Browse by UCL Departments and Centres
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Up a levelGroup by: Author | Type
Number of items: 101.
A
Abdusyakur, Ikhsan;
(2023)
Evaluating professional development programmes aimed at promoting Classroom Action Research: Perspectives from teachers in Indonesia.
Doctoral thesis (Ph.D), UCL (University College London).
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Ambrossi, Paula Alexandra;
(2023)
The Languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire.
Journal of Philosophy of Education
, Article qhad079. 10.1093/jopedu/qhad079.
(In press).
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Anders, Jacob;
(2023)
Experimental education research: rethinking why, how and when to use random assignment.
(CEPEO Working Paper Series
23-07).
Centre for Education Policy and Equalising Opportunities, UCL: London, UK.
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Anders, Jacob;
Cullinane, Carl;
De Gennaro, Alice;
Early, Erin;
Holt-White, Erica;
Montacute, Rebecca;
Shao, Xin;
+ view all
(2023)
Briefing No. 7 - Attainment and Assessment.
The Sutton Trust & UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Anders, Jacob;
Macmillan, Lindsey;
Sturgis, Patrick;
Wyness, Gillian;
(2023)
Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic.
Oxford Review of Education
(In press).
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Ang, L;
Du Preez, H;
Du Plessis, A;
Basson, L;
Ebersöhn, L;
Gu, Q;
(2023)
The role of early childhood development and education (ECDE) in supporting learning and well-being in rural early childhood and primary schools in South Africa.
International Journal of Early Years Education
10.1080/09669760.2023.2259953.
(In press).
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B
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Beltz, Adriene M;
Kelly, Dominic P;
(2023)
Daily Gender and Cognition: A Person-Specific Behavioral Network Analysis.
Multivariate Behavioral Research
10.1080/00273171.2023.2228751.
(In press).
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C
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Charitou, Christodoulos;
(2023)
Bullying, bullying prevention and interdisciplinary practice in primary schools: The insights of bullying prevention through the lens of Cypriot professionals.
Doctoral thesis (Ed.D), UCL (University College London).
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Chung, J.;
(2023)
Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland.
London Review of Education
, 21
(1)
, Article 13. 10.14324/LRE.21.1.13.
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Collins, Michael;
(2023)
Making Sense of Complexity: Executive Leaders and Executive Leadership in an English Multi-Academy Trust.
Doctoral thesis (Ed.D), UCL (University College London).
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Constantinides, M;
Eleftheriadou, S;
(2023)
The Role of Leadership in Communities of Learning.
New Zealand Journal of Educational Studies
10.1007/s40841-023-00295-2.
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Costa, Hiwet Mariam;
Outhwaite, Laura Ann;
Van Herwegen, Jo;
(2023)
Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice.
International Journal of Early Years Education
10.1080/09669760.2023.2254822.
(In press).
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Crawford, Claire;
Outhwaite, Laura;
(2023)
Understanding the Impact of Childcare Ratios on Children’s Outcomes.
(CEPEO Briefing Note Series
).
UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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Cullinane, Carl;
Yarde, James;
Shao, Xin;
Anders, Jacob;
De Gennaro, Alice;
Holt-White, Erica;
Montacute, Rebecca;
(2023)
Briefing No. 6 - Financial Inequalities and the Pandemic.
The Sutton Trust & UCL Centre for Education Policy and Equalising Opportunities: London, UK.
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D
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Dilnot, C;
Macmillan, L;
Wyness, G;
(2023)
The path increasingly travelled: Vocational entry qualifications, socioeconomic status and university outcomes.
British Educational Research Journal
10.1002/berj.3890.
(In press).
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Dockrell,, Julie;
Massonie, Jessica;
Ang, Lynn;
Munoz Chereau, Bernardita;
Fernandez Rao, Sylvia;
Kolopaking, Risatianti;
Ndiaye, Moustapha;
(2023)
Measurement of cognition and profiling early learning environments in India, Indonesia and Senegal: a UKRI GCRF Action Against Stunting Hub protocol paper.
BMJ Paediatrics Open
, 8
(Suppl 1)
, Article e001685. 10.1136/bmjpo-2022-001685.
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E
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Ehren, Melanie;
Hutchinson, Jo;
Munoz-Chereau, Bernardita;
(2023)
Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes.
School Effectiveness and School Improvement
10.1080/09243453.2023.2238698.
(In press).
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Eleftheriadou, Sofia;
Gu, Qing;
Hodgkinson, Andy;
Vincent, Katharine;
(2023)
Leadership Learning Programme: Leading into the Future. Launch event presentation.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/events/2023/sep/leading-...
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Eleftheriadou, Sofia;
Gu, Qing;
Hodgkinson, Andy;
Vincent, Katharine;
(2023)
Leadership programme: Leading into the Future.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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F
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Figueroa Moya, Daniela Alejandra;
(2023)
Making sense of Teachers' Collaboration and Professional Dialogue in Chile: Agency and Leadership in three newly formed Professional Learning Communities.
Doctoral thesis (Ph.D), UCL (University College London).
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Flewitt, Rosie;
Bangpan, Mukdarut;
Manyukhina, Yana;
Wyse, Dominic;
(2023)
Young Children's Engagement with Objects in Science Museums: A Rapid Evidence Assessment of Research.
Curator: The Museum Journal
10.1111/cura.12540.
(In press).
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G
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García-Peñalosa, Cecilia;
Petit, Fabien;
van Ypersele, Tanguy;
(2023)
Can workers still climb the social ladder as middling jobs become scarce? Evidence from two British cohorts.
Labour Economics
, 84
, Article 102390. 10.1016/j.labeco.2023.102390.
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Gilligan-Lee, Katie A;
Bradbury, Alice;
Bradley, Charlotte;
Farran, Emily K;
Van Herwegen, Jo;
Wyse, Dominic;
Outhwaite, Laura;
(2023)
Spatial Thinking in Practice: A Snapshot of teacher’s Spatial Activity Use in the Early Years’ Classroom.
Mind, Brain, and Education
10.1111/mbe.12352.
(In press).
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Godfrey, David;
Anders, Jacob;
Stoll, Louise;
Jerrim, John;
Munoz Chereau, Bernardita;
McGinity, Ruth;
Greany, Toby;
(2023)
Schools Partnership Programme: Evaluation Report.
Education Endowment Foundation (EEF): London, UK.
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Gu, Qing;
Eleftheriadou, Sofia;
Baines, Lisa;
(2023)
The Impact of the Early Career Framework (ECF) Programme on the Work Engagement, Wellbeing and Retention of Teachers: A Longitudinal Study, 2021–2026. Interim Research Report #2:
Early Career Teachers' and Mentors' Reported Experiences with the ECF Programme.
UCL Centre for Educational Leadership: London, UK.
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H
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Harmey, Sinead;
Anders, Jake;
(2023)
The link between completing Reading Recovery and performance on a phonics screening check.
Journal of Education for Students Placed at Risk
10.1080/10824669.2023.2179057.
(In press).
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Higham, R;
(2023)
Do free schools create “competitive threats”? The perceptions of neighbouring schools.
Educational Review
10.1080/00131911.2023.2240978.
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Hilton, Caroline;
Kelly, Joel;
Wright, Pete;
(2023)
How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom.
In: Drijvers, Paul and Csapodi, Csaba and Palmér, Hanna and Gosztonyi, Katalin and Herendiné-Kónya, Eszter, (eds.)
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).
(pp. pp. 4566-4573).
Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.
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Hodgen, Jeremy;
Bretscher, Nicola;
Hardman, Mark;
Anders, Jake;
Lawson, Helen;
(2023)
SMART Spaces: Spaced Learning Revision Programme - Evaluation Report.
(Education Endowment Foundation (EEF)
).
Department for Education: London, UK.
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Hodgen, Jeremy;
Hardman, Mark;
Bretscher, Nicola;
Gandolfi, Haira;
Lawson, Helen;
Anders, Jake;
(2023)
SMART Spaces: Chemistry Teaching - Pilot report.
(Education Endowment Foundation (EEF)
).
Department for Education: London, UK.
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Holt-White, Erica;
Latham, Kevin;
Anders, Jacob;
Cullinane, Carl;
Montacute, Rebecca;
Shao, Xin;
Yarde, James;
(2023)
COSMO Wave 2 Initial Findings: Mental and physical health.
(Briefing
1
).
UCL Centre for Education Policy and Equalising Opportunities & Sutton Trust: London, UK.
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Holt-White, Erica;
Shao, Xin;
Montacute, Rebecca;
Anders, Jacob;
Cullinane, Carl;
Yarde, James;
De Gennaro, Alice;
(2023)
COSMO Wave 1 Initial Findings: Health Impacts and Behaviours.
(Wave 1 Initial Findings - Briefings
5
).
The Sutton Trust
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Horton, Juliet;
(2023)
Navigating motherhood and headship in 21st century English state-funded schools.
Doctoral thesis (Ph.D), UCL (University College London).
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Hoskins, Kate;
Thu, Thu;
Xu, Yuwei;
Gao, Jie;
Zhai, Junqing;
(2023)
Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China.
British Educational Research Journal
, 49
(3)
pp. 455-475.
10.1002/berj.3850.
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Hoskins, Kate;
Wainwright, Emma;
Gao, Jie;
Xu, Yuwei;
Zhai, Junqing;
Arabaci, Refika;
(2023)
Promoting participation of under-represented families in research.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/ioe-ucls-faculty-educati...
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I
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Ince, Amanda;
Bubb, Sara;
(2023)
Teachers' learning and development in England: Complexity and challenges.
In: Jones, Ken and Ostinelli, Giorgio, (eds.)
Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice.
Routledge: London, UK.
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J
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Jerrim, John;
Sims, Sam;
Oliver, Mary;
(2023)
Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS.
Teachers and Teaching
pp. 1-21.
10.1080/13540602.2022.2159365.
(In press).
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Jones, Helen;
(2023)
Drawing Together: Exploring children's collaborative and multimodal authorship of comics in an extra-curricular comics club.
Presented at: UKLA International Conference 2023, Exeter, UK.
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Jones, MA;
Grevle, TE;
Dehlin, E;
Burner, T;
Bubb, S;
(2023)
Opportunities and Dilemmas in Interactions between the Education Sector and Academia.
Nordic Journal of Comparative and International Education
, 7
(4)
10.7577/njcie.5708.
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K
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Kelly, Joel;
Hilton, Caroline;
Wright, Pete;
(2023)
Creating space for socio-mathematical agency in the primary classroom.
In: Drijvers, Paul and Csapodi, Csaba and Palmér, Hanna and Gosztonyi, Katalin and Herendiné-Kónya, Eszter, (eds.)
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).
(pp. pp. 3594-3601).
Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.
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Kruse, Sharon;
Edge, Karen;
(2023)
Is it just me? The organizational implications of individual and collective burnout in schools.
Journal of Educational Administration
, 61
(3)
10.1108/jea-10-2022-0187.
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L
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Levy, Rachael;
(2023)
Home–school communication: what we have learned from the pandemic.
Education 3-13
10.1080/03004279.2023.2186972.
(In press).
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M
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Manyukhina, Y;
Haywood, N;
Davies, K;
Wyse, D;
(2023)
Young children's agency in the science museum: insights from the use of storytelling in object-rich galleries.
International Journal of Science Education, Part B: Communication and Public Engagement
10.1080/21548455.2023.2244645.
(In press).
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Merchant, G.;
Bubb, S.;
(2023)
The master’s element in initial teacher training: what is its value?
London Review of Education
, 21
(1)
, Article 5. 10.14324/LRE.21.1.05.
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Mincu, M;
(2023)
Governance mechanisms, school principals and the challenge of personalized education in contexts.
Prospects
10.1007/s11125-023-09663-8.
(In press).
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Mintz, Joseph;
Al-Shammari, Zaid;
(2023)
The scope for using international indicators of inclusive education in Kuwait and GCC countries: A preliminary study involving special education teachers.
British Journal of Special Education
, 50
(3)
pp. 344-354.
10.1111/1467-8578.12473.
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Mintz, Joseph;
Norwich, Brahm;
(2023)
Editorial: The role of evidence in developing effective educational inclusion.
Frontiers in Education
, 8
, Article 1335386. 10.3389/feduc.2023.1335386.
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Mintz, Joseph;
Roberts, Amelia;
(2023)
Prospects for applying a theory of change model to the use of research evidence in autism education.
Frontiers in Education
, 8
, Article 987688. 10.3389/feduc.2023.987688.
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Moss, Gemma;
(2023)
Teacher recruitment, retention and development – rethinking policy and practice priorities.
(Briefing Note
#1
).
UCL Institute of Education: London, UK.
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Moss, Gemma;
France, Rachel;
(2023)
Professional knowledge and research-informed practice: Time for a rethink?
Impact: Journal of the Chartered College of Teaching
, 19
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Munoz Chereau, Bernardita;
(2023)
Noelia’s diary: problematizing the boundary crossing between autobiography and fiction when representing the Chilean dictatorship for the young.
Encyclopaideia: journal of phenomenology and education
(In press).
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Munoz Chereau, Bernardita;
Ehren, Melanie;
Hutchinson, Jo;
(2023)
The impact of Ofsted accountability pressure on ‘failing’ schools: a multiple-case study.
British Educational Research Journal
(In press).
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Munoz Chereau, Bernardita;
Wyse, Dominic;
(2023)
Education: The State of the Discipline. The progress of Education An analysis of data from the Research Excellence Framework.
BERA: London, UK.
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O
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Outhwaite, Laura;
(2023)
App-based support for parental self-efficacy in the first 1,000 days: A randomized control trial.
Frontiers in Psychology
, 13
, Article 998170. 10.3389/fpsyg.2022.998170.
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Outhwaite, Laura;
Ang, Lynn;
Herbert, Elisabeth;
Sumner, Emma;
Van Herwegen, Jo;
(2023)
Technology and Learning for Early Childhood and Primary Education.
UNESCO: Paris, France.
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Outhwaite, Laura;
Crawford, Claire;
(2023)
Why should we invest in Early Childhood Education and Care?
(CEPEO Briefing Note Series
23).
Centre for Educational Leadership & Equalising Opportunities, UCL Institute of Education: London, UK.
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Outhwaite, Laura;
Early, Erin;
Herodotou, Christothea;
Van Herwegen, Jo;
(2023)
Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis.
British Journal of Educational Technology
10.1111/bjet.13339.
(In press).
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Outhwaite, Laura;
Van Herwegen, Jo;
(2023)
Educational apps and learning: Current evidence on design and evaluation.
British Journal of Educational Technology
10.1111/bjet.13360.
(In press).
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P
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Parker, Philip;
Sanders, Taren;
Anders, Jacob;
Shure, Nikki;
Jerrim, John;
Noetel, Michael;
Parker, Rhiannon;
... Marsh, Herb; + view all
(2023)
School Socioeconomic Status Context and Social Adjustment in Children.
Developmental Psychology
, 59
(1)
pp. 15-29.
10.1037/dev0001463.
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R
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Ranken, Emily;
Manyukhina, Yana;
Wyse, Dominic;
Bradbury, Alice;
(2023)
Experiential Learning for Children Aged 4-14: A Rapid Evidence Assessment.
Helen Hamlyn Centre for Pedagogy (0 - 11 years), UCL Institute of Education: London, UK.
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S
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Sousa, Diana;
Moss, Peter;
(2023)
Towards democratic culture and political practice in early childhood education: The case for transformative change at a time of converging crisis // Rumo a uma cultura democrática e prática política na Educação de Infância: o caso para uma mudança transformadora num momento de crise convergente.
ETD - Educação Temática Digital
, 25
, Article e023067. 10.20396/etd.v25i00.8672067.
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Tillin, J.;
(2023)
The university role in new teacher learning – why it matters: Teach First trainee perspectives.
London Review of Education
, 21
(1)
, Article 3. 10.14324/LRE.21.1.03.
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Tyler, Claire;
(2023)
Socioeconomic Inequalities in Access to Elite Occupations.
Doctoral thesis (Ph.D), UCL (University College London).
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V
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 1.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 2.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade 3.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Citizenship: Grade R.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 1.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 2.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade 3.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Education: Grade R.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 1.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 2.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade 3.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Family and Community: Grade R.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 1.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 2.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
|
Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade 3.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Health: Grade R.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 1.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 2.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade 3.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Nature: Grade R.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 1.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 2.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade 3.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Learner Generated Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa: Wellbeing: Grade R.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
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Various authors and illustrators;
(2023)
Reading Books: Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
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W
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Weinstein, José;
Peña-Fredes, Javiera;
Elisa Ansoleaga, María;
Godfrey, David;
(2023)
How did Teacher Collaboration Develop During the Pandemic? A Case Study of six Public High Schools in Santiago, Chile.
Revista Electrónica Educare (Educare Electronic Journal)
, 27
(3)
10.15359/ree.27-3.17241.
(In press).
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