Browse by UCL Departments and Centres
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Number of items: 107.
A
Allsop, Y;
(2019)
Assessing computational thinking process using a multiple evaluation approach.
International Journal of Child-Computer Interaction
, 19
pp. 30-55.
10.1016/j.ijcci.2018.10.004.
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Alshathri, S;
Male, T;
(2019)
eLearning in Saudi Arabian Universities: Toward Blended Learning.
In: Tatnall, A, (ed.)
Encyclopedia of Education and Information Technologies.
Springer: Cham, Switzerland.
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Alshathri, Sulaiman;
(2019)
Implementing blended learning to satisfy growing demand for higher education in Saudi Arabia.
Doctoral thesis (Ph.D), UCL (University College London).
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Anders, J;
Shure, N;
(2019)
Statistical Analysis Plan: Young Journalist Academy.
The Education Endowment Foundation (EEF): London, UK.
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Anders, J;
Stoll, L;
(2019)
Schools Partnership Programme.
The Education Endowment Foundation (EEF): London, UK.
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Anders, J;
(2019)
Erzsébet Bukodi and John H. Goldthorpe (2018), Social Mobility and Education in Britain: Research, Politics and Policy, Cambridge: Cambridge University Press, £19.99, pp. 260, pbk.
[Review].
Journal of Social Policy
10.1017/S0047279419000904.
(In press).
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Anders, J;
Bryson, A;
Horváth, H;
Nasim, B;
(2019)
The Effects of Pay Decentralisation on Teachers' Pay and Teacher Retention.
Presented at: School Teachers' Review Body (STRB) Meeting.
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Anders, J;
Wyse, D;
Aarts, S;
Dockrell, J;
Torgerson, C;
Manyukhina, Y;
Cushing, I;
+ view all
(2019)
Evaluation Protocol: Grammar and Writing Research Project.
UCL Institute of Education: London, UK.
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Anders, JD;
Henderson, M;
(2019)
Socioeconomic Inequality and Student Outcomes in English Schools.
In: Volante, L and Schnepf, S and Jerrim, J and Klinger, D, (eds.)
Socioeconomic Inequality and Student Outcomes - National Trends, Policies, and Practices - Education Policy & Social Inequality.
(pp. 41-62).
Springer: Singapore.
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Ang, L;
Harmey, S;
(2019)
Manor Park Talks: Effective Strategies Review.
UCL Institute of Education: London, UK.
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Ang, L;
(2019)
Exploring constructions of children’s identity and childhood in the global South from a policy.
In: Salamon, A and Chng, A, (eds.)
Multiple Early Childhood Identities.
Routledge: London, UK.
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Ashworth, M;
Palikara, O;
Van Herwegen, J;
(2019)
Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders.
Journal of Applied Research in Intellectual Disabilities
, 32
(5)
pp. 1047-1057.
10.1111/jar.12594.
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B
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Bingham, DM;
(2019)
Older Workforces: Re-imagining Later Life Learning.
[Book].
(1st ed.).
Routledge: Oxford, UK.
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Boardman, K;
Levy, R;
(2019)
‘I hadn’t realised that whilst the babies and toddlers are sleeping, the other children can’t get to the books!’ The complexities of ‘access’ to early reading resources for under-threes.
Early Years
10.1080/09575146.2019.1605336.
(In press).
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Bretscher, N;
Hodgen, J;
Anders, J;
(2019)
Statistical Analysis Plan: SMART Spaces: Spaced Learning Revision Programme.
Education Endowment Foundation: London, UK.
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Brown, Paulet;
(2019)
Pupils' and teaching staff's lived experience of a Year 7 transition intervention in South East England: A phenomenographic study.
Doctoral thesis (Ph.D), UCL (University College London).
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Bubb, S;
(2019)
Counting the cost of a fragmented school system.
[Digital scholarly resource].
https://ioelondonblog.wordpress.com/2019/07/16/cou...
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Bubb, S;
(2019)
The Mentoring of New Headteachers/Principals.
Presented at: ECER 2019, Hamburg, Germany.
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Bubb, S;
Crossley-Holland, J;
Cousin, S;
(2019)
Counting the cost of a fragmented school system: issues for the reform and leadership of the middle tier.
Presented at: BELMAS SIG, London, UK.
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Bubb, S;
(2019)
Pupil Registration Regulations 2016 Amendments: views from LAs and schools.
(UK Statutory Instruments
2016/792
, pp. pp. 18-65
).
legislation.gov.uk: London, UK.
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Bubb, S;
Crossley-Holland, J;
Cordiner, J;
Cousin, S;
Earley, P;
(2019)
Understanding the Middle Tier: Comparative Costs of Academy and LA-maintained School Systems.
Sara Bubb Associates: London, UK.
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Bubb, S;
Earley, P;
Eddy-Spicer, D;
Crawford, M;
James, C;
(2019)
Headteacher performance management in England: Balancing internal and external accountability through performance leadership.
Educational Management Administration and Leadership
, 47
(2)
pp. 170-188.
10.1177/1741143217739361.
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Bukhatir, Safa Abdelrahman;
(2019)
Learning from Experiences and Investing in Opportunities: A Narrative Inquiry about the Career Progress of Public Kindergarten Principals in the United Arab Emirates (UAE).
Doctoral thesis (Ed.D), UCL (University College London).
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C
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Callender, CC;
(2019)
Race and Race Equality: Whiteness in Initial Teacher Education.
In: Miller, P and Callender, C, (eds.)
Race, Education and Educational Leadership: An Integrated Analysis.
(pp. 15-36).
Bloomsbury: London, UK.
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Cooper, Robert;
(2019)
How Senior Executives Learn and Apply that Learning to their Practices.
Doctoral thesis (Ph.D), UCL (University College London).
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Crawford, Claire;
Dearden, Lorraine;
Greaves, Ellen;
Farquharson, Christine;
Edwards, Amy;
Trevelyan, Grace;
Wallace, Emma;
+ view all
(2019)
Magic Breakfast: evaluation report and executive summary.
(Magic Breakfast
).
Education Endowment Foundation: London, UK.
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D
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Dos Santos Sousa, D;
Grey, S;
Oxley, L;
(2019)
Comparative International Testing of Early Childhood Education: the Democratic Deficit and the Case of Portugal.
Policy Futures in Education
, 17
(1)
pp. 41-58.
10.1177/1478210318818002.
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E
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Earley, P;
(2019)
School autonomy and accountability in England: The
rhetoric and the reality?
In: Rauscher, E and Wiesner, C and Paasch, D and Heißenberger, P, (eds.)
School autonomy - perspectives in Europe Findings from the EU project INNOVITAS.
(pp. 229-240).
Waxmann Verlag GmbH: Münster, Germany.
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Eddy-Spicer, D;
Ehren, M;
Bangpan, M;
(2019)
Monitoring and Data Use in Developing Countries: Findings from a Systematic Literature Review.
Journal of Professional Capital & Community
, 4
(3)
pp. 172-197.
10.1108/JPCC-11-2018-0028.
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Edge, K;
(2019)
Gender, generation and leadership: Lessons for recruiting and retaining the next generations of women leaders.
(Occasional Paper
159).
Centre for Strategic Education: Melbourne, Australia.
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Ehren, M;
Wollaston, N;
Goodwin, J;
Star, J;
(2019)
The Nature, Prevalence and Effectiveness of Strategies Used to Prepare Pupils for Key Stage 2 Maths Tests.
UCL Institute of Education: London, UK.
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F
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Freedman, Lisa;
(2019)
Building a school for the future: the rebuilding of St Paul's School, London, 1878-1884.
Doctoral thesis (Ph.D), UCL (University College London).
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G
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Godfrey, D;
(2019)
Collaborative school Improvement through peer review.
Presented at: 9th British Council Schools Conference: Building learning communities through collaborative expertise, Medellin, Colombia.
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Godfrey, D;
(2019)
Moving forward – how to create and sustain an evidence-informed school eco-system.
In: Godfrey, D and Brown, C, (eds.)
An ecosystem for research-engaged schools: reforming education through research.
Routledge: London, UK.
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Godfrey, D;
Brown, C;
(2019)
Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review.
In: Godfrey, D and Brown, C, (eds.)
An ecosystem for research-engaged schools: Reforming education through research.
Routledge: London, UK.
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Godfrey, D;
Handscomb, G;
(2019)
Making research engagement part of the life force of the school.
[Magazine_article].
Professional Development Today
, 20
(2)
pp. 6-14.
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Godfrey, D;
Handscomb, G;
(2019)
Evidence use, research-engaged schools and the concept of an ecosystem.
In: Godfrey, D and Brown, C, (eds.)
An Ecosystem for Research-Engaged Schools: Reforming Education Through Research.
(pp. 1-18).
Routledge: London, UK.
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Godfrey, D;
Seleznyov, S;
Anders, J;
Wollaston, N;
Barrera-Pedemonte, F;
(2019)
A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools.
Professional Development in Education
, 45
(2)
pp. 325-340.
10.1080/19415257.2018.1474488.
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Gomery, D;
(2019)
University Technical Colleges: Pedagogy Meets Market Demands.
In:
Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference Vocational Education and Training Network - VETNET.
(pp. pp. 34-44).
VETNET
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Gomery, Dianne;
(2019)
Technical Education in 'Lived Markets': University Technical College leaders' perceptions of and responses to competitive pressure.
Doctoral thesis (Ed.D), UCL (University College London).
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Green, Francis;
Anders, Jake;
Henderson, Morag;
Henseke, Golo;
(2019)
Private Benefits? External Benefits? Outcomes of Private Schooling in 21st Century Britain.
Journal of Social Policy
10.1017/S0047279419000710.
(In press).
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Gregg, P;
Macmillan, LA;
Vittori, C;
(2019)
Intergenerational income mobility: Access to top jobs, the low-pay no-pay cycle, and the role of education in a common framework.
Journal of Population Economics
, 32
(2)
pp. 501-528.
10.1007/s00148-018-0722-z.
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H
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Harmey, S;
Wilkinson, I;
(2019)
A Critical Review of the Logics of Inquiry in Studies of Early Writing Development.
Journal of Writing Research
, 11
(1)
pp. 299-336.
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Henderson, Morag;
Anders, Jake;
Green, Francis;
Henseke, Golo;
(2019)
Private schooling, subject choice, upper secondary attainment and progression to university.
Oxford Review of Education
10.1080/03054985.2019.1669551.
(In press).
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Hick, P;
Solomons, Y;
Mintz, J;
(2019)
Research Report 27: Initial Teacher Education for Inclusion Final Report.
National Council for Special Education Ireland (NCSE): Dublin, Ireland.
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Higham, R;
De Vynck, H;
(2019)
Creating an ‘ethic of care’ in a vertical tutor group: addressing students’ challenges through dialogue.
In: Mercer, N and Wegerif, R and Major, L, (eds.)
The Routledge International Handbook of Research on Dialogic Education.
(pp. 622-633).
Routledge: London, UK.
(In press).
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Hilton, C;
(2019)
Fingers Matter: The Development of Strategies for Solving Arithmetic Problems in Children With Apert Syndrome.
Frontiers in Education
, 4
, Article 131. 10.3389/feduc.2019.00131.
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Hodgen, J;
Taylor, R;
Anders, J;
Tereshchenko, A;
Francis, R;
(2019)
The Student Grouping Study: investigating the effects of setting and mixed attainment grouping.
Education Endowment Foundation: London, UK.
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Holmes, John Peter;
(2019)
'I love teaching but I hate being a teacher': how can effective teachers flourish?
Doctoral thesis (Ed.D), UCL (University College London).
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I
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Ince, A;
Kitto, E;
(2019)
A Practical Guide to Action Research and Teacher Enquiry Making a Difference in the Early Years.
(1st ed.).
Routledge: London, UK.
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J
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Jerrim, J;
Oliver, M;
Sims, SG;
(2019)
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England.
Learning and Instruction
, 61
pp. 35-44.
10.1016/j.learninstruc.2018.12.004.
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Jerrim, J;
Sims, S;
(2019)
How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study.
American Educational Research Journal
10.3102/0002831219830965.
(In press).
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Jerrim, J;
Sims, S;
(2019)
Why do so few low- and middle-income children attend a grammar school? New evidence from the Millennium Cohort Study.
British Educational Research Journal
, 45
(3)
pp. 425-457.
10.1002/berj.3502.
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Jerrim, JP;
Moss, PJG;
(2019)
The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study.
British Educational Research Journal
, 45
(1)
pp. 181-200.
10.1002/berj.3498.
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Jones, H;
(2019)
'It is awesome and you get to swap fun, funny and fantasy!' How a comic lending library impacted on the reading habits of Y3 pupils.
Presented at: UKLA 55th International Conference, Sheffield, UK.
(In press).
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Jones, P;
Charitou, C;
Mercieca, D;
Poblete Nunez, X;
(2019)
Reflective practice and participant involvement in research.
Reflective Practice. International and Multidisciplinary Perspectives
, 20
(4)
pp. 453-468.
10.1080/14623943.2019.1638244.
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K
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Kabuto, B;
Harmey, S;
(2019)
Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education.
[Editorial comment].
Global Education Review
, 6
(2)
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L
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Lane, C;
Van Herwegen, J;
Freeth, M;
(2019)
Exploring the approximate number system in Sotos syndrome: insights from a dot comparison task.
Journal of Intellectual Disability Research
, 63
(8)
pp. 917-925.
10.1111/jir.12604.
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M
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Macmillan, Lindsey;
Tominey, Emma;
(2019)
Parental Inputs and Socio-Economic Gaps in Early Child Development.
(IZA Discussion Paper
12792).
IZA - Institute of Labor Economics: Bonn, Germany.
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Male, T;
(2019)
Governance in multi-academy trusts (MATs) in England - evidence from the field.
Presented at: ECER 2019, Hamburg, Germany.
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Male, T;
(2019)
Towards school autonomy in England: A troubled and far from complete journey.
In: Rauscher, E and Wiesner, C and Paasch, D and Heissenberger, P, (eds.)
Schulautonomie - Perspektiven in Europa.
(pp. 241-253).
Waxmann: Munster, Germany.
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Male, T;
Palaiologou, I;
(2019)
Sustaining the Comprehensive Ideal: The Robert Clack School.
[Book].
(1st ed.).
Palgrave Pivot: London, UK.
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Male, T;
(2019)
Governance in multi-academy trusts (MATs) - Evidence from the field.
In:
Proceedings of ECER 2019.
(pp. pp. 1-22).
European Educational Research Association (EERA): Hamburg, Germany.
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Male, T;
(2019)
While Chicago Burns?
UCL Institute of Education: London, UK.
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Mansfield, C;
Gu, Q;
(2019)
"I'm finally getting that help that I needed": Early career teacher induction and professional learning.
The Australian Educational Researcher
, 46
(4)
pp. 639-659.
10.1007/s13384-019-00338-y.
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Manyukhina, Y;
Wyse, D;
(2019)
Learner Agency and the Curriculum: a Critical Realist Perspective.
The Curriculum Journal
, 30
(3)
pp. 223-243.
10.1080/09585176.2019.1599973.
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McCrory, Amanda;
Callender, Christine;
Sappor, Gideon;
Lewis, Jacqueline;
(2019)
Race, ethnicity and science: Exploring the community cultural wealth of BME pupils in Key Stage 4 and 5; student and teacher perspectives.
Presented at: BERA Conference 2019, Manchester, UK.
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McCrory, Amanda;
Callender, Christine;
Sappor, Gideon;
Lewis, Jacqueline;
(2019)
Race, ethnicity and science: Exploring the community wealth of BME pupils - a parents' perspective.
Presented at: ECER 2019, Hamburg, Germany.
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Mintz, J;
(2019)
A comparative study of the impact of enhanced input on inclusion at pre-service and induction phases on the self-efficacy of beginning teachers to work effectively with children with special educational needs.
British Educational Research Journal
, 45
(2)
pp. 254-274.
10.1002/berj.3486.
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Moss, Gemma;
Brooks, Greg;
Brown, John;
Burton, Maxine;
Collins, Claire;
Convery, Andy;
Duncan, Sam;
+ view all
(2019)
Post-16 Phonics Approaches: A toolkit.
The Education and Training Foundation: London, UK.
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Muñoz, B;
Ehren, M;
Huthinson, J;
(2019)
'Intractable' schools: can an Ofsted judgement prevent sustainable improvement?
Presented at: 18th Biennial EARLI Conference (EARLI 2019), Aachen, Germany.
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Munoz Chereau, B;
Timmis, S;
(2019)
Making Mature Undergraduates’ Experience Visible: Exploring Sense of Belonging and Use of Digital Technologies.
Widening Participation and Lifelong Learning
, 21
(3)
pp. 32-56.
10.5456/WPLL.21.3.32.
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Muñoz-Chereau, B;
(2019)
Exploring gender gap and school differential effects in mathematics in Chilean primary schools.
School Effectiveness and School Improvement
, 30
(2)
pp. 83-103.
10.1080/09243453.2018.1503604.
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Murphy, Debra;
(2019)
Making their way through the UCAS process: how 16–18 year olds navigate the pedagogic space that supports degree choice in school.
Doctoral thesis (Ph.D), UCL (University College London).
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Musgrave, J;
Levy, R;
(2019)
Including children with chronic health conditions in early childhood education and care settings.
Journal of Early Childhood Research
10.1177/1476718x19875776.
(In press).
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O
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Outhwaite, L;
Gulliford, A;
Pitchford, N;
(2019)
A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes.
International Journal of Research and Method in Education
10.1080/1743727X.2019.1657081.
(In press).
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P
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Palaiologou, I;
Male, T;
(2019)
Leadership in early childhood education: The case for pedagogical praxis.
Contemporary Issues in Early Childhood
10.1177/1463949118819100.
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Pitchford, NJ;
Outhwaite, LA;
(2019)
Secondary Benefits to Attentional Processing Through Intervention With an Interactive Maths App.
Frontiers in Psychology
, 10
, Article 2633. 10.3389/fpsyg.2019.02633.
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Preece, J;
Levy, R;
(2019)
Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback.
Journal of Early Childhood Literacy
10.1177/1468798418779216.
(In press).
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Q
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Qiong, L;
Gu, Q;
He, W;
(2019)
Resilience of Chinese Teachers: Why Perceived Work Conditions and Relational Trust Matter.
Measurement: Interdisciplinary Research and Perspectives
, 17
(3)
pp. 143-159.
10.1080/15366367.2019.1588593.
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Quinn, M;
McGill, R;
(2019)
UCL Verbal Feedback Project Report.
UCL (University College London): London, UK.
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Quinn, M;
(2019)
Digital schools? Teachers still matter.
Impact: Journal of the Chartered College of Teaching
pp. 12-13.
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Quinn, M;
(2019)
Teacher Action Research Project (TARP): Inform, Inspire and Impact.
UCL Widening Access and Participation: London, UK.
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R
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Riley, K;
(2019)
Agency and belonging: What transformative actions can schools take to help create a sense of place and belonging?
Educational and Child Psychology
, 36
(4)
pp. 91-103.
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Roberts-Holmes, G;
(2019)
School readiness, governance and early years ability grouping.
Contemporary Issues in Early Childhood
10.1177/1463949119863128.
(In press).
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Roberts-Holmes, G;
Kitto, E;
(2019)
Early years ability grouping and the pedagogical constraints upon children’s learning identities.
Education 3-13
, 47
(7)
pp. 854-861.
10.1080/03004279.2019.1622506.
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Roberts-Holmes, GP;
(2019)
Governing and commercialising early childhood education: Profiting from The International Early Learning and Well-being Study (IELS).
Policy Futures in Education
, 17
(1)
pp. 27-40.
10.1177/1478210318821761.
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Ross, W;
Vallée-Tourangeau, F;
Van Herwegen, J;
(2019)
Mental Arithmetic and Interactivity: the Effect of Manipulating External Number Representations on Older Children’s Mental Arithmetic Success.
International Journal of Science and Mathematics Education
10.1007/s10763-019-09978-z.
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S
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Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Barnard, M;
(2019)
Evaluation Protocol: Speech Bubbles.
The Education Endowment Foundation (EEF): London, UK.
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Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Farghly, F;
Heal, J;
Solomon, P;
+ view all
(2019)
The Craft of Writing.
The Education Endowment Foundation (EEF): London, UK.
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Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Farghly, F;
Heal, J;
Solomon, P;
+ view all
(2019)
Power of Pictures.
The Education Endowment Foundation (EEF): London, UK.
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Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Farghly, F;
Heal, J;
Solomon, P;
+ view all
(2019)
Young Journalist Academy.
The Education Endowment Foundation (EEF): London, UK.
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Shure, N;
Anders, J;
Wyse, D;
Bohling, K;
Solomon, P;
Barnard, M;
(2019)
Evaluation Protocol: First Thing Music.
The Education Endowment Foundation (EEF): London, UK.
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Sousa, D;
Oxley, L;
(2019)
Democracy and early childhood: diverse representations of democratic education in post-dictatorship Portugal.
Educational Review
10.1080/00131911.2018.1556609.
(In press).
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T
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Timmis, S;
Muñoz-Chereau, B;
(2019)
Under-represented students’ university trajectories: building alternative identities and forms of capital through digital improvisations.
Teaching in Higher Education
10.1080/13562517.2019.1696295.
(In press).
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V
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Van Herwegen, J;
Ashworth, M;
Palikara, O;
(2019)
Views of professionals about the educational needs of children with neurodevelopmental disorders.
Research in Developmental Disabilities
, 91
, Article 103422. 10.1016/j.ridd.2019.05.001.
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Van Herwegen, J;
Purser, H;
Thomas, MSC;
WiSDom team;
(2019)
Studying Development in Williams Syndrome: Progress, Prospects, and Challenges.
Advances in Neurodevelopmental Disorders
, 3
pp. 343-346.
10.1007/s41252-019-00109-x.
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Van Herwegen, J;
Ranzato, E;
Karmiloff-Smith, A;
Simms, V;
(2019)
Eye Movement Patterns and Approximate Number Sense Task Performance in Williams Syndrome and Down Syndrome: A Developmental Perspective.
Journal of Autism and Developmental Disorders
10.1007/s10803-019-04110-0.
(In press).
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Vidal-Hall, C;
Sakata, N;
Higham, R;
(2019)
Editorial: Methodological innovations in qualitative educational research.
London Review of Education
, 17
(3)
pp. 249-251.
10.18546/lre.17.3.01.
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W
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Wall, K;
Van Herwegen, J;
Shaw, A;
Russell, A;
Roberts, A;
(2019)
A Study of the Drivers, Demand and Supply for Special Educational Needs and/or Disabilities (SEND)-Related Continuing Professional Development (CPD) for School Staff.
UCL Institute of Education: London, UK.
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Wilkinson, HR;
Smid, C;
Morris, S;
Farran, E;
Dumontheil, I;
Mayer, S;
Tolmie, A;
... Thomas, M; + view all
(2019)
Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science.
Journal of Cognitive Enhancement
10.1007/s41465-019-00161-4.
(In press).
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Wright, H;
Dorsett, R;
Anders, J;
Buzzeo, J;
Runge, J;
Sanders, M;
(2019)
Improving Working Memory: Evaluation report and executive summary.
The Education Endowment Foundation (EEF): London, UK.
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Wyness, G;
Murphy, R;
Scott Clayton, J;
(2019)
The end of free college in England: Implications for enrolments, equity, and quality.
Economics of Education Review
, 71
pp. 7-22.
10.1016/j.econedurev.2018.11.007.
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Wyse, D;
(2019)
Choice, Voice and Process – Teaching Writing in the 21st Century: Revisiting the Influence of Donald Graves and the Process Approach to Writing.
English in Australia
, 53
(3)
pp. 82-91.
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Wyse, D;
Anders, JD;
(2019)
Primary Education Curricula across the World: Qualitative and Quantitative Methodology in International Comparison.
In: Suter, Larry E. and Smith, Emma and Denman, Brian D., (eds.)
SAGE Handbook of Comparative Studies in Education.
SAGE: London, UK.
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Wyse, D;
Flewitt, R;
Manyukhina, Y;
(2019)
Helen Hamlyn Centre for Pedagogy Progress Report 2018-19.
Helen Hamlyn Centre for Pedagogy, UCL Institute of Education: London, UK.
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Zieger, L;
Sims, S;
Jerrim, J;
(2019)
Comparing Teachers’ Job Satisfaction across Countries: A Multiple-Pairwise Measurement Invariance Approach.
Educational Measurement: Issues and Practice
, 38
(3)
pp. 75-85.
10.1111/emip.12254.
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