Browse by UCL Departments and Centres
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Number of items: 110.
A
Alhouti, I;
Male, T;
(2017)
Kuwait Principals: Preparation, Induction and Continuing Development.
International Studies in Educational Administration
, 45
(1)
pp. 89-105.
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Amott, PM;
(2017)
Telling Stories – A model for considering the impact of narrative practices on supporting identity and identification, based on a study of teacher educators in career transition.
In:
Proceedings of the British Educational Research Association Conference 2017.
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Anders, J;
Henderson, M;
Moulton, V;
Sullivan, A;
(2017)
A note on subject choice at age 14 and socio-economic inequality in access to university.
(CLS Working Paper
2017/10).
Centre for Longitudinal Studies, UCL Institute of Education: London, UK.
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Anders, JD;
(2017)
The influence of socioeconomic status on changes in young people's expectations of applying to university.
Oxford Review of Education
, 43
(4)
pp. 381-401.
10.1080/03054985.2017.1329722.
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Anders, JD;
Brown, C;
Ehren, M;
Greany, T;
Nelson, R;
Heal, J;
Groot, A;
+ view all
(2017)
Evaluation of Complex Whole-School Interventions: Methodological and Practical Considerations.
Education Endowment Foundation: London, UK.
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Anders, JD;
Dorsett, R;
(2017)
HMP Peterborough Social Impact Bond - cohort 2 and final cohort impact evaluation.
Ministry of Justice: London, UK.
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Anders, JD;
Dorsett, R;
(2017)
A review of the matching process for the impact analysis of the HMP Peterborough Social Impact Bond.
Ministry of Justice: London, UK.
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Anders, JD;
Dorsett, R;
(2017)
What young English people do once they reach school-leaving age: A cross-cohort comparison for the last 30 years.
Longitudinal and Life Course Studies
, 8
(1)
pp. 75-103.
10.14301/llcs.v8i1.399.
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Anders, JD;
Henderson, M;
Moulton, V;
Sullivan, A;
(2017)
Socio-economic status and subject choice at 14: do they interact to affect university access.
Nuffield Foundation: London, UK.
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Anders, JD;
Jerrim, J;
(2017)
The socio-economic gradient in educational attainment and labour market outcomes: A cross-national comparison.
In:
Pathways to Adulthood: Educational opportunities, motivation and attainment in times of social change.
(pp. 25-50).
UCL IOE Press: London, UK.
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Ang, L;
Brooker, E;
Stephen, C;
(2017)
A Review of the Research on Childminding: Understanding Children’s Experiences in Home-Based Childcare Settings.
Early Childhood Education Journal
, 45
(2)
pp. 261-270.
10.1007/s10643-016-0773-2.
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Ang, L;
Ince, A;
(2017)
Pedagogical Innovation and Leadership in the Early Years: final report.
East London Early Years and Schools Partnership: London, UK.
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B
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Bingham, D;
(2017)
Professional learning and development for older workers; a study of one UK higher education institution.
Presented at: SRHE International Conference on Research into Higher Education 2017: Newer & Early Career Researchers Conference, Newport, Wales.
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Bingham, DM;
(2017)
Exploring professional development for older workers in the higher education workplace.
Doctoral thesis , UCL (University College London).
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Bingham, DM;
Bubb, S;
(2017)
Leadership for Wellbeing.
In: Earley, P and Greany, T, (eds.)
School Leadership and Education System Reform.
Bloomsbury Academic: London, UK.
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Blandford, S;
(2017)
Understanding Applied Learning: Developing Practice in Education.
[Book].
(1st ed.).
Routledge Taylor Francis: London, UK.
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Blandford, S;
(2017)
Achievement for All in International Classrooms: Improving Outcomes for Children and Young People with Special Educational Needs and Disabilities.
[Book].
(1st ed.).
Bloomsbury Academic: London, UK.
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Boliver, Vikki;
Crawford, Claire;
Powell, Mandy;
Craige, Will;
(2017)
Admissions in Context; The use of contextual information by leading universities.
The Sutton Trust: London, UK.
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Bradbury, A;
Roberts-Holmes, G;
(2017)
Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress.
British Journal of Sociology of Education
, 38
(7)
pp. 943-955.
10.1080/01425692.2016.1202748.
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Bradbury, A;
Roberts-Holmes, G;
(2017)
Grouping in Early Years and Key Stage 1: A 'necessary evil'?
National Education Union: London, UK.
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Bradbury, A;
Roberts-Holmes, G;
(2017)
How data impacts on early years educators.
Early Years Educator
10.12968/eyed.2018.19.10.38.
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Bradbury, A;
Roberts-Holmes, GP;
(2017)
Assessment: Reducing children to numbers.
Nursery World
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Brown, C;
(2017)
Exploring the rationality of evidence-informed practice: a semiotic analysis of the perspectives of a school federation.
International Journal of Educational Research
, 82
pp. 28-39.
10.1016/j.ijer.2017.01.001.
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Bubb, S;
(2017)
Delivering the goods – professional development that has impact.
Professional Development Today
(In press).
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C
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Crawford, Claire;
Dytham, Siobhan;
Naylor, Robin;
(2017)
The evaluation of the impact of outreach: proposed standards of evaluation practice and associated guidance.
Office for Fair Access: Bristol, UK.
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Crawford, C;
Macmillan, LA;
Vignoles, A;
(2017)
When and why do initially high-achieving poor children fall behind?
Oxford Review of Education
, 43
(1)
pp. 88-108.
10.1080/03054985.2016.1240672.
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D
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Dijkstra, A;
Daas, R;
De la Motte, P;
Ehren, M;
(2017)
Inspecting School Social Quality: Assessing and Improving School Effectiveness in the Social Domain.
Journal of Social Science Education
, 16
(4)
pp. 75-84.
10.4119/UNIBI/jsse-v16-i4-1640.
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Dimmer, AJ;
(2017)
It's a Matter of Trust - A Case Study of Collaboration within a Newly Formed Group of Primary Academies.
Doctoral thesis , UCL (University College London).
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E
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Earley, PD;
(2017)
Conceptions of leadership and leading the learning.
In: Earley, PD and Greany, T, (eds.)
School Leadership and Education System Reform.
Bloomsbury: London, UK.
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Earley, PD;
Greany, T;
(2017)
The future of leadership.
In: Earley, PD and Greany, T, (eds.)
School Leadership and Education System Reform.
Bloomsbury: London, UK.
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Edge, KE;
Pollock, K;
(2017)
International Symposium White Paper: Principal Work–life Balance and Well-being Matters.
Ontario Principals' Council: Toronto, Canada.
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Edge, K;
Descours, K;
Oxley, L;
(2017)
Generation X leaders from London, New York and Toronto.
Educational Management Administration & Leadership
, 45
(5)
pp. 863-883.
10.1177/1741143217717278.
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Ehren, M;
Perryman, J;
(2017)
Accountability of school networks: who is accountable to whom and for what?
Educational Management Administration and Leadership
10.1177/1741143217717272.
(In press).
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Ehren, MCM;
Eddy-Spicer, D;
Bangpan, M;
Reid, A;
(2017)
School inspections in low- and middle-income countries: Explaining impact and mechanisms of impact.
Compare: A Journal of Comparative and International Education
, 47
(4)
pp. 468-482.
10.1080/03057925.2016.1239188.
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Ehren, MCM;
Godfrey, D;
(2017)
External accountability of collaborative arrangements; a case study of a Multi Academy Trust in England.
Educational Assessment, Evaluation and Accountability
10.1007/s11092-017-9267-z.
(In press).
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Ehren, MCM;
Janssens, FJG;
Brown, M;
McNamara, G;
O’Hara, J;
Shevlin, P;
(2017)
Evaluation and decentralised governance: Examples of inspections in polycentric education systems.
Journal of Educational Change
, 18
(3)
10.1007/s10833-017-9297-9.
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F
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Friedman, S;
Macmillan, L;
(2017)
Is London Really the Engine-Room? Migration, Opportunity Hoarding and Regional Social Mobility in the UK.
National Institute Economic Review
, 240
(1)
R58-R72.
10.1177/002795011724000114.
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G
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Gkouskou, E;
Tunnicliffe, SD;
(2017)
Natural History Dioramas: An opportunity for children to observe physical Science in action in a moment of time.
Science Education International
, 28
(2)
pp. 97-103.
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Godfrey, D;
(2017)
Global Perspectives of Educational Leadership: The English Context.
Presented at: ICSEI: Collaborative Partnerships for System-Wide Educational Improvement, Ottawa, Canada.
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Godfrey, D;
(2017)
Research informed practices in English schools: Educational Excellence Everywhere?
In:
Proceedings of the ICSEI: Collaborative Partnerships for System-Wide Educational Improvement.
ICSEI
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Godfrey, D;
(2017)
Revisión entre pares basada en investigación (RiPR).
Presented at: Schools that learn together: New perspectives for evaluating and guiding improvement in the territory, Catholic University of Valparaiso.
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Godfrey, D;
(2017)
Revisión entre pares basada en investigación (RiPR). Seminario ‘Colegios que aprenden juntos’.
Presented at: Schools that learn together: New perspectives for evaluating and guiding improvement in the territory, University of Chile, Santiago.
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Godfrey, D;
(2017)
Target oriented lesson study (TOLS) Combining Lesson study with an integrated impact evaluation model.
In:
Proceedings of the ICSEI: Collaborative Partnerships for System-Wide Educational Improvement.
ICSEI
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Godfrey, D;
(2017)
What is the proposed role of research evidence in England’s 'self-improving' school system?
Oxford Review of Education
, 43
(4)
pp. 433-446.
10.1080/03054985.2017.1329718.
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Godfrey, D;
(2017)
Exploring Cultures of Research Engagement at Eight English Secondary Schools.
Doctoral thesis , UCL (University College London).
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Godfrey, D;
Brown, C;
Stoll, L;
(2017)
Leading for innovation and evidence-informed improvement.
In: Earley, P and Greany, T, (eds.)
School leadership and system reform in the 21st Century.
Bloomsbury: London, UK.
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Godfrey, D;
Ehren, M;
(2017)
Accountability of multi-academy trusts.
Presented at: Belmas: Educational leadership for a global society: challenges, dilemmas and ways forward, Stratford.
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Greany, T;
Coldwell, M;
Higgins, S;
Stoll, L;
Brown, C;
Maxwell, B;
Stiell, B;
+ view all
(2017)
Evidence-informed teaching: an evaluation of progress in England.
Department for Education: London: UK.
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Greany, T;
(2017)
Karmel oration - leading schools and school systems in times of change: a paradox and a quest.
In:
Research Conference 2017: Leadership for Improving Learning Insights from research.
(pp. pp. 15-20).
Australian Council for Educational Research: Melbourne, Australia.
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Greany, T;
Earley, P;
(2017)
Introduction: School leadership and education system reform.
In: Earley, P and Greany, T, (eds.)
School leadership and education system reform.
(pp. 1-13).
Bloomsbury: London, UK.
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Green, Francis;
Anders, Jake;
Henderson, Morag;
Henseke, Golo;
(2017)
Who Chooses Private Schooling in Britain and Why?
(LLAKES Research Paper
62).
Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), UCL Institute of Education: London, UK.
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Gregg, P;
Jonsson, JO;
Macmillan, L;
Mood, C;
(2017)
The Role of Education for Intergenerational Income Mobility: A comparison of the United States, Great Britain, and Sweden.
Social Forces
, 96
(1)
pp. 121-152.
10.1093/sf/sox051.
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Gregg, P;
Macmillan, LA;
Vittori, C;
(2017)
Moving Towards Estimating Sons' Lifetime Intergenerational Economic Mobility in the UK.
Oxford Bulletin of Economics and Statistics
, 79
(1)
pp. 79-100.
10.1111/obes.12146.
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H
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Harmey, S;
D'Agostino, JV;
Rodgers, E;
(2017)
Developing an observational rubric of writing: Preliminary reliability and validity evidence.
Journal of Early Childhood Literacy
10.1177/1468798417724862.
(In press).
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Harmey, SJ;
Rodgers, EM;
(2017)
Differences in the Early Writing Development of Struggling Children Who Beat the Odds and Those Who Did Not.
Journal of Education for Students Placed at Risk (JESPAR)
, 22
(3)
pp. 157-177.
10.1080/10824669.2017.1338140.
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Hilton, C;
(2017)
The mathematical development of children with Apert syndrome.
Doctoral thesis , UCL (University College London).
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I
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Ince, AJ;
(2017)
Managing risk in complex adult professional learning: the facilitator's role.
Professional Development in Education
, 43
(2)
pp. 194-211.
10.1080/19415257.2016.1164743.
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J
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Jones, P;
(2017)
Landy through the lens of 'Michael': A short essay on one Case Study.
Drama Therapy Review
, 3
(1)
pp. 89-100.
10.1386/dtr.3.1.89_1.
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K
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Kingston, D;
(2017)
A mixed methods study: evaluating the impact of a bespoke professional development based on an analysis of existing quality in one local authority.
Doctoral thesis , UCL (University College London).
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Kingston, D;
Siraj, I;
(2017)
Supporting the Implementation of the Foundation Phase through effective Professional Development.
Welsh Journal of Education
, 19
(1)
pp. 39-68.
10.16922/wje.19.1.3.
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M
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Machin, S;
Wyness, G;
(2017)
Degrees of Quality, Higher Education.
In: Teixeira, P and Shin, JC, (eds.)
Encyclopedia of International Higher Education Systems and Institutions.
Springer: Dordrecht, Netherlands.
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Male, T;
(2017)
Multi-Academy Trusts (MATS) - A background briefing paper.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Male, T;
(2017)
Leadership in multi-academy trusts.
In:
(Proceedings) International Conference on Educational Leadership and Management.
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Male, T;
(2017)
Multi-academy trusts (MATs): A background briefing paper.
London Centre for Leadership in Learning, UCL Institute of Education: London, UK.
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Male, T;
Greany, T;
Coates, M;
(2017)
Leadership in multi-academy trusts - BELMAS 2017.
Presented at: BELMAS Annual Conference 2017, Stratford-upon-Avon, UK.
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Male, T;
Palaiologou, I;
(2017)
Pedagogical leadership in action: Two case studies in English schools.
International Journal of Leadership in Education
, 20
(6)
pp. 733-748.
10.1080/13603124.2016.1174310.
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Male, T;
Palaiologou, I;
(2017)
Working with the community, parents and students.
In: Earley, P and Greany, T, (eds.)
School Leadership and Education System Reform.
(pp. 148-157).
Bloomsbury Academic: London, UK.
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Manyukhina, Y;
(2017)
Consumer Food Ethics: Considerations of Vulnerability, Suffering, and Harm.
Journal of Agricultural and Environmental Ethics
, 30
(4)
pp. 595-614.
10.1007/s10806-017-9689-0.
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Manyukhina, Y;
Emmel, N;
Middlemiss, L;
(2017)
Exercising moral agency in the contexts of objective reality: toward an integrated account of ethical consumption.
Journal for the Theory of Social Behaviour
, 47
(4)
pp. 418-434.
10.1111/jtsb.12139.
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McCrory, A;
Struthers, D;
(2017)
Can the SOLO Taxonomy support provision for the 'More Able' in Primary maths and science lessons?
Presented at: BERA Conference 2017, Brighton, UK.
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McCrory, A;
(2017)
Keynote: Using technology (AI) to enhance the scientific knowledge, understanding and enquiry skills of primary aged children in England; positives and challenges!
Presented at: Forum for the Application of Artifical Intelligence in Primary Schools - China, China, Hangzhou.
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McCrory, A;
(2017)
Outdoor learning, science trails and inquiry - an introduction.
Journal of Emergent Science
, 13
pp. 29-30.
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McCrory, A;
(2017)
Scientific enquiry and engaging primary-aged children in science lessons: reflections on provision for scientific enquiry in primary schools in England and Wales: Part 1.
Journal of Emergent Science
, 13
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McCrory, A;
(2017)
Taking the First Steps Outside; Under Threes Learning in the Natural Environment - Book Review.
[Review].
Journal of Emergent Science
(13)
pp. 36-37.
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Moss, G;
(2017)
Assessment, accountability and the literacy curriculum: reimagining the future in the light of the past.
Literacy
, 51
(2)
pp. 56-64.
10.1111/lit.12104.
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Muñoz-Chereau, B;
(2017)
Representations of Dictatorship in Contemporary Chilean Children’s Literature.
Children's Literature in Education
, 49
(3)
pp. 233-245.
10.1007/s10583-016-9297-z.
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N
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Nutbrown, C;
Clough, P;
Levy, R;
Little, S;
Bishop, J;
Lamb, T;
Yamada-Rice, D;
(2017)
Families’ roles in children’s literacy in the UK throughout the 20th century.
Journal of Early Childhood Literacy
, 17
(4)
pp. 551-569.
10.1177/1468798416645385.
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O
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Oliver, S;
Garner, P;
Heywood, P;
Jull, J;
Dickson, K;
Bangpan, M;
Ang, L;
... Garside, R; + view all
(2017)
Transdisciplinary working to shape systematic reviews and interpret the findings: commentary.
Environmental Evidence
, 6
, Article 28. 10.1186/s13750-017-0106-y.
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Outhwaite, LA;
Gulliford, A;
Pitchford, NJ;
(2017)
Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children.
Computers & Education
, 108
pp. 43-58.
10.1016/j.compedu.2017.01.011.
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P
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Palaiologou, I;
Male, T;
(2017)
Towards an ecological paradigm on formation of partnerships.
Presented at: BELMAS Annual Conference 2017, Stratford-upon-Avon, UK.
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Palaiologou, I;
Male, T;
(2017)
Partnerships with parents.
In: Brown, Z and Ward, S, (eds.)
Contemporary Issues in Childhood: An Ecological Approach.
(pp. 83-97).
Routledge: London, United Kindom.
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Porritt, V;
Spence-Thomas, K;
Taylor, C;
(2017)
Leading Professional Learning and Development.
In: Earley, P and Greany, T, (eds.)
School Leadership and Education System Reform.
Bloomsbury Academic: London, UK.
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R
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Riley, K;
(2017)
Re-creating Schools as Places of Belonging: The Art of Possibilities.
Professional Development Today
, 19
(2)
pp. 8-16.
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Riley, K;
Montecinos, C;
Ahumada, L;
(2017)
Effective Principals Serving in High Poverty Schools in Chile: Managing Competing Realities.
Procedia - Social and Behavioral Sciences
, 237
pp. 843-849.
10.1016/j.sbspro.2017.02.181.
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Roberts-Holmes, G;
(2017)
Loris Malaguzzi, Reggio Emilia and Democratic Alternatives to Early Childhood Education Assessment.
FORUM
, 59
(2)
pp. 159-168.
10.15730/forum.2017.59.2.159.
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Roberts-Holmes, GP;
(2017)
Democratic alternatives to early assessment.
In:
Beyond the Exam Factory Alternatives to High-Stakes Testing.
(pp. 42-53).
Russell Press Ltd: Nottingham,UK.
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Roberts-Holmes, GP;
(2017)
Programming robots for factories: The impacts of baseline assessment measures upon young children.
The Psychology of Education Review
, 41
(1)
pp. 36-39.
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Roberts-Holmes, GP;
bradbury, A;
(2017)
Primary Schools and Network Governance: A Policy Analysis of Reception Baseline.
British Educational Research Journal
, 43
(4)
pp. 671-682.
10.1002/berj.3285.
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Rogers, SJ;
Brown, C;
Poblete, X;
(2017)
A systematic review of the evidence-base for Professional Learning in Early Years Education (The PLEYE Review).
UCL Institute of Education: London, UK.
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S
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Sappor, G;
(2017)
The Influence of Culture on the Development and Organisation of Self-Regulated Learning Skills.
Doctoral thesis (Ph.D), UCL (University College London).
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Sims, S;
(2017)
What happens when you pay shortage-subject teachers more money? Simulating the effect of early-career salary supplements on teacher supply in England.
Gatsby Charitable Foundation: London, UK..
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Sing, S;
(2017)
London Schools Excellence Legacy Fund Subject Knowledge Hubs - Self-Evaluation Final Report: CTK Knowledge and Pedagogy Expertise Networks.
Greater London Authority: London.
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Siraj, I;
(2017)
Fostering Effective Early Learning: A review of the current international evidence considering quality in early childhood education and care programmes - in delivery, pedagogy and child outcomes.
NSW Department of Education, Australia: Dept of Ed, NSW, Australia.
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Siraj, I;
(2017)
Nurturing 21st century skills in early childhood education and care: the way forward.
In: Loble, L and Creenaline, T and Hayes, J, (eds.)
Future Frontiers – Education for an AI world.
(pp. 141-153).
Melbourne University Press & NSW Department of Education: Melbourne, Australia.
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Sousa, D;
(2017)
'Revolution', Democracy and Education: An Investigation of Early Childhood Education in Portugal.
Doctoral thesis , UCL (University College London).
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Stoll, L;
(2017)
Five challenges in moving towards evidence-informed practice.
Impact: Journal of the Chartered College of Teaching
, May'17
(In press).
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Stoll, L;
Brown, C;
Spence-Thomas, K;
Taylor, C;
(2017)
Teacher leadership within and across professional learning communities.
In: Harris, A and Jones, M and Huffman, JB, (eds.)
Teachers Leading Educational Reform: The Power of Professional Learning Communities.
(pp. 51-71).
Routledge: London, UK.
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Stoll, L;
Daly, A;
(2017)
Looking back and moving forward: where to next for networks of learning?
In:
Networks for Learning Effective Collaboration for Teacher, School and System Improvement.
(pp. 205-214).
Routledge: Oxon, UK.
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Stoll, L;
Kools, M;
(2017)
The school as a learning organisation: a review revisiting and extending a timely concept.
Journal of Professional Capital and Community
, 2
(1)
pp. 2-17.
10.1108/JPCC-09-2016-0022.
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Struthers, D;
(2017)
The Challenge of School-Led Teacher Education for Those Working within Traditional Teacher Education Partnerships: A Case of Roman Riding.
In: Cozza, B and Blessinger, P, (eds.)
University Partnerships for Pre-Service and Teacher Development.
(pp. 161-176).
Emerald Group: Bingley, UK.
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Struthers, D;
(2017)
Professional Resilience and wellbeing; the challenge for teachers and teacher educators.
In: Dutaut, JL and Rycroft-Smith, L, (eds.)
Flip the System UK: A Teachers' Manifesto.
Routledge: London, UK.
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U
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Unterhalter, ES;
(2017)
The Routledge handbook of education and international development.
[Review].
Comparative Education
, 53
(2)
pp. 304-306.
10.1080/03050068.2017.1298351.
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V
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van de Pol, J;
Brindley, S;
Higham, RJE;
(2017)
Two secondary teachers' understanding and classroom practice of dialogic teaching: a case study.
Educational Studies
, 43
(5)
pp. 497-515.
10.1080/03055698.2017.1293508.
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Van Herwegen, J;
Costa, HM;
Passolunghi, MC;
(2017)
Improving approximate number sense abilities in preschoolers: PLUS game.
School Psychology Quarterly
, 32
(4)
pp. 497-508.
10.1037/spq0000191.
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Viladot, L;
Hilton, C;
Casals, A;
Saunders, J;
Carrillo, C;
Henley, J;
Gonzalez-Martin, C;
... Welch, G; + view all
(2017)
The integration of music and mathematics education in Catalonia and England: Perspectives on theory and practice.
Music Education Research
10.1080/14613808.2017.1290595.
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W
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Watkins, C;
(2017)
Developing Learning-Centred Classrooms and Schools.
In: Maclean, R, (ed.)
Life in Schools and Classrooms: Past, Present and Future.
(pp. 407-419).
Springer: Singapore.
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Whitty, G;
Anders, JD;
(2017)
‘Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century.
In: Pink, WT and Noblit, GW, (eds.)
Second International Handbook of Urban Education.
Springer: Cham, Switzerland.
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Wyness, G;
Machin, S;
(2017)
Inequality in Higher Education and the Labor Market.
In: Teixeira, P and Shin, JC, (eds.)
Encyclopedia of International Higher Education Systems and Institutions.
Springer: Dordrecht, Germany.
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Wyse, D;
Hayward, L;
Higgins, S;
Livingston, K;
(2017)
Language and education.
The Curriculum Journal
, 28
(4)
pp. 443-445.
10.1080/09585176.2017.1378463.
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Wyse, D;
Torgerson, C;
(2017)
Experimental trials and 'what works?' in education: The case of grammar for writing.
British Educational Research Journal
, 43
(6)
pp. 1019-1047.
10.1002/berj.3315.
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