Deposit your research

• Open Access
• About UCL Discovery Stage
• UCL Discovery Stage Plus
• REF and open access
• UCL Press
• UCL e-theses guidelines
• Statistics
• FAQs
• Notices and policies
• Contact us

Browse by UCL Departments and Centres

Up a level

Export as ASCII CitationBibTeXEndNoteHTML CitationMultiline CSVObject IDsRDF+N-TriplesRDF+N3RDF+XMLReferReference Manager

Atom RSS 1.0 RSS 2.0

Group by: Author | Type

Jump to: A | B | C | D | E | F | G | H | I | J | K | L | M | O | P | R | S | T | V | W | X

Number of items: 124.

A

Ahn, MY; Davis, HH; (2020) Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach. Teaching in Higher Education 10.1080/13562517.2020.1778664. (In press).

Ahn, MY; Davis, HH; (2020) Four domains of students’ sense of belonging to university. Studies in Higher Education , 45 (3) pp. 622-634. 10.1080/03075079.2018.1564902.

Ahn, MY; Davis, HH; (2020) Sense of belonging as an indicator of social capital. International Journal of Sociology and Social Policy 10.1108/IJSSP-12-2019-0258. (In press).

Al Hallami, Mariam Omran; (2020) Exploring ‘Policy Learning Communities’: A case study of the Arabic language curriculum policy community in the United Arab Emirates. Masters thesis (M.Phil), UCL (University College London).

Alghamdi, Ghadah; (2020) Job Satisfaction in the Eastern Province of the Kingdom of Saudi Arabia, a case study with reference to female headteachers. Doctoral thesis (Ph.D), UCL (Univeristy College London).

Ambrossi, PA; (2020) Sustaining Hegemony: Educational Use of Photographs Representing Human Distress. Journal of Philosophy of Education , 54 (1) pp. 81-94. 10.1111/1467-9752.12360.

An, Suhae; (2020) Teaching English in South Korean primary schools. Doctoral thesis (Ph.D), UCL (University College London).

Anders, J; (2020) How should universities select students? (CEPEO Briefing Note Series 8). UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Anders, J; Dilnot, C; Macmillan, L; Wyness, G; (2020) Grade Expectations: How well can we predict future grades based on past performance? (CEPEO Working Paper 20-14). Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.

Anders, J; Jerrim, J; (2020) Statistical Analysis Plan: Schools Partnership Programme. Education Endowment Foundation: London, UK.

Anders, J; Macmillan, L; (2020) The unequal scarring effects of a recession on young people's life chances. (CEPEO Briefing Note Series 6). UCL Centre for Education Policy and Equalising Opportunities: London, UK.

Anders, Jacob; Dickerson, Andy; Gregg, Paul; Macmillan, Lindsey; (2020) Unemployment: The Coming Storm, Who Gets Hit, Who Gets Hurt, and Policy Remedies. (CEPEO Working Paper Series 20-12). Centre for Education Policy & Equalising Opportunities, UCL: London, UK.

Anders, Jake; Green, Francis; Henderson, Morag; Henseke, Golo; (2020) Determinants of private school participation: all about the money? British Educational Research Journal , 46 (5) pp. 967-992. 10.1002/berj.3608.

Anders, J; Has, S; Jerrim, J; Shure, N; Zieger, L; (2020) Is Canada really an education superpower? The impact of non-participation on results from PISA 2015. Educational Assessment, Evaluation and Accountability 10.1007/s11092-020-09329-5. (In press).

Ang, L; Amott, P; (2020) (Re)thinking Teacher Educator Professional Identity. In: Peters, MA, (ed.) Encyclopedia of Teacher Education. Springer: Singapore, The Republic of Singapore.

Ang, L; (2020) Supporting Children’s Learning and Development in Childminding or Home-Based Child. In: Hupp, S and Jewell, JD, (eds.) The Encyclopedia of Child and Adolescent Development. Wiley-Blackwell: Hoboken, NJ, USA.

Ang, L; Lipponen, L; May Yin, SL; (2020) Critical reflections of early childhood care and education in Singapore to build an inclusive society. Policy Futures in Education 10.1177/1478210320971103. (In press).

B

Barker, E; (2020) An Ethnographer Lured into Darkness. In: Wiesser, C and Pilch Ortega, A, (eds.) Ethnography in Higher Education. (pp. 157-175). Springer VS: Wiesbaden, Germany.

Barker, N; Jewitt, C; Price, S; (2020) Becoming in touch with industrial robots through ethnography. In: ACM/IEEE International Conference on Human-Robot Interaction. (pp. pp. 128-130). ACM: Cambridge, UK.

Benhenda, Asma; (2020) Stay a Little Longer? Teacher Turnover, Retention and Quality in Disadvantaged Schools. (CEPEO Working Paper 20-03). UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.

Bradbury, A; Wyse, D; Manyukhina, Y; (2020) CIE0192 - The impact of COVID-19 on education and children's services: Written evidence submitted by Helen Hamlyn Centre for Pedagogy, UCL Institute of Education. (The impact of COVID-19 on education and children’s services CIE0192 ). UK Parliament: London, UK.

Bradford, H; Wyse, D; (2020) Two-year-old and three-year-old children’s writing: the contradictions of children’s and adults’ conceptualisations. Early Years 10.1080/09575146.2020.1736519. (In press).

Bubb, S; (2020) How the COVID-19 home-schooling experience can boost creativity and enhance teacher feedback. [Digital scholarly resource]. https://blogs.ucl.ac.uk/ioe/2020/10/09/how-the-cov...

Bubb, S; Jones, M-A; (2020) Student voice to improve schools: Perspectives from students, teachers and leaders in ‘perfect’ conditions. Improving Schools 10.1177/1365480219901064. (In press).

Bubb, S; Jones, M-A; (2020) Fagfornyelsen i praksis – erfaringer med hjemmeskole i Tysvær kommune [Curriculum development in practice - experiences with home school in Tysvær municipality]. Bedre Skole , 2020 (3) pp. 20-28.

Bubb, S; Jones, MA; (2020) Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools , 23 (3) pp. 209-222. 10.1177/1365480220958797.

Bullough, L; Palaiologou, I; (2020) Early Childhood Education in People's Republic of China: a Literature Review of the Publications Written in English. UCL Institute of Education: London, UK.

Burgess, S; Dickson, M; Macmillan, LA; (2020) Do selective schooling systems increase inequality? Oxford Economic Papers , 72 (1) pp. 1-24. 10.1093/oep/gpz028.

C

Callender, C; (2020) Black male teachers, white education spaces: Troubling school practices of othering and surveillance. British Educational Research Journal , 46 (5) pp. 1081-1098. 10.1002/berj.3614.

Coates, M; Bingham, D; (2020) Putting a sticking plaster on a gaping wound – exploring the provision being made in English secondary schools to support mental health and mental well-being. The Buckingham Journal of Education , 1 (1) pp. 151-177. 10.5750/tbje.v1i1.1838.

Colman, A; (2020) An act of transgression: performing arts as a subject choice within a coastal area of deprivation. Studies in Theatre and Performance , 40 (3) pp. 292-302. 10.1080/14682761.2020.1807206.

Colman, A; (2020) School leadership, school inspection and the micropolitics of compliance and resistance: examining the hyper-enactment of policy in an area of deprivation. Educational Management Administration & Leadership (In press).

Costelloe, A; Mintz, J; Lee, F; (2020) Bereavement support provision in primary schools: an exploratory study. Educational Psychology in Practice , 36 (3) pp. 281-296. 10.1080/02667363.2020.1767040.

Courtney, SJ; Mcginity, R; (2020) Conceptualising constructions of educational-leader identity. In: Theorising Identity and Subjectivity in Educational Leadership Research. (pp. 8-23). Routledge: London, UK.

Courtney, SJ; McGinity, R; (2020) System leadership as depoliticisation: Reconceptualising educational leadership in a new multi-academy trust. Educational Management Administration and Leadership 10.1177/1741143220962101. (In press).

Crawford, Claire; Blanden, Jo; Drayton, Elaine; Farquharson, Christine; Jarvie, Megan; Paull, Gillian; (2020) Challenges for the childcare market: the implications of COVID-19 for childcare providers in England. Institute for Fiscal Studies: London, UK.

D

Ding, H; Homer, M; (2020) Interpreting mathematics performance in PISA: Taking account of reading performance. International Journal of Educational Research , 102 , Article 101566. 10.1016/j.ijer.2020.101566.

Djohari, N; Higham, R; (2020) Peer-led focus groups as 'dialogic spaces' for exploring young people's evolving values. Cambridge Journal of Education , 50 (5) pp. 657-672. 10.1080/0305764X.2020.1754763.

E

Earley, P; (2020) Surviving, thriving and reviving in leadership: The personal and professional development needs of educational leaders. Management in Education , 34 (3) pp. 117-121. 10.1177/0892020620919763.

Edge, Karen; (2020) Reflections from beyond the school gates. In: Chapleau, Sebastien, (ed.) Schools in their Communities: Taking action and developing civic life. (pp. 6-9). Big Education / Citizen School

El Gemayel, Sandra Marie; (2020) Childhood and play ‘in-between’: Young Iraqi and Syrian child refugees’ play following armed conflict and forced displacement to the northern suburbs of Beirut, Lebanon. Doctoral thesis (Ph.D), UCL (University College London).

F

Fajardo Bravo, I; Gómez-Merino, N; Jury, M; Mannik, S; McDougal, E; Klang, N; Lüke, T; + view all Fajardo Bravo, I; Gómez-Merino, N; Jury, M; Mannik, S; McDougal, E; Klang, N; Lüke, T; Perrin, A-L; Pittas, E; Ranzato, E; Rubio Jimenez, AL; Sormunen, K; Van Herwegen, J; - view fewer (2020) Guidance for the inclusion of students with Special Educational Needs for online learning. European Association for Learning and Instruction: London, UK.

Franks, Joshua; (2020) The writing or the writer: What is the priority for a teacher of writing in English primary schools? Doctoral thesis (Ph.D), UCL (University College London).

French, B; Outhwaite, LA; Langley-Evans, SC; Pitchford, NJ; (2020) Nutrition, growth, and other factors associated with early cognitive and motor development in Sub-Saharan Africa: a scoping review. Journal of Human Nutrition and Dietetics , 33 (5) pp. 644-669. 10.1111/jhn.12795.

G

Gao, J; Brooks, C; Xu, Y; Kitto, E; (2020) What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses. UCL Institute of Education, Centre for Teacher and Early Years Education: London, UK.

Godfrey, D; (2020) From External Evaluation, to School Self-evaluation, to Peer Review. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 3-23). Springer: Cham, Switzerland.

Godfrey, D; (2020) From peer review to collaborative peer enquiry: Action research for school improvement and leadership development. London Review of Education , 18 (3) pp. 373-389. 10.14324/LRE.18.3.04.

Godfrey, D; (2020) Evaluation Theory and Peer Review. Practice, Policy and Research Implications. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 269-289). Springer: Cham, Switzerland.

Godfrey, D; Ehren, M; (2020) Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 95-115). Springer: Cham, Switzerland.

Godfrey, D; Spence-Thomas, K; (2020) Research-Informed Peer Review. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 223-244). Springer: Cham, Switzerland.

Gourlay, G; Harmey, S; (2020) A Reading Recovery Comparison Study: Supporting a New Implementation in Scotland. Journal of Reading Recovery (In press).

Griffin, A; Silkens, M; Taylor, S; O'Keeffe, C; Noble, L; Alexander, K; Viney, R; (2020) The impact of service change on doctors' training (GMC 822). General Medical Council: London, UK.

H

Harmey, S; Bodman, S; (2020) Learning Letter-Sound Relationships: Evidence and Practice. Journal of Reading Recovery , 19 (2) pp. 55-66.

Harmey, S; Moss, G; (2020) Learning Loss versus Learning Disruption: Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children's services, July 2020. UCL Institute of Education: London, UK.

Harmey, S; Munoz Chereau, B; Moss, G; (2020) Translational Research in Early Childhood Education: A Systematic Review and Framework for Researchers. UCL Institute of Education: London, UK.

Harvey, H; Ashworth, M; Palikara, O; Van Herwegen, J; (2020) The Underreporting of Vision Problems in Statutory Documents of Children with Williams Syndrome and Down Syndrome. Journal of Autism and Developmental Disorders , 50 (12) pp. 4553-4556. 10.1007/s10803-020-04520-5.

Has, Silvan; Anders, Jacob; Shure, Nikki; (2020) Monetary and time investments in children's education: how do they differ in workless households? (CEPEO Working Paper Series 20-10). Centre for Education Policy & Equalising Opportunities, UCL: London, UK.

I

Igbo, Maria Ugonna Rita; (2020) Catholic Schools and the Interests of the Poor in Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

Iordanaki, L; (2020) Older Children's Responses to Wordless Picturebooks: Making Connections. Children's Literature in Education 10.1007/s10583-020-09424-7. (In press).

J

Jerrim, J; Sims, S; Taylor, H; Allen, R; (2020) Context and Implications Document for: How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets. Review of Education , 8 (3) pp. 690-692. 10.1002/rev3.3227.

Jerrim, J; Sims, S; Taylor, H; Allen, R; (2020) How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets. Review of Education , 8 (3) pp. 659-689. 10.1002/rev3.3228.

Jerrim, JP; Sims, S; (2020) The association between attending a grammar school and children's socio-emotional outcomes. British Journal of Educational Studies , 68 (1) pp. 25-42. 10.1080/00071005.2018.1518513.

Jones, M-A; Bubb, S; (2020) Listening to pupils to improve schools, especially in COVID-19 times. Presented at: UCL Department of Learning and Leadership (DLL) research seminar series, London, UK.

Jones, P; El Gemayel, S; Salema, Y; Flewitt, R; (2020) Play and childhoods: how are the relationships between researching play and children changing? In: Jennings, S and Holmwood, C, (eds.) International Handbook of Play: Therapeutic Play and Play therapy. (pp. 5-19). Routledge: London, UK.

Jones, Bronwen MA; (2020) A genealogy of the whole child. Doctoral thesis (Ph.D), UCL (University College London).

Jones, H; (2020) Caticorns and Derp Warz: Exploring children's literacy worlds through the production of comics. Studies in Comics , 11 (1) pp. 55-85. 10.1386/stic_00015_1.

Jones, P; Cedar, L; Coleman, A; Haythorne, D; Mercieca, D; Ramsden, E; (2020) Child Agency and Voice in Therapy. (1st ed.). Routledge: London, UK.

K

Kabuto, B; Harmey, S; (2020) Assessment Literacy: Implications for the Literacy Professional. The Language and Literacy Spectrum , 30 (1) , Article 5.

L

Lingwood, J; Levy, R; Billington, J; Rowland, C; (2020) Barriers and solutions to participation in family-based education interventions. International Journal of Social Research Methodology , 23 (2) pp. 185-198. 10.1080/13645579.2019.1645377.

M

Male, T; (2020) Brexit, Megxit and a Pop Culture: What does this mean for the English school system in 2020 and beyond? [Digital scholarly resource]. https://globaledleadership.org/2020/01/28/brexit-m...

Male, T; (2020) Challenging times, changing perspectives? [Digital scholarly resource]. https://globaledleadership.org/2020/03/17/challeng...

Male, T; Aldhafeeri, F; (2020) Digital Technologies in Higher Education, Learning Challenges. In: Tatnall, A, (ed.) Encyclopedia of education and information technologies. Springer: Cham, Switzerland.

Male, T; (2020) Global drivers of reform. In: Education Reform - From the System to the School. RCEP - UNESCO

Mathers, Sandra; (2020) Observing Language Pedagogy (OLP): Developing and piloting a contexualised video-based measure of early childhood teachers' pedagogical language knowledge. Doctoral thesis (Ed.D), UCL (University College London).

McCrory, A; (2020) Emerging Biology in the Early Years – How Young Children Learn About the Living World? Book Review by Dr Amanda McCrory. Journal of Emergent Science , 19

McCrory, A; Gatt, S; (2020) 'What a Coronacoaster!' Navigating primary science education in primary schools during the ongoing COVID-19 pandemic: EYFS and primary school teacher perspectives on the affective and pedagogical impacts of the pandemic. Journal of Emergent Science (19) pp. 6-18.

Merchant, Georgina Frances Hamilton; (2020) Research-informed thinking: the contribution of a Master’s module in the postgraduate initial teacher education programme. Doctoral thesis (Ed.D), UCL (University College London).

Mintz, J; Hick, P; Solomon, Y; Matziari, A; Ó'Murchú, F; Hall, K; Cahill, K; ... Margariti, D; + view all Mintz, J; Hick, P; Solomon, Y; Matziari, A; Ó'Murchú, F; Hall, K; Cahill, K; Curtin, C; Anders, J; Margariti, D; - view fewer (2020) The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year? Teaching and Teacher Education , 91 , Article 103042. 10.1016/j.tate.2020.103042.

Montecinos, C; Cortez Muñoz, M; Campos, F; Godfrey, D; (2020) Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development. Professional Development in Education , 46 (4) pp. 677-690. 10.1080/19415257.2020.1770841.

Morris, Helen; (2020) Teacher talk during CPD: An exploration of talk as a tool for reflective inquiry into practice. Doctoral thesis (Ed.D), UCL (University College London).

Moss, G; Allen, R; Bradbury, A; Duncan, S; Harmey, S; Levy, R; (2020) Primary teachers' experience of the COVID-19 lockdown – Eight key messages for policymakers going forward. UCL Institute of Education: London, UK.

Moss, G; Bradbury, A; Duncan, S; Harmey, S; Levy, R; (2020) Responding to COVID-19, Briefing Note 1: Primary Assessment and COVID. UCL Institute of Education: London, UK.

Moss, G; Bradbury, A; Duncan, S; Harmey, S; Levy, R; (2020) Responding to COVID-19, Briefing Note 2: Learning after lockdown. UCL Institute of Education: London, UK.

Moss, G; Bradbury, A; Duncan, S; Harmey, S; Levy, R; (2020) Responding to COVID-19, Briefing Note 3: Resetting educational priorities in challenging times. UCL Institute of Education: London, UK.

Moss, G; Bradbury, A; Duncan, S; Harmey, S; Levy, R; (2020) Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children’s services, July 2020. International Literacy Centre, UCL Institute of Education: London, UK.

Munoz Chereau, B; (2020) Girl protagonists of Chilean dictatorship novels for the young. International Research in Children's Literature , 14 (1) pp. 22-38. 10.3366/ircl.2021.0375.

Munoz Chereau, B; Anwandter, SA; Thomas, S; (2020) Value-added indicators for a fairer Chilean school accountability system: A pending subject. Journal of Education Policy , 35 (5) pp. 602-622. 10.1080/02680939.2019.1598584.

Muñoz-Chereau, B; (2020) Rapid Evidence Assessment on Quality Issues in Early Years Education in China. UCL Institute of Education: London, UK.

Murphy, R; Wyness, G; (2020) Minority Report: the impact of predicted grades on university admissions of disadvantaged groups. Education Economics , 28 (4) pp. 333-350. 10.1080/09645292.2020.1761945.

O

Outhwaite, L; (2020) Inequalities in resources in the home learning environment. (CEPEO Briefing Note Series 2). Centre for Education Policy and Equalising Opportunities (CEPEO), UCL Institute of Education: London, UK.

Outhwaite, L; Gulliford, A; (2020) Academic and social and emotional interventions in response to COVID-19 school closures. (CEPEO Briefing Note Series 5). Centre for Education Policy and Equalising Opportunities, UCL Institute of Education: London, UK.

Outhwaite, LA; Gulliford, A; Pitchford, NJ; (2020) Language counts when learning mathematics with interactive apps. British Journal of Educational Technology 10.1111/bjet.12912. (In press).

P

Paterson, Richard; (2020) Perceptions of pedagogy for employability at a transnational university: A qualitative case study. Doctoral thesis (Ed.D), UCL (University College London).

Perkins, J; (2020) Educational Leadership, Technology and COVID-19: Exploring Observations, Challenges and Future Predictions. Elsevier BV

Price, S; Yiannoutsou, N; Johnson, R; Outhwaite, L; (2020) Enacting elementary geometry: Participatory ‘haptic’ sense making. Digital Experiences in Mathematics Education 10.1007/s40751-020-00079-z.

Purser, HRM; Van Herwegen, J; Thomas, MSC; (2020) The development of children's comprehension and appreciation of riddles. Journal of Experimental Child Psychology , 189 , Article 104709. 10.1016/j.jecp.2019.104709.

R

Ranzato, E; Tolmie, A; Van Herwegen, J; (2020) Perceptual subitizing and conceptual subitizing in Williams syndrome and Down syndrome: Insights from eye movements. Research in Developmental Disabilities , 106 , Article 103746. 10.1016/j.ridd.2020.103746.

Riaz, Saba; (2020) Understanding business school deans’ role as leaders of teaching and learning – Perceptions of students, teachers and deans in Pakistani universities. Doctoral thesis (Ph.D), UCL (University College London).

Roberts-Holmes, G; Lee, S-F; Sousa, D; Jones, E; (2020) Research into the 2019 Pilot of Reception Baseline Assessment (RBA). National Education Union: London, UK.

Rogers, S; Brown, C; Poblete, X; (2020) A systematic review of the evidence base for professional learning in early years education (The PLEYE Review). Review of Education , 8 (1) pp. 156-188. 10.1002/rev3.3178.

Roscoe, Shabana Bi; (2020) Play in an English reception classroom: how children navigate classroom rules during their self-initiated play. Doctoral thesis (Ph.D), UCL (University College London).

S

Scoular, Claire; Eleftheriadou, Sofia; Ramalingam, Dara; Cloney, Dan; (2020) Comparative analysis of student performance in collaborative problem solving: What does it tell us? Australian Journal of Education , 64 (3) pp. 282-303. 10.1177/0004944120957390.

Simms, V; Karmiloff-Smith, A; Ranzato, E; Van Herwegen, J; (2020) Understanding Number Line Estimation in Williams Syndrome and Down Syndrome. Journal of Autism and Developmental Disorders , 503 pp. 583-591. 10.1007/s10803-019-04268-7.

Sims, S; Outhwaite, L; Bennett, S; (2020) Using 'approach goals' to increase student motivation for independent study: a randomised controlled field trial. Centre for Education Policy and Equalising Opportunity, UCL Institute of Education: London, UK.

Sims, S; (2020) Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019). Educational Researcher , 49 (4) pp. 289-290. 10.3102/0013189X19867931.

Sims, S; (2020) Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. British Educational Research Journal , 46 (2) pp. 301-320. 10.1002/berj.3578.

Sinnema, C; Stoll, L; (2020) Learning for and realising curriculum aspirations through schools as learning organisations. European Journal of Education , 55 (1) pp. 9-23. 10.1111/ejed.12381.

Song, H; Gu, Q; Zhang, Z; (2020) An exploratory study of teachers' subjective wellbeing: understanding the links between teachers' income satisfaction, altruism, self-efficacy and work satisfaction. Teachers and Teaching , 26 (1) pp. 3-31. 10.1080/13540602.2020.1719059.

Stoll, L; Barnes, I; (2020) Creating Connections: Learning from Successful Teaching Schools. Teaching Schools Council: London, UK.

Stoll, L; Kools, M; George, B; Steijn, B; Bekkers, V; Gouëdard, P; (2020) The school as a learning organisation: the concept and its measurement. European Journal of Education , 55 (1) pp. 24-42. 10.1111/ejed.12383.

Stoll, L; (2020) Creating capacity for learning – are we there yet? Journal of Educational Change , 21 pp. 421-430. 10.1007/s10833-020-09394-z.

Stoll, L; (2020) Language for learning leadership. (CSE Occasional Paper 167). Centre for Strategic Education: East Melbourne, Australia.

Struthers, D; (2020) Mentoring to 'thrive' in teaching: Supporting Resilience in practice. In: Roden, J, (ed.) Mentoring Trainee and Newly Qualified Primary School Teachers. Routledge (In press).

Struthers, D; Van Arsdale, R; (2020) The Connected Curriculum Framework: Case Study of University College London. In: Hoidn,, S and Klemenčič,, M, (eds.) The Routledge Handbook of Student-Centered Learning and Instruction in Higher Education. Routledge (In press).

T

Tunnicliffe, SD; Gkouskou, E; (2020) Science in action in spontaneous preschool play – an essential foundation for future understanding. Early Child Development and Care , 190 (1) pp. 54-63. 10.1080/03004430.2019.1653552.

V

Van Herwegen, J; Ranzato, E; (2020) 40 facts about Williams Syndrome. Child Development and Learning Difficulties Lab

Van Herwegen, J; Ranzato, E; Karmiloff-Smith, A; Simms, V; (2020) The foundations of mathematical development in Williams syndrome and Down syndrome. Journal of Applied Research Intellectual Disabilities , 33 (5) pp. 1080-1089. 10.1111/jar.12730.

Van Herwegen, J; Simms, V; (2020) Mathematical development in Williams syndrome: A systematic review. Research in Developmental Disabilities , 100 , Article 103609. 10.1016/j.ridd.2020.103609.

Vidal-Hall, C; Flewitt, R; Wyse, D; (2020) Early childhood practitioner beliefs about digital media: integrating technology into a child-centred classroom environment. European Early Childhood Education Research Journal , 28 (2) pp. 167-181. 10.1080/1350293x.2020.1735727.

W

Walker, Amanda; (2020) Leader resignations: An examination of public communications patterns of American university presidents during high-profile crises. Doctoral thesis (Ph.D), UCL (University College London).

Wright, H; Carr, D; Wiese, J; Stokes, L; Runge, J; Dorsett, R; Heal, J; + view all Wright, H; Carr, D; Wiese, J; Stokes, L; Runge, J; Dorsett, R; Heal, J; Anders, J; - view fewer (2020) Using Research Tools to Improve Language in the Early Years: Evaluation report and executive summary. Education Endowment Foundation: London, UK.

Wyness, G; Murphy, R; (2020) What is the nature and extent of student–university mismatch? IZA World of Labor , 477 pp. 1-10. 10.15185/izawol.477.

Wyse, D; (2020) Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge. British Educational Research Journal , 46 (1) pp. 6-25. 10.1002/berj.3597.

X

Xu, Y; Brooks, C; Gao, J; Kitto, E; (2020) From Global to Local: How Can International 0-3 Curriculum Frameworks Inform the Development of 0-3 Care and Education Guidelines in China? UCL Institute of Education, Centre for Teacher and Early Years Education: London, UK.

This list was generated on Sun Oct 20 23:54:23 2024 BST.