Browse by UCL Departments and Centres
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Number of items: 86.
A
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Adali, Tugba;
Anders, Jacob;
Calderwood, Lisa;
Cullinane, Carl;
Hamlyn, Rebecca;
Kennett, Jonathan;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1: Data User Guide.
The Sutton Trust: London, UK.
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Allsop MBE, Yasemin;
Rzyankinad, Ekaterina;
Kucirkova, Natalia;
Rowsell, Jennifer;
Wildfeuer, Janina;
Zhao, Sumin;
(2022)
Framing identities using shelfies: Bridging private and professional spaces.
Digital Culture & Education
, 14
(2)
pp. 27-36.
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Anders, J;
Burgess, S;
Portes, J;
(2022)
The Long-Term Outcomes of Refugees: Tracking the Progress of the East African Asians.
Journal of Refugee Studies
, 34
(2)
pp. 1967-1998.
10.1093/jrs/feaa078.
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Anders, J;
Foliano, F;
Bursnall, M;
Dorsett, R;
Hudson, N;
Runge, J;
Speckesser, S;
(2022)
The Effect of Embedding Formative Assessment on Pupil Attainment.
Journal of Research on Educational Effectiveness
10.1080/19345747.2021.2018746.
(In press).
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B
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Baines, Lisa;
Gu, Qing;
Eleftheriadou, Sofia;
(2022)
The impact of the ECF programme on the work engagement, wellbeing and retention of teachers: a longitudinal study 2021-2026: Interim Research Report.
UCL Centre for Educational Leadership: London, UK.
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Barker, Edmund;
(2022)
Moving Sensory Ethnography Online.
In:
SAGE Research Methods: Doing Research Online.
SAGE Publications Ltd.
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Barker, Edmund;
Jewitt, Carey;
(2022)
Collaborative Robots and Tangled Passages of Tactile-Affects.
ACM Transactions on Human-Robot Interaction
10.1145/3534090.
(In press).
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Barker, N;
Jewitt, C;
(2022)
Future touch in industry: exploring sociotechnical imaginaries of tactile (tele)robots.
Futures
, 136
, Article 102885. 10.1016/j.futures.2021.102885.
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Bawazir, Rasha Saleh;
(2022)
Using Social Stories with the creative arts for individuals on the autism spectrum: professionals’ perspectives and practices.
Doctoral thesis (Ph.D), UCL (Universal College London).
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Benhenda, A;
(2022)
Absence, substitutability and productivity: Evidence from teachers.
Labour Economics
, 76
, Article 102167. 10.1016/j.labeco.2022.102167.
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Benhenda, Asma;
Sims, Sam;
(2022)
The effect of financial incentives on the retention of shortage-subject teachers: evidence from England.
(CEPEO Working Paper
22-04).
UCL Centre for Education Policy and Equalising Opportunities (CEPEO): London, UK.
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Bradbury, A;
Braun, A;
Duncan, S;
Harmey, S;
Levy, R;
Moss, G;
(2022)
Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England.
Journal of Education Policy
10.1080/02680939.2022.2097316.
(In press).
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Brewer, Mike;
Cattan, Sarah;
Crawford, Claire;
Rabe, Birgitta;
(2022)
Does more free childcare help parents work more?
Labour Economics
, 74
, Article 102100. 10.1016/j.labeco.2021.102100.
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C
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Cahill, K;
Hall, K;
Hick, P;
Solomon, Y;
Mintz, J;
Matziari, A;
(2022)
Developing critical ‘legitimate peripheral participation’ in Initial Teacher Education for Inclusion: A teacher educator perspective from Ireland.
Presented at: Association of Teacher Education in Europe (ATEE) Spring Conference 2022, Dublin, Ireland.
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Callender, Christine;
Douglas Gardner, Janet;
(2022)
Changing teacher educational contexts: Global discourses in teacher education and its effect on teacher education in national contexts.
Power and Education
10.1177/175774382211247.
(In press).
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Cedar, L;
Coleman, A;
Haythorne, D;
Jones, P;
Mercieca, D;
Ramsden, E;
(2022)
Child agency and therapy in primary school.
Education 3-13
, 50
(4)
pp. 452-470.
10.1080/03004279.2022.2052231.
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Centre for Education Policy and Equalising Opportunities;
(2022)
Centre for Education Policy and Equalising Opportunities: 2021 Impact Report.
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Cullinane, Carl;
Anders, Jacob;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Lockdown Learning.
(Wave 1 Initial Findings - Briefings
1
).
The Sutton Trust: London, UK.
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D
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Davis, R.G.;
(2022)
The development of primary teacher education at the Institute of Education (London), 1977–1986.
London Review of Education
, 20
(1)
, Article 33. 10.14324/LRE.20.1.33.
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Drane, Robert;
Higham, Rupert;
(2022)
From polite agreement to passionate uncertainty: 'turning towards difference' in Philosophy for Children lessons (P4C).
In: Biddulph, James and Rolls, Luke and Flutter, Julia, (eds.)
Unleashing Children's Voices in Democratic Primary Education.
Routledge: Abingdon, UK.
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E
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Edge, karen;
(2022)
Introduction.
In:
Education reimagined: Leadership for a new era.
(pp. 6-8).
Centre for Strategic Education: Victoria, Australia.
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G
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Gauthier, Andrea;
Porayska-Pomsta, Kaska;
Dumontheil, Iroise;
Mayer, Sveta;
Mareschal, Denis;
(2022)
Manipulating Interface Design Features Affects Children's Stop-And-Think Behaviours in a Counterintuitive-Problem Game.
ACM Transactions on Computer-Human Interaction
, 29
(2)
, Article 12. 10.1145/3485168.
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Gilbert, Brychan Llewelyn;
(2022)
Trust, Dialogue and Teacher Commitment: A Case Study of Two International Schools.
Doctoral thesis (Ph.D), UCL (University College London).
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Godfrey, David;
(2022)
Schools as research-informed professional learning organizations.
In: Gu, Qing and Leithwood, Ken, (eds.)
International Encyclopedia of Education.
Elsevier: Oxford.
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Green, Andrew;
Munoz-Chereau, Bernadita;
Gough, David;
Allen, Jerry;
de Genara, Alice;
Harkness, Fran;
Laybourne, Anne;
+ view all
(2022)
Report on the ISIKLE Project: Increasing and Evaluating Student Impact in Knowledge and Learning Exchange (ISIKLE).
(Occasional Paper, Centre for Learning and Life Chances
, pp. pp. 1-173
).
UCL Institute of Education: London, UK.
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H
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Harmey, S;
(2022)
Lessons from lockdown: the educational legacy of COVID-19
by Tony Breslin, Abingdon, Routledge, 2021, 214 pp., £16.99 (paperback), ISBN: 978-0-367-63929-7.
[Review].
Educational Review
, 74
(3)
pp. 743-744.
10.1080/00131911.2021.1943247.
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Harmey, S.;
Ang, L.;
Grenier, J.;
(2022)
A participatory approach to embedding evidence in practice to support early language and communication in a London nursery school.
London Review of Education
, 20
(1)
, Article 31. 10.14324/lre.20.1.31.
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Harmey, Sinead;
Moss, Gemma;
Bradbury, Alice;
Levy, Rachael;
Duncan, Sam;
(2022)
Learning from Learning Disruption: A Resource for Schools.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Henderson, Morag;
Anders, Jake;
Green, Francis;
Henseke, Golo;
(2022)
Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood.
Cambridge Journal of Education
pp. 1-15.
10.1080/0305764x.2022.2040951.
(In press).
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Hilton, Caroline;
Thouless, Helen;
Webb, Tim;
(2022)
Counting.
In: Xin, Yan Ping and Tzur, Ron and Thouless, Helen, (eds.)
Enabling Mathematics Learning of Struggling Students.
(pp. 241-263).
Springer Nature: Cham, Switzerland.
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Holt-White, Erica;
De Gennaro, Alice;
Anders, Jacob;
Cullinane, Carl;
Early, Erin;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Mental Health and Wellbeing.
(Wave 1 Initial Findings - Briefing
4
).
University College London (UCL); The Sutton Trust: London, UK.
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I
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IOE, UCL's Faculty of Education and Society;
(2022)
IOE Research Strategic Plan, 2022 – 2027.
IOE, UCL's Faculty of Education and Society: London, UK.
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J
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Jensen, Mie;
(2022)
Review of Studying Lived Religion by Nancy Ammerman, 2021 and What Happens When We Practice Religion: Textures of Devotion in Everyday Life by Robert Wuthnow, 2020.
Review of Religious Research
, 64
pp. 563-567.
10.1007/s13644-022-00490-5.
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Jewitt, Carey;
Barker, Ned;
Golmohammadi, Lili;
(2022)
Creative Probes, Proxy Feelers, and Speculations on Interactive Skin.
Multimodal Technologies and Interaction
, 6
(4)
, Article 22. 10.3390/mti6040022.
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Jones, Helen;
(2022)
Comics as a tool for reflection in the research process.
Presented at: The Art of Reflective Change. Adapting and Altering Pedagogies, Research Methodologies and Identities, London, UK.
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K
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Klahn Acuña, Blanca;
Male, Trevor;
(2022)
Toxic leadership and academics’ work engagement in higher education: A cross-sectional study from Chile.
Educational Management, Administration & Leadership
10.1177/17411432221084474.
(In press).
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L
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Li, Xuan;
(2022)
Preschool Teachers’ Mathematics Pedagogy within the Context of Policy Change in Early Childhood Education in Zhejiang Province, China.
Masters thesis (M.Phil), UCL (University College London).
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M
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Macmillan, Lindsey;
Tominey, Emma;
(2022)
Parental inputs and socio-economic gaps in early child development.
Journal of Population Economics
(In press).
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Macmillan, Lindsey;
Wyness, Gill;
Anders, Jake;
Dilnot, Catherine;
(2022)
Grade Expectations: How well can past performance predict future grades?
Education Economics
10.1080/09645292.2022.2113861.
(In press).
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Male, T;
Palaiologou, I;
Argyropoulou, E;
Styf, M;
Arvidsso, C;
Ince, A;
(2022)
Pedagogical leadership: A comparative study from England, Greece and Sweden.
In: Sakr, M and O'Sullivan, J, (eds.)
Enabling pedagogic leadership in early childhood education.
Bloomsbury Academic: London, UK.
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Male, Trevor;
(2022)
The rise and rise of academy trusts: continuing changes to the state-funded school system in England.
School Leadership & Management
, 42
(4)
pp. 313-333.
10.1080/13632434.2022.2095996.
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Male, Trevor;
Culpin, Jonathan;
(2022)
Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust.
School Leadership and Management
, 42
(3)
pp. 293-308.
10.1080/13632434.2022.2088491.
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Manyukhina, Yana;
(2022)
Children’s agency in the National Curriculum for England: a critical discourse analysis.
Education 3-13
pp. 1-15.
10.1080/03004279.2022.2052232.
(In press).
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Mathis, Samantha;
(2022)
Exploring leaders’ value of participating in virtual leadership communities of practice.
Doctoral thesis (Ed.D), UCL (University College London).
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McGinity, Ruth;
Heffernan, Amanda;
Courtney, Steven J;
(2022)
Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations.
Educational Management Administration & Leadership
, 50
(2)
pp. 217-232.
10.1177/17411432211030758.
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Mincu, M;
(2022)
Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts.
Prospects
pp. 1-12.
10.1007/s11125-022-09625-6.
(In press).
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Mincu, M;
Liu, M;
(2022)
The context in teacher education and professionalism: hierarchies, networks and markets in four countries.
In:
International Encyclopedia of Education (Fourth Edition).
(pp. 72-82).
Elsevier
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Mincu, Monica;
Nardi, Paolo;
(2022)
Tutors’ relational professionalism and care-based personalisation in Italy: facilitating innovation in a formalist school culture.
Teachers and Teaching
, 28
(7)
pp. 826-842.
10.1080/13540602.2022.2137134.
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Mintz, J;
Al-Shammari, Z;
(2022)
Special education teachers’ understanding and use of evidence-informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education.
The Journal of Research in Special Educational Needs
, 22
(2)
pp. 105-115.
10.1111/1471-3802.12548.
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Mintz, Joseph;
(2022)
Does Early Identification and Intervention for Autism work?
International Journal of Birth and Parent Education
, 9
(3)
|
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Mintz, Joseph;
(2022)
The role of universities and knowledge in teacher education for inclusion.
International Journal of Inclusive Education
10.1080/13603116.2022.2081877.
(In press).
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Montacute, Rebecca;
Holt-White, Erica;
Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Shao, Xin;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Education Recovery and Catch Up.
(Wave 1 Initial Findings - Briefings
2
).
The Sutton Trust: London, UK.
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Moss, Gemma;
(2022)
Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems.
Education Policy Analysis Archives
, 30
(139)
10.14507/epaa.30.6320.
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Moss, Gemma;
Bradbury, Alice;
Braun, Annette;
Duncan, Sam;
Levy, Rachael;
Harmey, Sinead;
(2022)
Research evidence to support primary school inspection post-COVID.
UCL Institute of Education: London, UK.
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Munoz, Bernie;
Hutchinson, Jo;
Ehren, Melanie;
(2022)
"Stuck" schools: Can below good Ofsted inspections prevent sustainable improvement?
Presented at: School Inspection Conference, Westminster Insight, London, UK.
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Muñoz Chereau, Bernardita;
(2022)
How does it feel to grow up in a dictatorship? The Role of Autobiography and Fiction in El Diario de Noelia.
Presented at: 7th International Conference: New Directions in Children’s Literature Research, Padua, Italy.
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Munoz Chereau, Bernardita;
Hutchinson, Jo;
Ehren, Melanie;
(2022)
'Stuck' schools: Can below good Ofsted inspections prevent sustainable improvement?
IOE, UCL's Faculty of Education and Society: London, UK.
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Murphy, Richard;
Wyness, Gillian;
(2022)
Testing Means-Tested Aid.
Journal of Labor Economics
10.1086/719995.
(In press).
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O
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Outhwaite, Laura;
Anders, Jake;
Van Herwegen, Jo;
(2022)
Mathematics Attainment Falls Behind Reading in the Early Primary School Years.
(CEPEO Working Paper Series
22-06).
UCL Centre for Education Policy & Equalising Opportunities: London, UK.
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Outhwaite, Laura;
Early, E;
Herodotou, Christothea;
Van Herwegen, Jo;
(2022)
How to Add Value to Learning with Educational Maths Apps?
Presented at: IOE, UCL's Faculty of Education and Society, London, UK.
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Outhwaite, Laura;
Early, Erin;
Herodotou, Christothea;
Van Herwegen, Jo;
(2022)
Can Maths Apps Add Value to Young Children's Learning? A Systematic Review and Content Analysis.
IOE, UCL's Faculty of Education and Society: London, UK.
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Outhwaite, Laura;
Ranzato, Erica;
Van Herwegen, Jo;
(2022)
Raising mathematical attainment from the Early Years.
[Digital scholarly resource].
https://my.chartered.college/impact_article/raisin...
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P
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Poblete Núñez, Ximena Xaviera;
(2022)
Constructing Professional Identities in Chilean Early Childhood Education.
Doctoral thesis (Ph.D), UCL (University College London).
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R
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Riley, Kathryn;
(2022)
Commentary – The "KSL" school culture slot machine.
Journal of Educational Administration
, 60
(3)
pp. 361-365.
10.1108/JEA-06-2022-271.
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Riley, Kathryn;
(2022)
Compassionate Leadership for School Belonging.
[Book].
UCL Press: London, UK.
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Riley, Kathryn;
(2022)
What’s Your Model Of Leadership? Does It Work – And Does It Matter?
Teaching Times
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Rogers, S;
(2022)
Play in the time of pandemic: children’s agency and lost learning.
Education 3-13
, 50
(4)
pp. 494-505.
10.1080/03004279.2022.2052235.
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S
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Sappor, Gideon;
(2022)
The Influence of Culture on the Development and Organisation of Self-Regulated Learning Skills.
Journal of Psychology & Behavior Research
, 4
(2)
10.22158/jpbr.v4n2p1.
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Sims, S;
Jerrim, J;
Taylor, H;
Allen, R;
(2022)
Is teaching bad for your health? New evidence from biomarker data.
Oxford Review of Education
, 48
(1)
pp. 28-45.
10.1080/03054985.2021.1908246.
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Sims, Sam;
Anders, Jake;
Inglis, Matthew;
Lortie-Forgues, Hugues;
(2022)
Quantifying “Promising Trials Bias” in Randomized Controlled Trials in Education.
Journal of Research on Educational Effectiveness
pp. 1-18.
10.1080/19345747.2022.2090470.
(In press).
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Sims, Sam;
Fletcher-Wood, Harry;
O'Mara-Eves, Alison;
Cottingham, Sarah;
Goodrich, Josh;
Van Herwegen, Jo;
Anders, Jacob;
(2022)
Effective teacher professional development: new theory and a meta-analytic test.
(CEPEO Working Paper Series
22-02).
Centre for Education Policy & Equalising Opportunities, UCL: London, UK.
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Sims, Samuel;
Anders, Jake;
Zieger, Laura;
(2022)
The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons.
Journal of Research on Educational Effectiveness
10.1080/19345747.2022.2051652.
(In press).
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Sousa, D;
Coelho, A;
Torres, MF;
Garcia, AR;
Rossini, T;
(2022)
Adaptability and Procedural Content Generation for Educational Escape Rooms.
In:
Proceedings of the European Conference on Games-based Learning.
(pp. pp. 766-773).
Academic Conferences International Limited
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Sousa, Diana;
Moss, Peter;
(2022)
Concluding reflections: current issues and future directions for comparative studies in early childhood education.
Comparative Education
, 58
(3)
pp. 402-416.
10.1080/03050068.2022.2071018.
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Sousa, Diana;
Moss, Peter;
(2022)
Introducing the special issue on ‘Comparative studies in early childhood education: past, present and future’.
Comparative Education
, 58
(3)
pp. 287-296.
10.1080/03050068.2022.2071019.
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Sousa, Diana;
Oxley, Laura;
(2022)
Moving towards critical democracy: democratic spaces in the Portuguese early years classroom.
Educational Review
pp. 1-17.
10.1080/00131911.2022.2042204.
(In press).
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Stock, Nicola M;
Kearney, Anna;
Horton, Jo;
Pearse, Lucy;
O’Driscoll, Michelle;
Murfett, Lucy;
Hilton, Caroline;
... Wilkinson-Bell, Karen; + view all
(2022)
A Booklet to Promote Psychological Health in New Families Affected by Craniosynostosis.
Journal of Craniofacial Surgery
, 33
(6)
pp. 1670-1673.
10.1097/scs.0000000000008454.
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Struthers, d'Reen;
Allsop, Yasemin;
Kalelioglu, Filiz;
Rzyankina, Ekatrina;
(2022)
The impact of COVID-19 on higher education: A systematic literature review of pedagogical approaches and challenges.
In: Auer, Michael E and Pester, Andreas and May, Dominik, (eds.)
Learning with Technologies and Technologies in Learning: Experience, Trends and Challenges in Higher Education.
(pp. 367-390).
Springer: Springer, Cham.
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W
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Watts, Graham;
(2022)
Host Nation Teachers' Professional Development in International Schools in Ghana.
Doctoral thesis (Ed.D), UCL (University College London).
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Wyness, G;
Campbell, S;
Macmillan, L;
Murphy, R;
(2022)
Matching in the dark? Inequalities in student to degree match.
Journal of Labor Economics
, 40
(4)
pp. 807-850.
10.1086/718433.
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Wyse, D;
Bradbury, A;
(2022)
The passion, pedagogy and politics of reading.
English in Education
10.1080/04250494.2022.2091987.
(In press).
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Wyse, Dominic;
Aarts, Bas;
Anders, Jake;
De Gennaro, Alice;
Dockrell, Julie;
Manyukhina, Yana;
Sing, Sue;
+ view all
(2022)
Grammar and Writing in England's National Curriculum: A Randomised Controlled Trial and Implementation and Process Evaluation of Englicious.
UCL Faculty of Education and Society: London, UK.
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Wyse, Dominic;
Bradbury, Alice;
(2022)
Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading.
Review of Education
, 10
(1)
, Article e3314. 10.1002/rev3.3314.
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Y
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Yarde, James;
Shao, Xin;
Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
+ view all
(2022)
COSMO Wave 1 Initial Findings: Future Plans and Aspirations.
(Wave 1 Initial Findings - Briefings
3
).
The Sutton Trust: London, UK.
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Yorke, Louise;
Asegdom, Amare;
Hailu, Belay Hagos;
Rose, Pauline;
(2022)
Is the Programme for Results approach fit for purpose? Evidence from a large-scale education reform in Ethiopia.
Third World Quarterly
, 43
(5)
pp. 1016-1037.
10.1080/01436597.2022.2047920.
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Z
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Zieger, Laura Raffaella;
Jerrim, J;
Anders, J;
Shure, N;
(2022)
Conditioning: how background variables can influence PISA scores.
Assessment in Education: Principles, Policy & Practice
, 29
(6)
pp. 632-652.
10.1080/0969594x.2022.2118665.
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