Tanzanian teachers. (Practitioner Research Fund Paper 10 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

ANGEL; (2022) Global Education Digest 2022. Development Education Research Centre, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jen; Freedman, Esme; Thomas, Kylo; (2022) Developing equitable practice with youth in makerspaces: ideas and case studies from the Making Spaces project - Executive Summary. UCL (University College London)

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Archer, louise; DeWitt, Jen; Freedman, Esme; Thomas, kylo; (2022) Makerspaces मा युवाहरूसँग समानताको व्यवहार विकसित गर्दै Making Spaces परियोजनाबाट लिइएका विचार तथा केस अध््ययनहरू - मूल प्रतिवेदन. IOE, UCL's Faculty of Education and Society: London, UK.

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Cameron, Claire; Hauari, Hanan; Hollingworth, Katie; O'Brien, Margaret; Whitaker, Lydia; (2022) Access to community services and support through family and friends during the pandemic: Families in Tower Hamlets survey and panel findings. IOE - Faculty of Education and Society, UCL: London, UK.

Cameron, Claire; Hauari, Hanan; Hollingworth, Katie; O'Brien, Margaret; Whitaker, Lydia; (2022) Work, income and food insecurity: Families in Tower Hamlets community survey and panel findings. IOE - Faculty of Education and Society: London, UK.

Cameron, Claire; Hauari, Hanan; Hollingworth, Katie; O'Brien, Margaret; Whitaker, Lydia; Owen, Charlie; O'Toole, Sarah; + view all Cameron, Claire; Hauari, Hanan; Hollingworth, Katie; O'Brien, Margaret; Whitaker, Lydia; Owen, Charlie; O'Toole, Sarah; Dickerson, Josie; Zamarona Figueroa, Francisco; - view fewer (2022) Young children’s lives during the pandemic: Families in Tower Hamlets survey and panel findings. IOE - Faculty of Education and Society: London, UK.

Cameron, Claire; Hauari, Hanan; Hollingworth, Katie; O'Brien, Margaret; Whitaker, Lydia; Owen, Charlie; O'Toole, Sarah; + view all Cameron, Claire; Hauari, Hanan; Hollingworth, Katie; O'Brien, Margaret; Whitaker, Lydia; Owen, Charlie; O'Toole, Sarah; Zamorano Figueroa, Francisco; Ucci, Marcella; Rosenthal, Diana; - view fewer (2022) Housing and environment for young children during the pandemic: Families in Tower Hamlets community survey and panel findings. IOE, UCL's Faculty of Education and Society: London, UK.

Carrol, Nicola; Twamley, Katherine; Iqbal, Humera; Faircloth, Charlotte; Benchekroun, Rachel; (2022) Families and Community in the Time of COVID-19 (FACT-COVID) Final Report. UCL Social Research Institute | IOE: London, UK.

Centre for Education Policy and Equalising Opportunities; (2022) Centre for Education Policy and Equalising Opportunities: 2021 Impact Report. UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Centre for Education Policy and Equalising Opportunities; (2022) Centre for Education Policy and Equalising Opportunities: Impact Report 2022. UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Clark-Wilson, Alison; Ahmed, Shakil; Kaye, Tom; Zubairi, Asma; (2022) A theory of change for teachers towards a technology-enhanced education system in Bangladesh. (Working Paper 44 ). EdTech Hub

Clark-Wilson, Alison; Bashir, Amreen; Ahmed, Shakil; Mazari, Haani; Kaye, Tom; Radford, Kate; Otieno, Jennifer; (2022) A theory of change for parents and caregivers towards a technology-enhanced education system in Bangladesh. (Working Paper 45 ). EdTech Hub

Cook, Stewart; (2022) Exploring the impact a school partnership can have on the school community in challenging stereotypical images. (Practitioner Research Fund Paper 12 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK.

Cotton, Colette; (2022) Exploring a Multi-Country Partnership Through a 'Zero Waste' project. (Practitioner Research Fund Paper 8 , pp. pp. 1-48 ). Connecting Classrooms through Global Learning, in collaboration with the Development Education Research Centre: London, UK.

Cullinane, Carl; Anders, Jacob; De Gennaro, Alice; Early, Erin; Holt-White, Erica; Montacute, Rebecca; Shao, Xin; + view all Cullinane, Carl; Anders, Jacob; De Gennaro, Alice; Early, Erin; Holt-White, Erica; Montacute, Rebecca; Shao, Xin; Yarde, James; - view fewer (2022) COSMO Wave 1 Initial Findings: Lockdown Learning. (Wave 1 Initial Findings - Briefings 1 ). The Sutton Trust: London, UK.

Dickson, Eve; Goodman, Karen; Jolly, Andy; Shea, Sydney; Sojka, Bozena; Stringer, Amy; (2022) No Recourse to Public Funds: A toolkit for social workers in England. ICRD - Institute for Community Research and Development: Wolverhampton, UK.

Dickson, Kelly; Mendizabal-Espinosa, Rosa; Vigurs, Carol; Meehan, Laura; Draper, Aisling; Sum Yue, Ko Jessica; Petros, Selam; + view all Dickson, Kelly; Mendizabal-Espinosa, Rosa; Vigurs, Carol; Meehan, Laura; Draper, Aisling; Sum Yue, Ko Jessica; Petros, Selam; Nguyen, Celine; Stansfield, Claire; - view fewer (2022) COVID-19 and Population Mental Health. EPPI-Centre, UCL Institute of Education,: London, UK.

England, Ruth; (2022) Exploring Historical Colonial Relationships in North-South School Partnerships. (Practitioner Research Fund Paper 13 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Epstein, Andrew; Rensimer, Lee; Abuomair, Maymoona; Khalaf, Mariam; (2022) Nonstate & Low-cost Private Primary Schools in Jordan. Social Impact, Inc.: Washington, D.C..

Eten Angyagre, Simon; Hannam, Ysabel; (2022) Cultures of Decolonisation at UCL. UCL's Grand Challenge of Cultural Understanding Working Group: London, UK.

Flint, Sharon; (2022) Wales & Lesotho school partnerships – a study exploring the impact on learning in 4 schools. Connecting Classrooms through Global Learning, in collaboration with the Development Education Research Centre: London, UK.

Galpin, Ali; (2022) How can we use visual literacy (picture books) to impact pupils' understandings of global learning issues? (Practitioner Research Fund Paper 9 , pp. pp. 1-33 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Gaušas, Simonas; Daminov, Ildar; Jašinskaitė, Elžbieta; Čop, Diana; Mileiko, Ilze; Gudauskaitė, Greta; Leaton Gray, Sandra; + view all Gaušas, Simonas; Daminov, Ildar; Jašinskaitė, Elžbieta; Čop, Diana; Mileiko, Ilze; Gudauskaitė, Greta; Leaton Gray, Sandra; Pukallus, Stefanie; Bulwer, John; - view fewer (2022) The European Schools system: State of Play, Challenges and Perspectives. European Union: Brussels, Belgium.

Golding, Jenefer; (2022) UK mathematics 14-19: the gender jigsaw summary report for the Joint Mathematical Council of the UK. UCL IOE: London, UK.

Golding, Jenefer; (2022) UK mathematics 14-19: the gender jigsaw. A report for the Joint Mathematical Council of the UK. UCL IOE: London, UK.

Golding, Jenefer; Barrow, Ellen; Grima, Grace; (2022) Power Maths: Implementation, response and learning by Summer 2021. Pearson UK: London, UK. (In press).

Golding, Jenefer; Redmond, Benjamin; Grima, Grace; (2022) Mathematics A Levels Efficacy Study 2017-2021: Final Report. Pearson UK: London, UK.

Green, Andrew; Munoz-Chereau, Bernadita; Gough, David; Allen, Jerry; de Genara, Alice; Harkness, Fran; Laybourne, Anne; + view all Green, Andrew; Munoz-Chereau, Bernadita; Gough, David; Allen, Jerry; de Genara, Alice; Harkness, Fran; Laybourne, Anne; Moore, Gemma; Rees, Rebecca; Sheppard, Lynn; Tripney, Janice; Unstead-Joss, Ruth; Williams, Hannah; Wyness, Gill; - view fewer (2022) Report on the ISIKLE Project: Increasing and Evaluating Student Impact in Knowledge and Learning Exchange (ISIKLE). (Occasional Paper, Centre for Learning and Life Chances , pp. pp. 1-173 ). UCL Institute of Education: London, UK.

Herbert, Elisabeth; Rothwell, Samantha; Linscott, Lisa; (2022) Promoting the Achievement of Looked After Children Dorset: case-studies (2022). University College London (UCL): London, UK.

Holmes, Wayne; Persson, Jen; Chounta, Irene-Angelica; Wasson, Barbara; Dimitrova, Vania; (2022) Artificial Intelligence and Education a Critical View Through the Lens of Human Rights, Democracy and the Rule of Law. The Council of Europe: Strasbourg, France.

Holt-White, Erica; De Gennaro, Alice; Anders, Jacob; Cullinane, Carl; Early, Erin; Montacute, Rebecca; Shao, Xin; + view all Holt-White, Erica; De Gennaro, Alice; Anders, Jacob; Cullinane, Carl; Early, Erin; Montacute, Rebecca; Shao, Xin; Yarde, James; - view fewer (2022) COSMO Wave 1 Initial Findings: Mental Health and Wellbeing. (Wave 1 Initial Findings - Briefing 4 ). University College London (UCL); The Sutton Trust: London, UK.

Hurry, Jane; Russell, Tony; (2022) An evaluation of professional supervision for teachers. UCL Institute of Education: London, UK.

IOE, UCL's Faculty of Education and Society; (2022) IOE Research Strategic Plan, 2022 – 2027. IOE, UCL's Faculty of Education and Society: London, UK.

Khanolkar, Amal; Tabor, Evangeline; Frost, David; Patalay, Praveetha; Redclift, Victoria; (2022) Lived experiences and their consequences for health in sexual and ethnic minority young adults in the UK – A qualitative study. UCL Social Research Institute: London, UK.

Kneale, Dylan; Bangpan, Mukdarut; Hartley, Kathryn; Hou, Meihui; (2022) Volunteering during the pandemic: Which mechanisms enabled groups, communities and agencies to mobilise and why? A rapid realist review of the evidence. EPPI Centre, UCL Institute of Education: London, UK.

Kneale, Dylan; O'Mara-Eves, Alison; Candy, Bridget; Sutcliffe, Katy; Cain, Lizzie; Oliver, Sandy; Hutchinson Pascal, Niccola; + view all Kneale, Dylan; O'Mara-Eves, Alison; Candy, Bridget; Sutcliffe, Katy; Cain, Lizzie; Oliver, Sandy; Hutchinson Pascal, Niccola; Thomas, James; - view fewer (2022) Handling Complexity in Evidence from systematic reviews and meta-analyses of Public Health Interventions (CEPHI project). EPPI Centre (UCL): London, UK.

KOÇAK, Ferda; Simsek, Ali; (2022) Öğretmenlerin ders kitabı kullanımı ile ilgili araştırma raporu. Talim ve Terbiye Kurulu Başkanlığı (Board of Education of Türkiye): Ankara, Turkey.

Majid, Nasreen; Reed Johnson, Joanna; Marston, Sarah; Happle, Andrew; (2022) UoR Climate Education and Sustainability ITE Framework. University of Reading: Reading, UK.

Making Spaces Project Team; (2022) Springboard number 1: Overview. UCL Institute of Education: London, UK.

Mansfield, Rosie; Santos, Joao; Deighton, Jessica; Hayes, Daniel; Velikonja, Tjasa; Boehnke, Jan R; Patalay, Praveetha; (2022) The impact of the COVID-19 pandemic on adolescent mental health. Department for Education: London, UK.

McCowan, Tristan; Parr, Adrian; Binagwaho, Agnes; Davies, Anna; Mbow, Cheikh; Hessen, Dag Olav; Nader, Helena Bonciani; + view all McCowan, Tristan; Parr, Adrian; Binagwaho, Agnes; Davies, Anna; Mbow, Cheikh; Hessen, Dag Olav; Nader, Helena Bonciani; Salmi, Jamil; Burkins, Melody Brown; Ramakrishna, Seeram; Serrano, Sol; Schmelkes, Sylvia; Shijun, Tong; - view fewer (2022) Knowledge-driven actions: Transforming higher education for global sustainability. United Nations Educational, Scientific and Cultural Organization (UNESCO): Paris, France.

Meredith, A; (2022) A study exploring the impact of the Covid-19 pandemic on overseas school partnerships. (Connecting Classrooms through Global Learning Practitioner Research Fund 2 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Miao, Fengchun; Holmes, Wayne; (2022) International Forum on AI and Education: Ensuring AI as a Common Good to Transform Education, 7-8 December; synthesis report. UNESCO: Paris, France.

Montacute, Rebecca; Holt-White, Erica; Anders, Jacob; Cullinane, Carl; De Gennaro, Alice; Early, Erin; Shao, Xin; + view all Montacute, Rebecca; Holt-White, Erica; Anders, Jacob; Cullinane, Carl; De Gennaro, Alice; Early, Erin; Shao, Xin; Yarde, James; - view fewer (2022) COSMO Wave 1 Initial Findings: Education Recovery and Catch Up. (Wave 1 Initial Findings - Briefings 2 ). The Sutton Trust: London, UK.

Moss, Gemma; Bradbury, Alice; Braun, Annette; Duncan, Sam; Levy, Rachael; Harmey, Sinead; (2022) Research evidence to support primary school inspection post-COVID. UCL Institute of Education: London, UK.

Mujtaba, Tamjid; Sheldrake, Richard; Hodgen, Jeremy; Reiss, Michael; (2022) Focus for Teacher Assessment of Primary Science (Focus4TAPS) Evaluation Report. Education Endowment Foundation: London.

Munoz Chereau, Bernardita; Hutchinson, Jo; Ehren, Melanie; (2022) 'Stuck' schools: Can below good Ofsted inspections prevent sustainable improvement? IOE, UCL's Faculty of Education and Society: London, UK.

O'Mara-Eves, Alison; Laidlaw, Lynn; Vigurs, Carol; Candy, Bridget; Collis, Anne; Kneale, Dylan; (2022) The Value of Co-Production Research Project: A Rapid Critical Review of the Evidence. Co-Production Collective: London, UK.

Outhwaite, Laura; Early, Erin; Herodotou, Christothea; Van Herwegen, Jo; (2022) Can Maths Apps Add Value to Young Children's Learning? A Systematic Review and Content Analysis. IOE, UCL's Faculty of Education and Society: London, UK.

Reid, Keri; (2022) A global partnership from the perspective of the Southern school: Perceptions, pedagogies, and the power of love. (Practitioner Research Fund Paper 5 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Roots, Anne; (2022) Do teachers see global school partnerships as a tool to deliver antiracist and inclusive approaches? Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Rushton, Elizabeth; Steadman, Sarah; Gibbons, Simon; Sreenan, Niall; (2022) Understanding and mitigating the impact of Covid-19 disruption on trainee and early career teachers in secondary schools: Findings and recommendations to address teacher quality and enable retention. King’s College London, Policy Institute: London, UK.

Shemilt, I; Hollands, G; Stansfield, C; Thomas, J; (2022) Debunk, Inform, Avoid? Debunking vaccine-related misinformation: a rapid evidence review. EPPI Centre, UCL Social Research Institute, UCL Institute of Education: London, UK.

Simon, A; Penn, H; Shah, A; Owen, C; Eva, L; Hollingworth, K; Quy, K; (2022) Acquisitions, Mergers and Debt: the new language of childcare - technical annex. UCL Social Research Institute: London, UK.

Simon, A; Penn, H; Shah, A; Owen, C; Lloyd, E; Hollingworth, K; Quy, K; (2022) Acquisitions, Mergers and Debt: the new language of childcare - main report. UCL Social Research Institute: London, UK.

Simpson, Jen; (2022) Exploring the transformative potential of specific pedagogies on pupils' awareness and critical understandings of global issues. Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Somerville, Matthew P; Macintyre, Helen; Harrison, Amy; Mauss, Iris B; (2022) What science has shown can help young people with anxiety and depression: Identifying and reviewing the ‘active ingredients’ of effective interventions: Part 2. Wellcome Trust: London, UK.

Stones, Tina; Collacott, Mary; Christie, Beth; (2022) Developing a whole campus approach to learning for sustainability: Challenges and opportunities for embedding and sustaining change. Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre, UCL Institute of Education: London, UK.

Svennevig, Hans; Starkey, Hugh; Jerome, Lee; Gronland, Gemma; Hayward, Jeremy; Elwick, Alex; (2022) Project Report for the Teachers and Citizenship Knowledge Project – Seed Funded by Centre for Teachers and Teaching Research. IOE, UCL's Faculty of Education and Society: London, UK.

Tereshchenko, A; Bei, Z; Bradbury, A; Forde, E; Mullings, G; (2022) Supporting the retention of minority ethnic teachers: A research and practice based guide for school leaders. IOE, UCL’s Faculty of Education and Society: London, UK.

Van Herwegen, Jo; Outhwaite, Laura; Herbert, Elisabeth; (2022) ADD UP UCL Dyscalculculia screener overview. Child Development and Learning Difficulties Lab, UCL Institute of Education: London, UK.

Van Herwegen, Jo; Outhwaite, Laura; Herbert, Elisabeth; (2022) ADD UP UCL further reading dyscalculia and mathematical learning difficulties. Child Development and Learning Difficulties Lab, UCL Institute of Education: London, UK.

Van Herwegen, Jo; Outhwaite, Laura; Herbert, Elisabeth; (2022) ADD UP UCL infographic primary school. Child Development and Learning Difficulties Lab, UCL Institute of Education: London, UK.

Van Herwegen, Jo; Outhwaite, Laura; Herbert, Elisabeth; (2022) ADD UP UCL infographic secondary school. Child Development and Learning Difficulties Lab, UCL Institute of Education: London, UK.

Van Herwegen, Jo; Outhwaite, Laura; Herbert, Elisabeth; (2022) ADD UP UCL Red flags for Dyscalculia. Child Development and Learning Difficulties Lab, UCL Institute of Education: London, UK.

Van Herwegen, Jo; Outhwaite, Laura; Herbert, Elisabeth; (2022) ADD UP UCL Top tips for dyscalculia. Child Development and Learning Difficulties Lab, UCL Institute of Education: London, UK.

Wong, Keri Ka-Yee; (2022) Future of Education Scottish Government Inquiry. Scottish Government

Wong, Keri Ka-Yee; Zhou, Jessica; Acin-Chediex, Caroline; Castillo, Isidora; Wang, Yuhe; (2022) COVID-19 Vaccine Acceptance among Parents (UCL-Osaka Vax-PaC Study) End-of-Project Report. IOE, UCL’s Faculty of Education and Society.: London, UK.

Wyse, Dominic; Aarts, Bas; Anders, Jake; De Gennaro, Alice; Dockrell, Julie; Manyukhina, Yana; Sing, Sue; + view all Wyse, Dominic; Aarts, Bas; Anders, Jake; De Gennaro, Alice; Dockrell, Julie; Manyukhina, Yana; Sing, Sue; Torgerson, Carole; - view fewer (2022) Grammar and Writing in England's National Curriculum: A Randomised Controlled Trial and Implementation and Process Evaluation of Englicious. UCL Faculty of Education and Society: London, UK.

Yarde, James; Shao, Xin; Anders, Jacob; Cullinane, Carl; De Gennaro, Alice; Early, Erin; Holt-White, Erica; + view all Yarde, James; Shao, Xin; Anders, Jacob; Cullinane, Carl; De Gennaro, Alice; Early, Erin; Holt-White, Erica; Montacute, Rebecca; - view fewer (2022) COSMO Wave 1 Initial Findings: Future Plans and Aspirations. (Wave 1 Initial Findings - Briefings 3 ). The Sutton Trust: London, UK.

Yates, Jane; (2022) Global learning during the Covid-19 pandemic. Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

YESTEM Project Team; (2022) YESTEM Insight: How to set up and run an equitable youth board. YESTEM

YESTEM Project Team; (2022) YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – Funders Edition. YESTEM

YESTEM Project Team; (2022) YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – STEM Ambassadors Edition. YESTEM

Working / discussion paper

Benhenda, Asma; Sims, Sam; (2022) The effect of financial incentives on the retention of shortage-subject teachers: evidence from England. (CEPEO Working Paper 22-04). UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.

Bowyer, Ruth CE; Huggins, Charlotte; Toms, Renin; Shaw, Richard J; Hou, Bo; Thompson, Ellen J; Kwong, Alex; ... Silverwood, Richard J; + view all Bowyer, Ruth CE; Huggins, Charlotte; Toms, Renin; Shaw, Richard J; Hou, Bo; Thompson, Ellen J; Kwong, Alex; Williams, Dylan; Kibble, Milla; Ploubidis, George B; Timpson, Nic; Sterne, Jonathan AC; Chaturvedi, Nish; Steves, Claire J; Tilling, Kate; Silverwood, Richard J; - view fewer (2022) Characterising patterns of COVID-19 and long COVID symptoms: Evidence from nine UK longitudinal studies. MedRxiv: Cold Spring Harbor, NY, USA.

Cameron, Claire; Hollingworth, Katie; Hauari, Hanan; O'Brien, Margaret; Whitaker, Lydia; (2022) Young children's lives during the pandemic: Families in Tower Hamlets survey and panel findings. (Families in Tower Hamlets study: Briefing 1). UCL Social Research Institute: London, UK.

Cameron, Claire; O'Brien, Margaret; Hauari, Hanan; Hollingworth, Katie; Whitaker, Lydia; (2022) Pandemic impacts on Family Lives and Parental Wellbeing: Families in Tower Hamlets survey and panel findings. IOE - Faculty of Education and Society: London, UK.

Chaudhry, Muhammad Ali; Cukurova, Mutlu; Luckin, Rose; (2022) A Transparency Index Framework for AI in Education. ArXiv: Ithaca, NY, USA.

Cheetham, Nathan J; Kibble, Milla; Wong, Andrew; Silverwood, Richard J; Knuppel, Anika; Williams, Dylan M; Hamilton, Olivia KL; ... Steves, Claire J; + view all Cheetham, Nathan J; Kibble, Milla; Wong, Andrew; Silverwood, Richard J; Knuppel, Anika; Williams, Dylan M; Hamilton, Olivia KL; Lee, Paul H; Staatz, Charis Bridger; Gessa, Giorgio Di; Zhu, Jingmin; Katikireddi, Srinivasa Vittal; Ploubidis, George B; Thompson, Ellen J; Bowyer, Ruth CE; Zhang, Xinyuan; Abbasian, Golboo; Garcia, Maria Paz; Hart, Deborah; Seow, Jeffrey; Graham, Carl; Kouphou, Neophytos; Acors, Sam; Malim, Michael H; Mitchell, Ruth E; Northstone, Kate; Major-Smith, Daniel; Matthews, Sarah; Breeze, Thomas; Crawford, Michael; Molloy, Lynn; Kwong, Alex SF; Doores, Katie J; Chaturvedi, Nishi; Duncan, Emma L; Timpson, Nicholas J; Steves, Claire J; - view fewer (2022) Antibody levels following vaccination against SARS-CoV-2: associations with post-vaccination infection and risk factors. Cold Spring Harbor Laboratory (CSHL): Cold Spring Harbor (NY), USA.

Datzberger, Simone; (2022) Education and Empowerment: Voices from Ugandan Youth. (ÖFSE Working Paper Series 66). Österreichische Forschungsstiftung für Internationale Entwicklung (Austrian Foundation for Development Research): Vienna, Austria.

Davies, Jade; Romualdez, Anna Melissa; Maylan, Danae; Heasman, Brett; Livesey, Adam; Walker, Amy; Pellicano, Elizabeth; Davies, Jade; Romualdez, Anna Melissa; Maylan, Danae; Heasman, Brett; Livesey, Adam; Walker, Amy; Pellicano, Elizabeth; Remington, Anna; - view fewer (2022) Autistic adults' priorities for future autism employment research. OSF Preprints

Elliot Major, Lee; Parsons, Sam; (2022) The forgotten fifth: examining the early education trajectories of teenagers who fall below the expected standards in GCSE English language and maths examinations at age 16. (CLS Working Papers 2022/6). Centre for Longitudinal Studies, UCL: London, UK.

Farran, Emily Kate; Purser, Harry Robert McSweeney; Jarrold, Christopher; Thomas, Michael; Scerif, Gaia; Stojanovik, Vesna; Van Herwegen, Jo; (2022) Cross-sectional and longitudinal assessment of cognitive development in Williams syndrome. PsyArXiv Preprints: Charlottesville, VA, USA.

Foliano, Francesca; Tonei, Valentina; Sevilla, Almudena; (2022) Social Restrictions and Well-Being: Disentangling the Mechanisms. (IZA Discussion Papers 15734). IZA Institute of Labor Economics: Bonn, Germany.

Isiwele, Anthony; Rivas, Carol; Stokes, Gillian; (2022) Nigerian and Ghanaian young people’s experiences of care for common mental disorders in inner London: Protocol for a multimethod investigation (Preprint). JMIR Publications Inc.

Lange Salvia, Amanda; Rolleston, Caine; Nussey, Charlotte; Veisa, Felipe; Okinyi, Rachel; Mananze, Rosario; McCowan, Tristan; (2022) Technical Note: The design and implementation of the Climate-U survey ‘Climate Change – Practices, Experiences and Attitudes’. (Transforming Universities for a Changing Climate, Working Paper Series 7). Climate-U, UCL Institute of Education: London, UK.

McCowan, Tristan; (2022) Teaching Climate Change in the University. (Transforming Universities for a Changing Climate Working Paper Series 8). Climate-U, UCL Institute of Education: London, UK.

McElroy, Eoin; Tibber, Marc; Fearon, Pasco; Patalay, Praveetha; Ploubidis, George; (2022) Socioeconomic and sex inequalities in parent-reported adolescent mental ill-health: Time trends in four British birth cohorts. OSF Preprints: Charlottesville, VA, USA.

Outhwaite, Laura; Anders, Jake; Van Herwegen, Jo; (2022) Mathematics Attainment Falls Behind Reading in the Early Primary School Years. (CEPEO Working Paper Series 22-06). UCL Centre for Education Policy & Equalising Opportunities: London, UK.

Parsons, Sam; Platt, Lucinda; (2022) Special educational needs and disability: a lifetime of disadvantage in the labour market? (CLS Working Paper 2022/4). UCL Centre for Longitudinal Studies: London, UK.

Parsons, Samantha; Fitzsimons, Emla; Schoon, ingrid; (2022) Intergenerational transmission of educational disadvantage: Educational progression of children of care leavers compared to other children in a general population sample. (CLS Working Papers 2022/7). UCL, Centre for Longitudinal Studies: London, UK.

Parsons, Samantha; Schoon, Ingrid; Fitzsimons, Emla; (2022) Evidence from the UK Millennium Cohort Study. Teenage children of mothers who experienced out-of-home care: How are they doing? (Quantitative Social Science Working Paper 220-08). Social Research Institute, UCL: London, UK.

Parsons, Samantha; Wiggins, Richard D; (2022) Trust in government, trust in others during and compliance with social distancing: findings from the CLS COVID-19 web survey across four National Longitudinal Studies. (CLS Working Papers 2022/9). UCL, Centre for Longitudinal Studies: London, UK.

Paulauskaite, Laura; Totsika, Vaso; Rivas, Carol; (2022) Relationships and Sex Education Outcomes for Students With Intellectual Disability: Protocol for the Development of a Core Outcome Set. JMIR Publications: Toronto, ON, Canada.

Schoon, Ingrid; Hemming, Karen; (2022) Erschwerter Start ins Berufsleben. Deutsches Jugend Institute (DJI): Munich, Germany.

Sideropoulos, Vasileios; Palikara, Olympia; Burchell, Elizabeth; Ashworth, Maria; Van Herwegen, Jo; (2022) Anxiety during Transition from Primary to Secondary Schools in Children with Neurodevelopmental Disorders: A Cross-syndrome Comparison. OSF Preprints: Charlottesville, VA, USA.

Sideropoulos, Vassilis; Midouhas, Emily; Kokosi, Dora; Brinkert, Jana; Wong, Keri Ka-Yee; Kambouri, Maria A; (2022) The Effects of Cumulative Stressful Educational Events on the Mental Health of Doctoral Students During the COVID-19 Pandemic. UCL Press: London, UK.

Sims, Sam; Fletcher-Wood, Harry; O'Mara-Eves, Alison; Cottingham, Sarah; Goodrich, Josh; Van Herwegen, Jo; Anders, Jacob; (2022) Effective teacher professional development: new theory and a meta-analytic test. (CEPEO Working Paper Series 22-02). Centre for Education Policy & Equalising Opportunities, UCL: London, UK.

Wong, KK-Y; Loke, K; Melville, K; (2022) Reflections, Resilience, and Recovery: A qualitative study of the COVID-19 impact on an international general population’s mental health and priorities for support. (PsyArXiv ). Cornell University Center for Open Science

Conference item

Bangpan, Mukdarut; Shi, Yi; Pyne, Kendra; Saidong, Pantakarn; Kulophas, Dhirapat; Akkaraputtapon, Panya; Nattadech, Choomplang; ... Chaiyakunapruk, Nathorn; + view all Bangpan, Mukdarut; Shi, Yi; Pyne, Kendra; Saidong, Pantakarn; Kulophas, Dhirapat; Akkaraputtapon, Panya; Nattadech, Choomplang; Phanthuwongpakdee, Nuttavikhom; Wisaweisuan, Nitinant; Choemprayong, Songphan; Chaiyakunapruk, Nathorn; - view fewer (2022) Closing the research-policy gaps: Challenges and lessons learnt form a research-partnership model implementation in Southeast Asia. Presented at: What Works Global Summit 2022 (WWGS 2022), Virtual conference.

Brooks, Emma; (2022) Multilingualism in healthcare: exploring the lived experience of maternity professionals. Presented at: 55th British Association for Applied Linguistics (BAAL) 2022 Conference, Belfast, UK.

Brown, Jenna; (2022) Applying a Clean Approach to Traditional Imagery-Based Voice Pedagogy. Presented at: Singing Symposium, Leeds, UK.

Brown, Jenna; (2022) "It's What You Didn't Say That Made The Difference": Reflections On Silence and Emergent Knowledge. Presented at: Vocal Health Education Conference, London, UK.

Bryson, Alex; (2022) Examining the size of the gender wage gap within and across birth cohorts. Presented at: Maynooth University, Department of Economics Seminar, Maynooth, Ireland.

Bryson, Alex; Foliano, Francesca; Joshi, Heather; Wielgoszewska, Bozena; Wilkinson, Dave; (2022) How did the gender pay gap change over the last fifty years? Evidence from within and across birth cohorts. Presented at: Why Can’t We Close the Gender Pay Gap? - ISER policy event, University of Essex, Colchester, UK.

Bryson, Alex; Wielgoszewska, Bożena; Costa Dias, Monica; Foliano, Francesca; Joshi, Heather; Wilkinson, David; (2022) Labour Market Gender Inequality a Year into the COVID-19 Pandemic: Evidence from the UK Cohort Studies. Presented at: Work, Pensions and Economics Group Annual Conference, Sheffield, UK.

Bryson, Alexander; (2022) Examining the size of the gender wage gap within and across birth cohorts. Presented at: Nuremberg Research Seminar in Economics, University of Erlangen-Nuremberg, School of Economics, Business and Society, Nuremberg, Germany.

Bryson, Alexander; (2022) The Gender Wage Gap Among Those Born in 1958: A Matching Estimator Approach. Presented at: UCL SRI Gender Equality Workshop, London, UK.

Bryson, Alexander; (2022) The gender wage gap among Vice Chancellors in the UK. Presented at: Colloquium on Personnel Economics, Aarhus University, Herning, Denmark.

Bryson, Alexander; Wielgoszewska, Bożena; Costa Dias, Monica; Foliano, Francesca; Joshi, Heather; Wilkinson, D; (2022) Labour Market Gender Inequality a Year into the Covid-19 Pandemic: Evidence from the UK Cohort Studies. Presented at: SEHO Conference, London, UK.

Cahill, K; Hall, K; Hick, P; Solomon, Y; Mintz, J; Matziari, A; (2022) Developing critical ‘legitimate peripheral participation’ in Initial Teacher Education for Inclusion: A teacher educator perspective from Ireland. Presented at: Association of Teacher Education in Europe (ATEE) Spring Conference 2022, Dublin, Ireland.

Callender, Christine; McCrory, Amanda; (2022) Let’s talk about race in initial teacher education: beginner teachers’ perspectives and questions. Presented at: BERA Conference 2022, Liverpool, UK.

Fargher, Mary; Mitchell, David; Till, Emma; (2022) Recontextualising Geography in Education. Presented at: Geography Teacher Educators Conference 2022, Worcester, UK.

Foliano, Francesca; Bryson, Alex; Joshi, Heather; Wielgoszewska, Bozena; Wilkinson, Dave; (2022) Gender wage gap among young adults: a comparison across British cohorts. Presented at: WPEG 2022 Conference - University of Sheffield, Sheffield, UK.

Foliano, Francesca; Bryson, Alex; Joshi, Heather; Wielgoszewska, Bozena; Wilkinson, Dave; (2022) Gender wage gap among young adults: a comparison across British cohorts. Presented at: EALE 2022 Conference, Padua, Italy.

Foliano, Francesca; Bryson, Alex; Joshi, Heather; Wielgoszewska, Bozena; Wilkinson, Dave; (2022) Gender wage gap among young adults: a comparison across British cohorts. Presented at: AIEL 2022 Conference, Salerno, Italy.

Golding, Jennie; (2022) Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic. Presented at: Teaching and Learning Mathematics Online conference: 'Restarting the new normal'', Online conference.

Golding, Jennie; (2022) Keynote lecture: Teacher development for policy change. Presented at: The International Conference on Educational Studies and Entrepreneurships (ICoESE) 2022, Makassar, Indonesia.

Golding, Jennie; (2022) Keynote lecture: The mathematics gender jigsaw in Further Education. Presented at: National Association of Numeracy and Mathematics in Colleges UK conference 2022, Online conference.

Golding, Jennie; (2022) New models of supervision: opportunities and challenges for academics and for doctoral students. Presented at: Aga Khan Institute for Educational Development International Doctoral conference 'Building a community of inquirers: learning from the global pandemic', Karachi, Pakistan.

Golding, Jennie; Luneta, Kakoma; Kapenda, Hileni; Phirinalube, Patricia; (2022) Collaborative development of doctoral supervision. Presented at: University of London Research in Distance Education conference (RIDE 2022), London, UK.

Golding, Jennie; Luneta, Kakoma; Kapenda, Hileni M; Phirinalube, Patricia; (2022) Doctoral supervision across worlds: comparative supervisor lenses exposed through online collaborative workshops. Presented at: Society for Research in Higher Education (SRHE) International Conference 2022, Online conference.

Golmohammadi, Lili; (2022) The commodification of touch and digital touch. Presented at: Affective Technotouch, Hermance, Switzerland.

Golmohammadi, Lili; (2022) Online Probes and Online Rapid Prototyping. Presented at: Envisioning and designing digital technology for the home: a hands-on exploration of creative methods, London, UK.

Grima, Grace; Golding, Jennie; Redmond, Benjamin; (2022) Qualifications reforms: opportunities and challenges - a focus on A level Mathematics in England. Presented at: 23rd Annual Meeting of the Association for Educational Assessment – Europe (AEA-Europe 2022), Dublin, Ireland.

Jones, Helen; (2022) Comics as a tool for reflection in the research process. Presented at: The Art of Reflective Change. Adapting and Altering Pedagogies, Research Methodologies and Identities, London, UK.

Joshi, Heather; (2022) Parenthood and Paid Work: compatibility in the British Economy. Presented at: 50th Anniversary Conference - Birkbeck Economics Department, London.

Joshi, Heather; (2022) Placing Context in Longitudinal Research. Presented at: 2022 Society for Longitudinal and Life Course Studies Conference, Cleveland, OH, USA.

Joshi, Heather; Wielgoszewska, Bożena; Bryson, Alex; Costa Dias, Monica; Foliano, Francesca; Wilkinson, David; (2022) Exploring the Reasons for Labour Market Gender Inequality a Year into the Covid-19 Pandemic: Evidence from the British Cohort Studies. Presented at: 2022 Society for Longitudinal and Life Course Studies Conference, Cleveland, OH, USA.

Khatwa, Meena; Sutcliffe, Katy; Lester, Sarah; (2022) Resilience in the face of adversity: a qualitative evidence synthesis on the strategies young people employ to cope with Adverse Childhood Experiences (ACEs). Presented at: What Works Global Summit 2022 (WWGS 2022), Online conference.

Lam, Gigi; Chan, Stephanie; (2022) Inclusive music making can be a lonely experience: Does it have to be? Presented at: Intellectual Discourse, Virtual conference.

Lodge, Wilton; Reiss, Michael J; Sheldrake, Richard; (2022) Investigative school research projects in biology: Effects on students. Presented at: ERIDOB 2022, Nicosa, Cyprus.

Marini, Giulio; (2022) What does last of doctoral supervision? Retrospective assessment of doctoral education as prediction of employment destinations​: Pilot evidence from Chinese nationals who got a PhD in the UK some 10 years ago​. Presented at: 8th Postgraduate Supervision Conference, Virtual conference.

Marini, Giulio; Meschitti, Viviana; (2022) The advantage of being grant recipients for academic promotions. The case of ERC and FIRB in the Italian system. Presented at: VI Convegno SISEC 2022, Bologna, Italy.

Marini, Giulio; Pustelnikovaite, Toma; (2022) Not all foreigners are strangers. Cultural differences among international academics in the UK. Presented at: RIHE Open Seminar "International Academics in a Global and Comparative Perspective: Their characteristics, work roles and contributions", Online conference.

Molin-Karakoc, Linda; (2022) Empowering migrant students in Finnish classrooms – Key factors for creating successful learning experiences. Presented at: UNSPECIFIED.

Munoz, Bernie; Hutchinson, Jo; Ehren, Melanie; (2022) "Stuck" schools: Can below good Ofsted inspections prevent sustainable improvement? Presented at: School Inspection Conference, Westminster Insight, London, UK.

Muñoz Chereau, Bernardita; (2022) How does it feel to grow up in a dictatorship? The Role of Autobiography and Fiction in El Diario de Noelia. Presented at: 7th International Conference: New Directions in Children’s Literature Research, Padua, Italy.

Neumann, Tim; (2022) Concept and Practice of Hybrid Delivery: Past, Present, Future. Presented at: Research in Distance Education & E-Learning 2022 (RIDE 2022), London, UK.

O'Mara-Eves, Alison; Kneale, Dylan; Candy, Bridget; Sutcliffe, Katy; Oliver, Sandy; Cain, Lizzie; Hutchinson Pascal, Niccola; O'Mara-Eves, Alison; Kneale, Dylan; Candy, Bridget; Sutcliffe, Katy; Oliver, Sandy; Cain, Lizzie; Hutchinson Pascal, Niccola; Thomas, James; - view fewer (2022) Recalibration as an approach to context in statistical meta-analyses. Presented at: 2022 What Works Global Summit (WWGS), Virtual conference.

O'Mara-Eves, Alison; Kneale, Dylan; Oliver, Sandy; Cain, Lizzie; Hutchinson Pascal, Niccola; Catchpole, Jessica; Chesworth, Angela; ... Thomas, James; + view all O'Mara-Eves, Alison; Kneale, Dylan; Oliver, Sandy; Cain, Lizzie; Hutchinson Pascal, Niccola; Catchpole, Jessica; Chesworth, Angela; Candy, Bridget; Sutcliffe, Katy; Thomas, James; - view fewer (2022) How co-production underpinned the development of a logic model and testing of novel statistical methods for evidence synthesis. Presented at: 2022 What Works Global Summit (WWGS), Virtual conference.

Outhwaite, Laura; Early, E; Herodotou, Christothea; Van Herwegen, Jo; (2022) How to Add Value to Learning with Educational Maths Apps? Presented at: IOE, UCL's Faculty of Education and Society, London, UK.

Rajah, Nasir; Calderwood, Lisa; De Stavola, Bianca; Harron, Katie; Ploubidis, George; Silverwood, Richard; (2022) Using linked Hospital Episode Statistics data to aid the handling of non-response and restore sample representativeness in the 1958 National Child Development Study. Presented at: UNSPECIFIED.

Redmond, Ben; Golding, Jennie; Grima, Grace; (2022) The digital transformation of teaching and learning for high-stakes assessment: teacher and student responses in England. Presented at: AEA-Europe Annual Conference 2022, Dublin, Ireland.

Rees, Rebecca; Stokes, Gillian; Bassi, Vidhi; Brady, Louca-Mai; Khatwa, Meena; Dickson, Kelly; (2022) Handling sensitive topics ​in partnership with young people: Reflections on collaboration within a configurative systematic review​. Presented at: What Works Global Summit 2022, Online conference.

Silverwood, Richard; Rajah, Nasir; Calderwood, Lisa; De Stavola, Bianca; Harron, Katie; Ploubidis, George; (2022) Examining the quality and sample representativeness of linked 1958 National Child Development Study and Hospital Episode Statistics data. Presented at: International Population Data Linkage Conference 2022, Edinburgh, UK.

Stokes, gillian; Rees, Rebecca; Bassi, Vidhi; Brady, Louca-Mai; Khatwa, Meena; Dickson, Kelly; (2022) Handling sensitive topics in partnership with young people: Reflections on collaboration within a configurative systematic review. Presented at: What Works Global Summit 2022, Global, On line.

Tunnicliffe, Sue; (2022) Engaging children in Technology. Presented at: The Early Childhood Commission: Investing Today for Tomorrow, Kingston, Jamaica.

Wielgoszewska, Bożena; Bryson, Alex; Costa Dias, Monica; Foliano, Francesca; Joshi, Heather; Wilkinson, David; (2022) Exploring the Reasons for Labour Market Gender Inequality a Year into the Covid-19 Pandemic: Evidence from the UK Cohort Studies. Presented at: Royal Economic Society Annual Conference 2022, Virtual conference.

Wielgoszewska, Bożena; Foliano, Francesca; (2022) SRI Gender Equality Workshop. Presented at: SRI Gender Equality Workshop, London, UK.

Xu, Xin; Braun Střelcová, Andrea; Marini, Giulio; Huang, Futao; Cai, Yuzhuo; (2022) International academics in Mainland China: what do we know and what do we need to know? Presented at: RIHE Open Seminar "International Academics in a Global and Comparative Perspective: Their characteristics, work roles and contributions", Online conference.

Poster

Chan, Stephanie Hoi-Ying; (2022) Who am I? An examination of multiple identities in a Hong Kong primary music teacher. Presented at: IOE CDE Doctoral Summer Conference, London, UK.

Chang, Li-Chung; (2022) A Critical Examination in the GEPT Intermediate Writing Test. Presented at: UK Association for Language Testing and Assessment (UKALTA) Language Testing Forum 2022, Bristol, UK.

Dickson, Kelly; Mendizabal, Rosa; Draper, Aisling; Meehan, Laura; (2022) Systematic reviews of prevalence data to inform population-level mental health intervention priorities: policy and practice challenges in the context of COVID-19. Presented at: What Works Global Summit 2022 (WWGS 2022), Online conference.

Mendizabal-Espinosa, Rosa; Stansfield, Claire; Kapasi, Ansh; Kurkjian, Varant; Senator, Ben; Bangpan, Mukdarut; Dickson, Kelly; ... Oliver, Sandy; + view all Mendizabal-Espinosa, Rosa; Stansfield, Claire; Kapasi, Ansh; Kurkjian, Varant; Senator, Ben; Bangpan, Mukdarut; Dickson, Kelly; D'Souza, Preethy; Edwards, Rachael; Oliver, Sandy; - view fewer (2022) How do you develop a career at the policy-research interface? Presented at: What Works Global Summit 2022 (WWGS 2022), Online conference.

Sadayu, Saranrat; Tanni, Kaniz Afroz; Punrum, Nontaporn; Paengtrai, Sobhon; Kategaew, Warittakorn; Promchi, Nattiwat; Lai, Nai Ming; ... Chaiyakunapruk, Nathorn; + view all Sadayu, Saranrat; Tanni, Kaniz Afroz; Punrum, Nontaporn; Paengtrai, Sobhon; Kategaew, Warittakorn; Promchi, Nattiwat; Lai, Nai Ming; Thakkinstian, Ammarin; Ngorsuraches, Surachat; Bangpan, Mukdarut; Vettil, Sajesh; Chaiyakunapruk, Nathorn; - view fewer (2022) Methodological approaches for assessing certainty of the evidence in umbrella reviews: A scoping review. Presented at: International Society for Pharmacoeconomics and Outcomes Research (ISPOR 2022), Virtual conference.

Tang, Sin Ying Eunice; (2022) An exploratory study of the experiences of musicians with autistic traits in higher music education in England. Presented at: UCL IOE Doctoral Summer Conference 2022, London, UK.

Tunnicliffe, Sue Dale; (2022) STEM in Early Years play. Presented at: 2022 NARST Annual International Conference, Vancouver, Canada.

Thesis

Akasaki, Mifuyu; (2022) Adverse childhood experiences and coronary heart disease: investigation of neuroendocrine and autonomic nervous systems pathways. Doctoral thesis (Ph.D), UCL (University College London).

Al Battashi, Sharifa Khalid Muhanna; (2022) Translanguaging and Young Muslim Children’s Negotiations of Intersectional Muslim Identities in an English Reception Classroom: A Linguistic Ethnographic Study. Doctoral thesis (Ph.D), UCL (University College London).

Al-Baba, Liane; (2022) Information Technology in the World of the Educational Psychologist. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Alhouti, Ibrahim; (2022) The Politics of Teacher Policies Reforms in the Arab Gulf States: A Comparative Study. Doctoral thesis (Ph.D), UCL (University College London).

Alkhateeb, Ibrahim Ali; (2022) The Narratives of African-American and Black British Male Islamic Converts in Saudi Arabia. Doctoral thesis (Ph.D), UCL (University College London).

Andreou, Elena; (2022) The relationship between private studio-based piano lessons and home-based private practice: Case studies of young piano students. Doctoral thesis (Ph.D), UCL (University College London).

Arno, Anneliese Downey; (2022) The Adoption and Effectiveness of Automation in Health Evidence Synthesis. Doctoral thesis (Ph.D), UCL (University College London).

Ashraf, Maleeha; (2022) The Importance of Mentoring for Returnee Doctoral Graduates. Doctoral thesis (Ph.D), UCL (University College London).

Atkinson, Douglas Simon; (2022) Tailoring Digital Touch: An ethnography of designers’ touch practices during garment prototyping and the potential for their digitisation. Doctoral thesis (Ph.D), UCL (University College London).

Balshe, Rima; (2022) Orthographic Learning in Arabic-Speaking Primary School Students. Doctoral thesis (Ph.D), UCL (University College London).

Barnecutt, Jessica; (2022) Exploring student perspectives of Mathematical Project Based Learning. Doctoral thesis (Ed.D), UCL (University College London).

Bassett, Carolyne; (2022) An exploration into the development of camouflaging behaviours adopted by girls on the autism spectrum in mainstream secondary schools: Perspectives of girls and their parents. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Bawazir, Rasha Saleh; (2022) Using Social Stories with the creative arts for individuals on the autism spectrum: professionals’ perspectives and practices. Doctoral thesis (Ph.D), UCL (Universal College London).

Beaumont, Benjamin; (2022) Exploring the Effects of English as a Medium of Instruction in Higher Education: The Impact on Lecturers’ Habitus. Doctoral thesis (Ed.D), UCL (University College London).

Bols, Alexander Thomas George; (2022) Perceptions and perspectives on effective student representation. Doctoral thesis (Ed.D), UCL (University College London).

Bravo González, Paulina; (2022) Dialogue and big ideas of science education: exploring the discourses produced by Chilean schoolteachers and teacher educators in and around a continuous professional development programme. Doctoral thesis (Ph.D), UCL (University College London).

Brennan De Vine, Nastassja; (2022) Exploring how a sense of belonging is constructed in the accounts of autistic girls who attend mainstream school in England. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Brenton, Charlotte; (2022) An Exploration of the Views and Experiences of Autistic Young People on a Supported Employment Programme and the Implications for Educational Psychologists. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Bridger Staatz, Charis; (2022) Life Course Social Inequalities in Body Composition: Understanding the Role of Child Behavioural and Emotional Problems and the Environment. Doctoral thesis (Ph.D), UCL (University College London).

Burtonshaw, Sally Ann; (2022) Insurmountable Silos? A Study of School-University Relationships within Progression to Higher Education. Doctoral thesis (Ph.D), UCL (University College London).

Calvert, Graham Michael; (2022) The Production of the Depressed Subject: A Foucauldian analysis of conflict, power, and the discourse of diagnosis in teachers' narratives of their depression. Doctoral thesis (Ph.D), UCL (University College London).

Canales-Tapia, Alejandra; (2022) Planning and implementing technology in the primary classroom: a study of Chilean student teachers' pedagogic development. Doctoral thesis (Ph.D), UCL (University College London).

Canniford, James; (2022) An exploration of the relationship between the EGPS Test and writing outcomes. Doctoral thesis (Ed.D), UCL (University College London).

Cara, Nicole; (2022) What is the nature and value of the Form Tutor and Form Time in Secondary schools in England? What happens, how does it happen and why is it important? Doctoral thesis (D.Ed.Psy), UCL (University College London).

Carroll, James Edward; (2022) Characterising curricular goals for students’ written historical arguments after exposure to ‘recontextualised’ academic scholarship. Doctoral thesis (Ph.D), UCL (University College London).

Ceja Salgado, Omar; (2022) Embodied learning in immersive virtual reality: the role of sensory-motor affordances in shaping conceptual and procedural understandings. Doctoral thesis (Ph.D), UCL (University College London).

Chadwick, Hilary; (2022) Employer Ownership: The barriers for policy makers. Doctoral thesis (Ph.D), University College London (UCL).

Chanvised, Kamolmas; (2022) The Role of Social Media in Negotiating Gender Identity among Young Thai Women. Doctoral thesis (Ph.D), UCL (University College London).

Cheong, Mi-cheong; (2022) Imagining Peacebuilding Citizenship Education: An investigation of the experience of North Korean migrants as ‘bridge citizens’. Doctoral thesis (Ph.D), UCL (University College London).

Chian, Leet Sern Jeremy; (2022) Emotional Based School Avoidance: Exploring Staff and Pupil Voices on Provision in Mainstream Schools. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Conlan, Sinéad; (2022) Exploring the Identities and Educational Experiences of Children Under Special Guardianship Orders (SGOs). Doctoral thesis (D.Ed.Psy), UCL (University College London).

Cucuiat, Veronica; (2022) Exploring students’ iterative practices when learning with physical computing kits through data visualisations. Doctoral thesis (Ph.D), UCL (University College London).

Cusack, Alan; (2022) The Archive as a Construction Site for Art Education. Doctoral thesis (Ph.D), UCL (University College London).

Dai, David Wei; (2022) Design and Validation of an L2-Chinese Interactional Competence Test. Doctoral thesis (Ph.D), University of Melbourne.

Davis, Andrew Marc; (2022) Teaching the Holocaust in Jewish Schools in England: A study into practice, perspectives and challenges. Doctoral thesis (Ph.D), UCL (University College London).

Demirdis, Bahaddin; (2022) Attitudes of Mathematics Teachers in Turkish Lower Secondary Schools Towards the Inclusion of Children with Special Educational Needs in Those Schools. Doctoral thesis (Ph.D), UCL (University College London).

Elshawaf, Iman Salama; (2022) Cognitive and linguistic factors associated with reading and spelling in 9- to 11-year-old multilingual Arabic-English-Turkish speaking poor readers and typically developing readers. Doctoral thesis (Ed.D), UCL (University College London).

Elshirazy, Mohamed; (2022) The Reproduction of Political Agency for Activists in post 2014 Egypt: an account of ignorance as a necessity for politics in traumatic contexts. Doctoral thesis (Ph.D), UCL (University College London).

Feng, Kaiyun; (2022) The Institutional Strategy and Undergraduate Teaching in World-Class Universities – Case Study in China, United Kingdom and Canada. Doctoral thesis (Ph.D), UCL (University College London).

Ferguson, Ahmar Ira; (2022) Creating Space in a Busy and Complex System- Exploring the Factors that Impact how EPs Support Teachers with Work Related Stress. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Figueira-Bates, Cora; (2022) ‘School, for her, has always been her sanctuary…her place where she feels like she can do anything’: What are the systems of support for children in the care system as they enter education? Doctoral thesis (D.Ed.Psy), UCL (University College London).

Foris, Melina; (2022) The relationship between family memory and children's history learning about the recent troubled past in the conflict setting of Cyprus. Doctoral thesis (Ph.D), UCL (University College London).

Gibbons, Julie; (2022) Does Yoga Improve Mental Health in Adolescence? A Systematic Review Exploring the Impact of Yoga Interventions Implemented Within Secondary Education. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Gilbert, Brychan Llewelyn; (2022) Trust, Dialogue and Teacher Commitment: A Case Study of Two International Schools. Doctoral thesis (Ph.D), UCL (University College London).

Gonzalez-Wegener, Xaviera; (2022) An exploration of summative classroom assessment practice at secondary schools in Chile from an inclusive perspective. Doctoral thesis (Ph.D), UCL (University College London).

Griazina, Aleksandra; (2022) Universities in the marketplace: competition, international students, and entrepreneurialism in the UK HE. Doctoral thesis (Ph.D), UCL (University College London).

Guler, Zeynep; (2022) Supporting Science Teachers’ Agentic Practice in the Pedagogy of Scientific Argumentation. Doctoral thesis (Ph.D), UCL (University College London).

Guo, Hui; (2022) Mobile assisted language learning (MALL) from a sociocultural ecological perspective: An exploratory study of overseas Chinese students in the UK learning English speaking skills with mobile apps outside the classroom. Doctoral thesis (Ph.D), UCL (University College London).

Hamilton Clark, Charlotte H; (2022) Classification and stigma: Theorising the identity impact of dyslexia for students in UK higher education. Doctoral thesis (Ph.D), UCL (University College London).

Han, Xuran; (2022) An investigation of the effects of language experience on cognitive control in bilingual speakers. Doctoral thesis (Ph.D), UCL (University College London).

Hardy, Justin St Clair; (2022) Performing the documented past: industrial context and evolving characteristics of dramatised history documentary on British television at the turn of the millennium. Doctoral thesis (Ph.D), UCL (University College London).

Häs, Silvan; (2022) Socio-economic status and worklessness: educational investments and expectations. Doctoral thesis (Ph.D), UCL (University College London).

Hockham, David; (2022) What are the Implications for HEI Pedagogy and Learning when Production and Technical Theatre Practices are Re-orientated as Practices of Scenography? Investigating Technical Theatre Training, in Higher Education Institutions (HEI) levels 4-6 within the United Kingdom (UK). Doctoral thesis (Ph.D), UCL (University College London).

Hunter, Jennifer; (2022) Summer-born children starting school after their 5th birthday: An exploration of parents’ views and experiences of waiting until Compulsory School Age (CSA). Doctoral thesis (D.Ed.Psy), UCL (University College London).

Inon, Magen; (2022) Benign Manipulation in Education. Doctoral thesis (Ph.D), UCL (University College London).

Jones, Johnathan; (2022) A reliable past or a reliable pest? Testing canonical stimuli in speech perception research. Doctoral thesis (Ph.D), UCL (University College London).

Kakoulidou, Myrofora; (2022) Understanding the Role of Motivation in the Reading of Children With ADHD-related Characteristics. Doctoral thesis (Ph.D), UCL (University College London).

Kang, Howon; (2022) A study on digital-based argumentative writing in English of South Korean university students. Doctoral thesis (Ph.D), UCL (University College London).

Kerr, Sarah-Jane; (2022) A Genealogy of Wealtherty through the Lens of Social Policy. Doctoral thesis (Ph.D), UCL (University College London).

Khawaja, Jaspar; (2022) How can Educational Psychologists facilitate Youth Participatory Action Research to create change? Doctoral thesis (D.Ed.Psy), UCL (University College London).

Kilmister, Hugh; (2022) Desired in theory, troubling in practice: A study of the social science PhD student experience as a Deleuzian assemblage of interconnected lines. Doctoral thesis (Ph.D), UCL (University College London).

King, Caroline; (2022) What can be learnt about the Emotional Literacy Support Assistant programme in secondary schools using Goal Based Outcome measures? Doctoral thesis (D.Ed.Psy), UCL (University College London).

King, Elizabeth; (2022) Reasonable adjustments for student nurses in clinical placement in the United Kingdom: The perspectives of the associated Community of Practice on current criteria and procedures. Doctoral thesis (Ed.D), UCL (University College London).

Kraska, Monika Katarzyna; (2022) Internationalisation and global citizenship in higher education - reflections from four case studies in Brazil, Poland, UK and USA. Doctoral thesis (Ph.D), UCL (University College London).

Kuang, Ye; (2022) Spatial Working Memory in Young Adolescents with Different Childhood Trajectories of Internalising, Conduct and Hyperactivity / inattention Problems. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Lang, Adam Peter; (2022) The ‘Prevent Duty’ (Counter Terrorism and Security Act 2015) and its impact on English secondary schools and colleges: A view from Leadership. Doctoral thesis (Ph.D), UCL (University College London).

Lazarashvili, Kakhaber; (2022) Developing Relationships and Sex Education in Higher Education: An exploration of academics and practitioners’ views in Georgia. Doctoral thesis (Ed.D), UCL (University College London).

Lee, Kyoungwon; (2022) Teachers as agents: Understanding teacher agency for global citizenship education in South Korea. Doctoral thesis (Ph.D), UCL (University College London).

Lee, Wendy; (2022) The role of emotion mindsets in adolescent anxiety and well-being. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Li, Xuan; (2022) Preschool Teachers’ Mathematics Pedagogy within the Context of Policy Change in Early Childhood Education in Zhejiang Province, China. Masters thesis (M.Phil), UCL (University College London).

Lois Mosquera, Miguel; (2022) Navigating Social Expectations: Lived Experiences of Autistic Adults in the UK and Spain. Doctoral thesis (Ph.D), UCL (University College London).

Lusted, Lianne; (2022) An Exploration of School and Young People’s Perceptions and Experiences of In-School Units. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Macintyre, Helen Charlotte; (2022) Understanding school mealtimes as contexts for children's peer relations and adjustment to school. Doctoral thesis (Ph.D), UCL (University College London).

Mandalia, Pooja; (2022) Exploring the Experiences of Trans* Young People Attending an Alternative Education Provision: A Multi-Informant Case Study. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Mark, Sophia; (2022) ‘A raw experience’: a study of Nigerian women living with HIV in Jos, Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

Mathis, Samantha; (2022) Exploring leaders’ value of participating in virtual leadership communities of practice. Doctoral thesis (Ed.D), UCL (University College London).

Mayall, Leighanne Amy; (2022) Motor abilities in individuals with Williams Syndrome and individuals with Down Syndrome, and how they relate to spatial skills, anxiety and activities of daily living. Masters thesis (M.Phil), UCL (University College London).

McHale, Joanne; (2022) Gender, care and career trajectories in Early Childhood Education and Care in Ireland. Doctoral thesis (Ph.D), UCL (University College London).

Metni, Eliane; (2022) Exploring Lebanese Teachers’ Engagement in a Low-Cost, Technology-Enhanced, Problem-Solving, Orientated Learning Intervention with Refugee Children. Doctoral thesis (Ed.D), UCL (University College London).

Mezue, Ijeaku Iheoma; (2022) The student as a learner, a knower and a facilitator: Share epistemic agency enacted as an innovative school-based mathematics pedagogy. Doctoral thesis (Ph.D), UCL (University College London).

Mitchell, Christopher James; (2022) Disturbing circles: investigating the public role of UK higher education through the emergence of Grand Challenges. Doctoral thesis (Ed.D), UCL (University College London).

Mitchell, Emma; (2022) Post-16 curriculum choice: processes, values and tensions at a dual-curriculum UK independent school. Doctoral thesis (Ed.D), UCL (University College London).

Mizzi, Emanuel; (2022) Powerful Knowledge and Pedagogy in the Maltese Secondary School Economics Classroom. Doctoral thesis (Ph.D), UCL (University College London).

Moore, Amy; (2022) Exploring the Role of the Educational Psychologist during the COVID-19 Pandemic. How has Service Delivery Adapted to Online Working Practices? Doctoral thesis (D.Ed.Psy), UCL (University College London).

Moorehouse, Natalie Rose; (2022) Supporting the emotional wellbeing and mental health of looked after children and young people: multiple perspectives within one London borough. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Niaz, Laraib; (2022) God in the Classroom: Exploring the Role of Religion in Five Case Study Schools in Lahore. Doctoral thesis (Ph.D), UCL (University College London).

Novoa Echaurren, Angela; (2022) Towards a Model of ICT Reflexive Practice: Investigating Teachers’ User-Generated Contexts and Agency in a K-12 Chilean School. Doctoral thesis (Ed.D), UCL (University College London).

Ogbonna-Marks, Theo; (2022) An exploration of the lived and educational experiences of young people living with Human Immunodeficiency Virus (HIV). Doctoral thesis (Ph.D), UCL (University College London).

Özmen, Onur; (2022) Towards a Critical Realist Ethics. Doctoral thesis (Ph.D), UCL (University College London).

Palange, Alessandra; (2022) Islamic education and activism in theory and practice: the case of two online e-learning institutes. Doctoral thesis (Ph.D), UCL (University College London).

Pasha, Aamna; (2022) Examining Global Education Discourses in Social Studies Textbooks in Pakistan. Doctoral thesis (Ph.D), UCL (University College London).

Patel, Khushbu; (2022) The views and experiences of adolescents with ‘communication and interaction needs’ of using communication technologies: a small-scale qualitative study. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Perikleous, Lukas; (2022) ‘They were not as rational as we are today’: Students' and teachers' ideas of historical empathy in Greek Cypriot Primary Education. Doctoral thesis (Ph.D), UCL (University College London).

Perry, Joy; (2022) Achieving happiness in secondary schools: an exploration of student and teacher perspectives. Doctoral thesis (Ph.D), UCL (University College London).

Platsia, Aikaterini-Foteini; (2022) Contextualising emotion regulation: A mixed-methods approach to understanding the mechanisms through which emotion controllability beliefs influence adolescent anxiety. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Poblete Núñez, Ximena Xaviera; (2022) Constructing Professional Identities in Chilean Early Childhood Education. Doctoral thesis (Ph.D), UCL (University College London).

Rozas Assael, Tamara Camila; (2022) Assessment & Social Justice in a Context of High-Stakes Testing: Conceptions and Experiences of the SIMCE test in Three Chilean Schools Orientated by Inclusive Principles. Doctoral thesis (Ph.D), UCL (University College London).

Salinas-Silva, Victor; (2022) Teachers’ territorialities. An expanded definition of teachers’ professional practice in rural education. Doctoral thesis (Ph.D), UCL (University College London).

Saunders, Piers; (2022) Tracing the evolution of teachers' mathematical knowledge and pedagogy through programming: Learning from Scratch. Doctoral thesis (Ph.D), UCL (University College London).

Scott, Andrew Reekie; (2022) Promoting international mindedness in Dutch (state-funded) International Schools: the approaches of educational leaders. Doctoral thesis (Ph.D), UCL (University College London).

Siew Hui Li, June; (2022) A Multiple-Case Study: The Deployment of Allied Educators (Learning and Behavioural Support) in Singapore Mainstream Primary Schools. Doctoral thesis (Ed.D), UCL (University College London).

Tangpornpaiboon, Sirin; (2022) Understanding Discrepancies in Trend Results of PISA, TIMSS, and O-NET and Implications for Education Policies in Thailand. Doctoral thesis (Ph.D), UCL (University College London).

Tao, Xi; (2022) Becoming a Global Citizen Through Study Abroad: A Longitudinal Study of Chinese Postgraduate Students’ Experience in the UK. Doctoral thesis (Ph.D), UCL (University College London).

Tong, Yaobin; (2022) The Theory and Practice of Core Socialist Values and Ideological-Political Education in Chinese Universities. Doctoral thesis (Ph.D), UCL (University College London).

Trakulchang, Ruethairat; (2022) Linguistic, multimodal and cultural code-meshing: Exploring adolescents’ language and literacy practices in social networking sites. Doctoral thesis (Ph.D), UCL (University College London).

Veater, Mary; (2022) An exploration of the affective engagement of children with special educational needs attending mainstream, rural primary schools. Doctoral thesis (D.Ed.Psy), UCL (University College London).

Vepa, Sudha Athipet; (2022) Language, Education and the Empowerment of Women: A Critical Sociolinguistic Ethnography. Doctoral thesis (Ph.D), UCL (University College London).

Vucic, Basia; (2022) (R)evolutionary Rights and Hidden Histories: A New Reading of Janusz Korczak. Doctoral thesis (Ph.D), UCL (University College London).

Waine, Lindsey; (2022) Teacher education and the development of teacher professional identity: a comparative analysis of student teachers' experiences in Germany, France and England. Doctoral thesis (Ph.D), UCL (University College London).

Wang, Andi; (2022) Investigating the Effectiveness of Bilingual Subtitles for Incidental Vocabulary Learning: A Mixed Methods Study. Doctoral thesis (Ph.D), UCL (University College London).

Wang, Katherine; (2022) Advancing the treatment of periprosthetic femoral fractures after total hip arthroplasty: A finite element analysis and experimental study. Doctoral thesis (Ph.D), UCL (University College London).

Watts, Graham; (2022) Host Nation Teachers' Professional Development in International Schools in Ghana. Doctoral thesis (Ed.D), UCL (University College London).

Wetheridge, Louise; (2022) Negotiated Realities: adolescent girls, formal schooling, and early marriage in Kaduna state, North West Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

Wheaton, Alison Thompson; (2022) An investigation of influences on and dimensions of English university governing body roles. Doctoral thesis (Ph.D), UCL (University College London).

Whittle, Laura Anne; (2022) Narratives of Education, Family and Class in 1980s Essex. Doctoral thesis (Ph.D), UCL (University College London).

Williams, Elizabeth Annette; (2022) An Exploration of Virtual Multi-Family Groups in Schools during a Pandemic – Physically Distanced but Emotionally Close? Doctoral thesis (D.Ed.Psy), UCL (University College London).

Woodley, Theonie; (2022) ‘Taking an Interdisciplinary Approach to Designing the Theoretical Part of a Level 5 Initial Teacher Education Programme Based on the ‘Triple Professionalism’ Concept, for Adult Community Learning Teachers in Essex’. Doctoral thesis (Ed.D), UCL (University College London).

Wright, Debbie; (2022) Meta-teaching in Initial Teacher Education - An analysis of teacher educator pedagogy using stimulated recall method in a UK-based university. Doctoral thesis (Ed.D), UCL (University College London).

Zammit, Lydia; (2022) The Philosophy of a Higher Literary Education in a Scientific World: Morality and Social Criticism in Murdoch and Calvino. Doctoral thesis (Ph.D), UCL (University College London).

Zieger, Laura Raffaella; (2022) Essays on the psychometric and statistical properties of the Programme for International Student Assessment. Doctoral thesis (Ph.D), UCL (University College London).

Digital scholarly resource

Brown, Nicole; (2022) Reflexivity and Positionality in Social Sciences Research (hosted at the Social Research Association). [Digital scholarly resource]. https://the-sra.org.uk/SRA/Blog/ReflexivityandPosi...

Cook, Anna; (2022) Conceptualisations of Neurodiversity by Early Career Teachers: An Outline of IOE Early Career Researcher Impact Fellowship Activities. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Datzberger, Simone; Musenze, Brian Junior; (2022) Ebola: Uganda’s schools were closed for two years during COVID, now they face more closures – something must change. [Digital scholarly resource]. https://theconversation.com/ebola-ugandas-schools-...

Gaddini, Katie; (2022) Evangelicals and Politics in America Today: Key findings from "The Politics of Religion" study (2020-2022). [Digital scholarly resource]. https://katiegaddini.com/politics-of-religion

Gaddini, Katie; Tebaldi, Catherine; Mirza, Riza; Wong, Alex; (2022) Infographic: Key Findings from the Politics of Religion Study (2020-2022). [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/research/engagement-and-...

Glegg, Polly; (2022) Mentoring Teach First trainees: insights to help new teachers excel. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Hammond, L; Healy, G; Puttick, S; Walshe, N; (2022) Mentoring and the 'production of space': Research, practice and geographical futures. [Digital scholarly resource]. https://www.gereco.org/2022/01/07/mentoring-and-th...

Harmey, Sinead; Moss, Gemma; Bradbury, Alice; Levy, Rachael; Duncan, Sam; (2022) Learning from Learning Disruption: A Resource for Schools. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/departments-and-centres/...

Lewis, Alexandra; (2022) Gde sobaka zaryta: A problem of translation. [Digital scholarly resource]. https://blogs.ucl.ac.uk/ceid/2022/02/07/gde-sobaka...

Littlejohn, Allison; Kennedy, Eileen; Laurillard, DIana; Armour, Kathy; (2022) Teaching with technology needs care. [Digital scholarly resource]. https://wonkhe.com/blogs/teaching-with-technology-...

Oliver, Bonamy R; (2022) The parenting challenge: Who gets the message? [Digital scholarly resource]. https://blogs.kcl.ac.uk/editlab/2021/07/19/the-par...

Outhwaite, Laura; Ranzato, Erica; Van Herwegen, Jo; (2022) Raising mathematical attainment from the Early Years. [Digital scholarly resource]. https://my.chartered.college/impact_article/raisin...

Pavlopoulou, Georgia; (2022) Learning about Sleep with Autistic Teens: A synergy between researchers, emotional wellbeing practitioners, teachers and autistic young people. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/research/engagement-and-...

Pyne, Kendra; SHI, Yi; Bangpan, Mukdarut; (2022) How do we make sure the most disadvantaged children get a good education during public health emergencies? [Digital scholarly resource]. https://blogs.ucl.ac.uk/ioe/2022/02/07/how-do-we-m...

Richardson, Mary; (2022) Normal service is resumed? Assessment in FE contexts. [Digital scholarly resource]. https://www.aoc.co.uk/news-campaigns-parliament/ne...

Romualdez, Anna; (2022) Perspectives on employment for autistic people: The current situation, what works, and what needs to change. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/research/engagement-and-...

Saito, Kazuya; (2022) In foreign classroom contexts, having a ‘good ear’ reliably predicts reduced accentedness over enhanced comprehensibility in L2 speech (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/7p88c...

Saito, Kazuya; (2022) Learning new second language sounds as a by-product of playing a videogame: Potential and limitations (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/2v23v...

Saito, Kazuya; uchihara, takumi; (2022) Does hearing a word one, three, or six times help learners pronounce second language words? (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/xs55m...

Saito, Kazuya; Uchihara, Takumi; (2022) The impact of input mode on second language spoken vocabulary learning (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/q811k...

Saito, Kazuya; Wheeler, Page; (2022) The role of visual cues in listeners’ ability to understand speech containing pronunciation errors (OASIS Summary). [Digital scholarly resource]. https://oasis-database.org/concern/summaries/5712m...

Journal (full / special issue)

Anderson, Nicole and Clark, Lauren and Hansen, Jesper and Hastie, Alex and Kunz, Sarah and Lowe, Thomas and Standen, Alex (Eds). (2022) Postgraduate Pedagogies Vol. 2 No. 1. [Whole issue]. Postgraduate Pedagogies , 2 (1).

Dai, David Wei and Grieve, Averil and Yahalom, Sharon (Eds). (2022) Interactional competence in the online space: Affordances, challenges and opportunities for TESOL practitioners. [Whole issue]. TESOL in Context , 30 (2).

Kefalaki, Margarita and Diamantidaki, Fotini and Rudolph, Jürgen (Eds). (2022) Technology and education. Innovation and hindrances. [Whole issue]. Journal of Applied Learning & Teaching , 5 (S1).