Browse by UCL Departments and Centres
![[up]](/style/images/multi_up.png)
Up a levelGroup by: Author | Type
Number of items: 122.
Article
Allen, R;
Higham, R;
(2018)
Quasi-markets, school diversity and social selection: Analysing the case of free schools in England, five years on.
London Review of Education
, 16
(2)
10.18546/LRE.16.2.02.
|
 |
|
Allen, RF;
Sims, S;
(2018)
Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools.
Oxford Review of Education
, 44
(4)
pp. 441-458.
10.1080/03054985.2017.1421152.
|
|
Allen, RF;
Sims, S;
(2018)
Identifying schools with high usage and high loss of newly qualified teachers.
National Institute Economic Review
, 243
(1)
R27-R36.
10.1177/002795011824300112.
|
|
|
Amott, P;
(2018)
Identification – A process of self-knowing realised within narrative practices for education professionals during times of transition.
Professional Development in Education
, 44
pp. 476-491.
10.1080/19415257.2017.1381638.
|
|
Anders, J;
(2018)
Educational Systems and Inequalities: International Comparisons.
[Review].
Journal of Social Policy
, 47
(4)
pp. 861-863.
10.1017/S0047279418000466.
|
|
|
Anders, J;
Henderson, M;
Moulton, V;
Sullivan, A;
(2018)
Incentivising Specific Combinations of Subjects – Does It Make Any Difference to University Access?
National Institute Economic Review
, 243
(1)
R37-R52.
10.1177/002795011824300113.
|
|
Anders, JD;
Moulton, V;
Henderson, M;
Sullivan, A;
(2018)
The role of schools in explaining individuals' subject choices at age 14.
Oxford Review of Education
, 44
, Article Special Issue: Inequalities and the Curriculum. 10.1080/03054985.2018.1409973.
|
|
Ang, L;
(2018)
A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualisations of Early Childhood for Global Sustainable Development.
Asia-Pacific Journal of Research in Early Childhood Education
, 12
(1)
pp. 1-21.
10.17206/apjrece.2018.12.1.1.
|
|
|
Ang, L;
(2018)
Methodological reflections on the use of systematic reviews in early childhood research.
Journal of Early Childhood Research
, 16
(1)
pp. 18-31.
10.1177/1476718X17750206.
|
|
|
Ang, L;
Tabu, M;
(2018)
Conceptualising Home-Based Child Care: A Study of Home-Based Settings and Practices in Japan and England.
International Journal of Early Childhood
10.1007/s13158-018-0218-8.
(In press).
|
|
|
Booth, P;
Clenton, J;
Van Herwegen, J;
(2018)
L1-L2 semantic and syntactic processing: The influence of language proximity.
System
, 78
pp. 54-64.
10.1016/j.system.2018.07.011.
|
|
|
Bubb, S;
Earley, P;
(2018)
Leader development - it's personal!
Professional Development Today
(20.1)
pp. 14-22.
|
|
Callender, CC;
(2018)
Needles in a Haystack: An Exploratory Study of Black Male Teachers in England.
Management in Education
, 32
(4)
pp. 167-175.
10.1177/0892020618791656.
|
|
|
Callender, CC;
Miller, PW;
(2018)
Black leaders matter: agency, progression and the sustainability of BME school leadership in England.
Journal for Multicultural Education
, 12
(2)
pp. 183-196.
10.1108/JME-12-2016-0063.
|
|
Costa, HM;
Nicholson, B;
Donlan, C;
Van Herwegen, J;
(2018)
Low performance on mathematical tasks in preschoolers: the importance of domain-general and domain-specific abilities.
Journal of Intellectual Disability Research
, 62
(4)
pp. 292-302.
10.1111/jir.12465.
|
|
Cremin, T;
Moss, G;
(2018)
Reading for pleasure: supporting reader engagement.
Literacy
, 52
(2)
pp. 59-61.
10.1111/lit.12156.
|
|
Day, C;
Gu, Q;
(2018)
How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography.
Leadership and Policy in Schools
, 17
(3)
pp. 332-344.
10.1080/15700763.2018.1496339.
|
|
Flewitt, R;
Jones, P;
Potter, J;
Domingo, M;
Collins, P;
Munday, E;
Stenning, K;
(2018)
'I enjoyed it because…you could do whatever you wanted and be creative': three principles for participatory research and pedagogy.
International Journal of Research and Method in Education
, 41
(4)
pp. 372-386.
10.1080/1743727X.2017.1405928.
|
|
Godfrey, D;
Brown, C;
(2018)
How effective is the research and development ecosystem for England's schools?
London Review of Education
, 16
(1)
pp. 137-153.
10.18546/LRE.16.1.12.
|
|
Gu, Q;
Sammons, P;
Chen, J;
(2018)
How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders.
Leadership and Policy in Schools
, 17
(3)
pp. 373-390.
10.1080/15700763.2018.1496344.
|
|
Hall, M;
Levy, R;
Preece, J;
(2018)
'"No-one would sleep if we didn't have books"; Understanding shared reading as family practice and family display'.
Journal of Early Childhood Research
, 16
(4)
pp. 363-377.
10.1177/1476718X18809389.
|
|
|
Harmey, S;
Kabuto, B;
(2018)
Metatheoretical Differences between Running Records and Miscue Analysis: Implications for Analysis of Oral Reading Behaviors.
Research in the Teaching of English
, 53
(1)
pp. 11-33.
|
|
Hayward, L;
Higgins, S;
Livingston, K;
Wyse, D;
(2018)
Reclaiming education: ‘fake news’, research and social justice.
The Curriculum Journal
, 29
(1)
pp. 1-3.
10.1080/09585176.2018.1436252.
|
|
Henderson, M;
Sullivan, A;
Anders, J;
Moulton, V;
(2018)
Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14.
Curriculum Journal
, 29
(3)
pp. 298-318.
10.1080/09585176.2017.1406810.
|
|
Higham, R;
(2018)
'To Be Is To Respond': Realising a Dialogic Ontology For Deweyan Pragmatism.
Journal of Philosophy of Education
, 52
(2)
pp. 345-358.
10.1111/1467-9752.12290.
|
|
Higham, R;
Booth, T;
(2018)
Reinterpreting the authority of heads: Making space for values-led school improvement with the Index for Inclusion.
Educational Management Administration & Leadership
, 46
(1)
pp. 140-157.
10.1177/1741143216659294.
|
|
Higham, R;
Djohari, N;
(2018)
From voting to engaging: promoting democratic values in an international school network.
Oxford Review of Education
, 44
(6)
pp. 669-685.
10.1080/03054985.2018.1433649.
|
|
Higham, RJE;
(2018)
After postmodernism in education theory?
Educational Philosophy and Theory
, 50
(14)
1647 -1648.
10.1080/00131857.2018.1462530.
|
|
Higham, RJE;
Biddulph, J;
(2018)
How has Dewey's democratic theory influenced the development of a new primary school? A headteacher's perspective.
Education 3-13
, 46
(4)
pp. 385-392.
10.1080/03004279.2018.1445472.
|
|
Jerrim, JP;
Macmillan, L;
Micklewright, J;
Sawtell, M;
Wiggins, M;
(2018)
Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomised Controlled Trial of chess instruction in England.
Journal of Human Resources
, 53
(4)
pp. 993-1021.
10.3368/jhr.53.4.0516.7952R.
|
|
Jones, P;
(2018)
Lindkvist in the Sesame Institute Archive: an autoethnographic study.
Dramatherapy
, 39
(2)
pp. 84-101.
10.1080/02630672.2018.1482362.
|
|
Jones, P;
Mercieca, D;
Munday, E;
(2018)
Research into the views of two child reference groups on the arts in research concerning wellbeing.
Arts & Health
10.1080/17533015.2018.1534248.
(In press).
|
|
Jones, PR;
Bawazir, R;
(2018)
A Theoretical Framework on Using Social Stories with the Creative Arts for Individuals on the Autistic Spectrum.
International Journal of Medical and Health Sciences
, 11
(9)
pp. 533-541.
10.1999/1307-6892/10008097.
|
|
|
Joslyn, E;
Miller, P;
Callender, C;
(2018)
Leadership and diversity in education in England: Progress in the new millennium?
Management in Education
, 32
(4)
pp. 149-151.
10.1177/0892020618788713.
|
|
|
Lane, C;
Van Herwegen, JR;
Freeth, M;
(2018)
Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2.
Journal of Autism and Developmental Disorders
10.1007/s10803-018-3842-0.
(In press).
|
|
|
Levy, R;
Hall, M;
Preece, J;
(2018)
Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children.
International Journal of Educational Psychology
, 7
(2)
p. 123.
10.17583/ijep.2018.3480.
|
|
|
Macmillan, LA;
Burgess, S;
Crawford, C;
(2018)
Access to grammar schools by socio-economic status.
Environment and Planning A: Economy and Space
, 50
(7)
pp. 1381-1385.
10.1177/0308518X18787820.
|
|
|
Macmillan, LA;
Jerrim, J;
Gregg, P;
Shure, D;
(2018)
Children in jobless households across Europe: Evidence on the association with medium- and long-term outcomes.
Journal of Poverty and Social Justice
, 26
(3)
pp. 335-358.
10.1332/175982718X15265611809224.
|
|
Male, T;
(2018)
School leadership in England: Reflections on research activity between 1997 and 2017.
EducationalFutures
, 9
(1)
pp. 4-17.
|
|
McCrory, A;
(2018)
‘Most primary classes [in England and Wales] get less than two hours of science classes per week!’ (TES, September 2017).
Journal of Emergent Science
(In press).
|
|
|
McCrory, A;
(2018)
Scientific enquiry and engaging primary-aged children in science lessons (part 2); why teach science via enquiry?
Journal of Emergent Science
(In press).
|
|
Mercieca, D;
Jones, P;
(2018)
Use of a reference group in researching children’s views of psychotherapy in Malta.
Journal of Child Psychotherapy
, 44
(2)
pp. 243-262.
10.1080/0075417X.2018.1481130.
|
|
Moss, PJG;
(2018)
Reframing the discourse: Ethnography, Bernstein and the distribution of reading attainment by gender.
European Educational Research Journal
, 17
(4)
pp. 528-538.
10.1177/1474904117740112.
|
|
Moulton, VG;
Sullivan, A;
Henderson, M;
Anders, J;
(2018)
Does what you study at age 14-16 matter for educational transitions post-16?
Oxford Review of Education
, 44
, Article Special Issue: Inequalities and the Curriculum. 10.1080/03054985.2018.1409975.
|
|
Outhwaite, LA;
Faulder, M;
Gulliford, A;
Pitchford, NJ;
(2018)
Raising Early Achievement in Math With Interactive Apps: A Randomized Control Trial.
Journal of Educational Psychology
10.1037/edu0000286.
|
|
|
Palikara, O;
Ashworth, M;
Van Herwegen, J;
(2018)
Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research?
Journal of Autism and Developmental Disorders
, 48
(9)
pp. 3256-3259.
10.1007/s10803-018-3578-x.
|
|
Parker, P;
Marsh, HW;
Guo, J;
Anders, JD;
Shure, D;
Dicke, T;
(2018)
An information distortion model of social class differences in math self-concept, intrinsic value and utility value.
Journal of Educational Psychology
, 110
(3)
pp. 445-463.
10.1037/edu0000215.
|
|
Riley, K;
(2018)
Protests and possibilities: reframing the agenda for urban secondary schools.
Journal of Educational Administration
, 56
(5)
pp. 455-462.
10.1108/JEA-08-2018-173.
|
|
|
Sanders, M;
Burgess, S;
Chande, R;
Dilnot, C;
Kozman, E;
Macmillan, LA;
(2018)
Role models, mentoring and university applications - evidence from a crossover randomised controlled trial in the United Kingdom.
Widening Participation and Lifelong Learning
, 20
(4)
pp. 57-80.
10.5456/WPLL.20.4.57.
|
|
Sing, S;
Adamson, L;
Konstantinou, I;
Graham, S;
Wicking, A;
Wadey, P;
Rowden-Knowles, S;
... Stenhouse, R; + view all
(2018)
Practical approaches to embedding research in schools: Key learning and reflections from the Research in Schools Learning Community.
Impact
(4)
pp. 77-80.
|
|
|
Smith, JE;
(2018)
Re-engineering national reading policy, pedagogy, and professional development: the case for a simple view of meaningful reading.
Teacher Education Advancement Network Journal
, 10
(2)
pp. 65-79.
|
|
|
Stylianidou, F;
Glauert, EB;
Rossis, D;
Compton, A;
Cremin, T;
Craft, A;
Havu-Nuutinen, S;
(2018)
Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project.
European Journal of STEM Education
, 3
(3)
, Article 15. 10.20897/ejsteme/3875.
|
|
|
Sullivan, A;
Henderson, M;
Anders, JD;
Moulton, V;
(2018)
Inequalities and the curriculum.
Oxford Review of Education
, 44
(1)
pp. 1-5.
10.1080/03054985.2018.1409961.
|
|
|
Taylor, S;
(2018)
The UCL EdD: an apprenticeship for the future educational professional?
London Review of Education
, 16
(1)
pp. 104-120.
10.18546/LRE.16.1.10.
|
|
|
Van Herwegen, J;
Ashworth, M;
Palikara, O;
(2018)
Parental views on special educational needs provision: Cross-syndrome comparisons in Williams Syndrome, Down Syndrome, and Autism Spectrum Disorders.
Research in Developmental Disabilities
, 80
pp. 102-111.
10.1016/j.ridd.2018.06.014.
|
|
Van Herwegen, J;
Costa, H;
Nicholson, B;
Donlan, C;
(2018)
Improving number abilities in low achieving preschoolers: symbolic versus non-symbolic training programs.
Research in Developmental Disabilities
, 77
pp. 1-11.
10.1016/j.ridd.2018.03.011.
|
|
Van Herwegen, J;
Rundblad, G;
(2018)
A Cross-Sectional and Longitudinal Study of Novel Metaphor and Metonymy Comprehension in Children, Adolescents, and Adults With Autism Spectrum Disorder.
Frontiers in Psychology
, 9
, Article 945. 10.3389/fpsyg.2018.00945.
|
|
|
Wyse, D;
Hayward, L;
Higgins, S;
Livingston, K;
(2018)
Traditional school subjects versus progressive pedagogy.
The Curriculum Journal
, 29
(3)
pp. 295-297.
10.1080/09585176.2018.1487668.
|
Book
|
Wyness, G (Ed).
(2018)
The Economics of Higher Education.
[Book].
Routledge: Abingdon, UK.
|
|
Heilbronn, R;
Doddington, C;
Higham, R;
(2018)
Dewey and Education in the 21st Century Fighting Back.
[Book].
Emerald Publishing Limited: Bingley, UK.
|
|
|
Roberts-Holmes, GP;
(2018)
Doing Your Early Years Research Project: A Step by Step Guide.
[Book].
(4th ed.).
SAGE: London, UK.
|
Book chapter
|
Gkouskou, E;
Tunnicliffe, SD;
(2018)
Leisure visitor’s responses to natural history dioramas.
In: Scheersoi, A and Tunnicliffe, S, (eds.)
Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Socio-Cultural Aspects.
(pp. 9-24).
Springer: Cham, Switzerland.
|
|
Heilbronn, R;
Doddington, C;
Higham, RJE;
(2018)
Editors' introduction: the book, the conference, and fighting back.
In: Heilbronn, R and Doddington, C and Higham, R, (eds.)
Dewey and Education in the 21st Century: Fighting Back.
Emerald: Bingley, UK.
|
|
Roberts-Holmes, GP;
(2018)
Doing Your Early Years Research Project Masterclass.
In: Brodie, K, (ed.)
Interviews from the Sage Early Years Masterclass 2018.
SAGE: London, UK.
|
|
Tunnicliffe, SD;
Gazey, R;
Gkouskou, E;
(2018)
Learning in Physical Science Opportunities at Natural History Dioramas.
In: Scheersoi, A and Tunnicliffe, SD, (eds.)
Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects.
(pp. 171-183).
Springer: Cham, Switzerland.
|
Proceedings paper
|
Hilton, C;
(2018)
The role of finger gnosis in the development of early number skills.
In: Bergqvist, E and Österholm, M and Granberg, C and Sumpter, L, (eds.)
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education.
Umeå Mathematics Education Research Centre (UMERC), Umeå University: Umeå, Sweden.
|
Report
|
Allsop, Y;
(2018)
Learning fundamental programming concepts using the ‘To Be A Whale’ game, Case Study Report.
UCL Institute of Education: London, UK.
|
|
|
Anders, J;
Shure, N;
(2018)
Statistical Analysis Plan: Craft of Writing.
Education Endowment Foundation: London, UK.
|
|
Anders, J;
Shure, N;
(2018)
Statistical Analysis Plan: Power of Pictures.
Education Endowment Foundation: London, UK.
|
|
Anders, JD;
Dorsett, R;
Stokes, L;
(2018)
The relative effectiveness of blended versus face-to-face adult English and maths learning.
(DfE Research Report
791
).
Department for Education: London, UK.
|
Anders, JD;
Stokes, L;
Hudson-Sharp, N;
Dorsett, R;
Rolfe, H;
George, A;
Buzzeo, J;
+ view all
(2018)
Mathematical Reasoning: Evaluation report and executive summary.
Education Endowment Foundation: London, UK.
|
|
|
Bernardinelli, D;
Rutt, S;
Greany, T;
Higham, R;
(2018)
Multi-academy Trusts: do they make a difference to pupil outcomes?
UCL IOE Press: London, UK.
|
|
|
Bubb, S;
(2018)
Schools Sector Perceptions of DfE Interventions.
IOE, UCL's Faculty of Education and Society: London, UK.
|
|
Crawford, Claire;
Belfield, Chris;
Sibieta, Luke;
(2018)
Long-run comparisons of spending per pupil across different stages of education.
Institute for Fiscal Studies: London, UK.
|
|
|
Crawford, Claire;
Cattan, Sarah;
Cassidy, Rachel;
Dytham, Siobhan;
(2018)
How can we increase girls’ uptake of maths and physics?
The Institute for Fiscal Studies: London, UK.
|
|
Greany, T;
Cordingley, P;
Crisp, B;
Seleznyov, S;
Bradford, M;
Perry, T;
(2018)
Developing Great Subject Teaching: Rapid Evidence Review of subject-specific Continuous Professional Development in the UK.
Wellcome Trust: London, UK.
|
|
Greany, T;
Higham, R;
(2018)
Hierarchy, Markets and Networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools.
UCL Institute of Education Press: London, UK.
|
|
Hick, P;
Solomon, Y;
Mintz, J;
(2018)
Initial Teacher Education for Inclusion Phase 1 and 2 Report.
(Research report
26
).
National Council for Special Education: NCSE: Dublin, UK.
|
|
Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Pilot Evaluation Protocol: SMART Spaces (Chemistry Teaching - Pilot Trial).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
|
|
|
Hodgen, J;
Anders, J;
Bretscher, N;
Hardman, M;
(2018)
Trial Evaluation Protocol: SMART Spaces (Spaced Learning Revision Programme).
(SMART Spaces
).
EEF (Education Endowment Foundation): London.
|
|
|
Moss, G;
Duncan, S;
Harmey, S;
Munoz Chereau, B;
(2018)
Current practice in using a system of phonics with post-16 learners.
Education and Training Foundation: London, UK.
|
|
Panayiotou, S;
Hingley, S;
Boulden, K;
Kyriakopoulos, G;
Romanou, E;
Dorsett, R;
Anders, JD;
+ view all
(2018)
Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners final research report.
(DfE Research Report
792
).
Department for Education: London, UK.
|
|
|
Panayiotou, S;
Hingley, S;
Boulden, K;
Kyriakopoulos, G;
Romanou, E;
Dorsett, R;
Anders, JD;
+ view all
(2018)
Quantitative programme of research for adult English and maths: Longitudinal survey of adult learners waves 1 and 2.
(DfE Research Report
791
).
Department for Education: London, UK.
|
|
|
Roberts-Holmes, G;
Mayer, S;
Jones, P;
Lee, SF;
(2018)
An Evaluation of Phase One of the Youth Mental Health First Aid (MHFA) in Schools programme: “The training has given us a vocabulary to use”.
Mental Health First Aid England (MHFA)
|
|
Speckesser, S;
Runge, J;
Foliano, F;
Bursnall, M;
Hudson-Sharp, N;
Rolfe, H;
Anders, JD;
(2018)
Embedding Formative Assessment: Evaluation report and executive summary.
Education Endowment Foundation: London, UK.
|
|
Spence-Thomas, K;
(2018)
The Mayor's Schools for Success: What has helped them to succeed?
The Mayor's Schools for Success Programme: London, UK.
|
|
Stoll, L;
Bolam, R;
McMahon, A;
Thomas, S;
Wallace, M;
Greenwood, A;
Hawkey, K;
(2018)
Professional Learning Communities: source materials for school leaders and other leaders of professional learning.
National College for Teaching and Leadership: London, UK.
|
|
Stoll, L;
Greany, T;
Coldwell, M;
Higgins, S;
Brown, C;
Maxwell, B;
Stiell, B;
+ view all
(2018)
Evidence-informed Teaching: Self-assessment tool for schools.
Chartered College of Teaching: London, UK.
|
|
|
Stoll, L;
Greany, T;
Coldwell, M;
Higgins, S;
Brown, C;
Maxwell, B;
Stiell, B;
+ view all
(2018)
Evidence-informed teaching: self-assessment tool for teachers.
Chartered College of Teaching: London, UK.
|
|
|
Van Herwegen, J;
Palikara, O;
(2018)
Williams syndrome and Education, Health and Care Plans: a guide for parents.
Williams Syndrome Foundation UK
|
Working / discussion paper
|
Anders, J;
Burgess, S;
Portes, J;
(2018)
The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians.
(IZA Discussion Papers
11609).
Institute of Labor Economics: Bonn, Germany.
|
|
|
Benhenda, Asma;
(2018)
Teacher Screening, On the Job Evaluations and Performance.
(DoQSS Working Paper
18-06).
UCL Social Research Institute: London, UK.
|
|
Benhenda, Asma;
(2018)
What is the cost of grade retention?
(DoQSS Working Paper
18-07).
UCL Social Research Institute: London, UK.
|
|
Bukhatir, S;
(2018)
Professionalism in Education: An overview.
London Centre for Leadership in Learning, UCL Institute of Education: London, UK.
|
|
|
Male, T;
(2018)
Educating citizens of the 21st century: The role of schools and their leaders.
London Centre for Leadership in Learning, UCL Institute of Education: London, UK.
|
|
Conference item
|
Amott, PM;
(2018)
Developing a theoretical model of professional identity transformation for early career teacher educators.
Presented at: 9th TEAN Conference - The Ambition of Teacher Education, Birmingham, UK.
|
|
Barker, E;
(2018)
The Fluidity of Aspiration: How might we effectively support young working class males in carving out their futures?
[Lecture].
Presented at: He Can We Can, Norwich, UK.
|
|
Bingham, D;
(2018)
Sustaining and developing extended working lives – understandings and perceptions from one UK higher education workplace.
Presented at: BELMAS Annual Conference 2018 - Education Policy and Sustainability: global perspectives from the field of educational leadership, Windsor, UK.
|
|
Godfrey, D;
(2018)
Desarrollando la investigación en las escuelas y la enseñanza.
Presented at: Evidence informed teaching, Catholic University of Valparaiso, Chile.
|
|
Godfrey, D;
(2018)
Polycentric Inspections of Networks of schools. The English Case Studies (Peer Review Strand).
Presented at: ICSEI: Deepening school change for scaling: principles, pathways and partnerships, Singapore.
|
 |
|
Godfrey, D;
(2018)
Research-informed peer review.
Presented at: ICSEI: Deepening school change for scaling: principles, pathways and partnership, Singapore.
|
|
|
Godfrey, D;
(2018)
Revisión entre pares basada en investigación: Una estrategia de aprendizaje y mejora en la escuela.
Presented at: Mejoramiento escolar, University of Concepcion, Chile.
|
|
|
Godfrey, D;
Brown, C;
(2018)
Leadership of a research-informed school ecosystem – what are the necessary elements?
Presented at: Belmas: Education Policy and Sustainability: global perspectives from the field of educational leadership, Windsor, UK.
|
|
Male, T;
(2018)
School governance & academisation in England.
Presented at: CCEAM 2018 – Professional Learning: a leadership opportunity and challenge, Malta.
|
|
|
Munoz Chereau, B;
(2018)
Gender Gap and School Differential Effects in Mathematics in Chilean Primary Schools.
Presented at: International Conference for School Effectiveness and Improvement, Singapore.
|
|
Thesis
|
Alkubaisi, H;
(2018)
Decentralised Management in Independent Secondary Schools in Qatar’s Educational Reform Initiative.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Barker, Edmund J;
(2018)
Bodies-in-Transition: an ethnography of the opportunities and constraints of BTEC performing arts students.
Doctoral thesis (Ph.D), University of East Anglia.
|
|
Bradford, Helen;
(2018)
Co-constructing Writing Pedagogy with Two-and-Three-Year-Old Children.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Brett, Ashley Marcel;
(2018)
Primary school leaders creating conditions for teacher learning associated with change: developing an understanding with reference to transformative learning theory.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
|
Colman, Alyson;
(2018)
School leadership and the school inspection regime: an examination of policy enactment in a coastal area of deprivation.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
|
Draper, Clair Naomi;
(2018)
A study of children’s experiences of transition into a British international primary school in Vietnam: perspectives of children and parents in the first year.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
Lloyd, Catherine;
(2018)
The role of middle managers in land based further education.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
|
Peerthy, Prithiviraj;
(2018)
Continuing professional development and quality of teaching: a case study in state secondary schools in Mauritius.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
|
Rivadeneira, Mercedes;
(2018)
Understanding the Home Language and Literacy Environment of Chilean low SES Families of Preschoolers.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
|
Sands, David;
(2018)
Assessing readiness for headship within accredited school leader development programmes - a cross-country comparative analysis.
Doctoral thesis (Ed.D), UCL (University College London).
|
|
|
Sims, Sam;
(2018)
Essays on the Recruitment and Retention of Teachers.
Doctoral thesis (Ph.D), UCL (University College London).
|
|
Digital scholarly resource
|
Male, T;
(2018)
Papering over the cracks in the system.
[Digital scholarly resource].
https://globaledleadership.org/2018/03/
|
|
Male, T;
(2018)
The phenomenon of ‘off-rolling’ in English state maintained schools which is widening the social divide.
[Digital scholarly resource].
https://globaledleadership.org/2018/08/08/parliame...
|
|
Roberts-Holmes, GP;
(2018)
Ability Groups: A Well Being Crisis?
[Digital scholarly resource].
https://www.pre-school.org.uk/ability-groups-wellb...
|
|
Wyse, D;
Flewitt, R;
Anders, JD;
(2018)
Life Chances: Written evidence submitted by the Helen Hamlyn Centre for Pedagogy, Department of Learning and Leadership, UCL Institute of Education to UK Parliament House of Commons Education Committee.
[Digital scholarly resource].
https://committees.parliament.uk/work/2310/life-ch...
|
|
Journal (full / special issue)
|
McCrory, Amanda and Gatt, Suzanne (Eds).
(2018)
The Journal of Emergent Science 14.
[Whole issue].
The Journal of Emergent Science
, 14
|
|
|
McCrory, Amanda and Gatt, Suzanne (Eds).
(2018)
The Journal of Emergent Science 15 ESERA Conference 2017 Special Issue.
[Whole issue].
The Journal of Emergent Science
, 15
|
|
