Browse by UCL Departments and Centres
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Number of items: 24.
A
Al Haj Sleiman, Nidal;
(2024)
Centralising the Social and the Cultural in Leadership Praxis and Development: A Reconceptualisation of Educational Leadership in England and Qatar International Schools.
Doctoral thesis (Ph.D), UCL (University College London).
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Altunbas, Havva Görkem;
Mulcahy, Marian;
Reiss, Michael J;
(2024)
A framework for investigating immigrant students’ attitudes towards science, exemplified with data from Turkish families.
London Review of Education
, 22
(1)
, Article 14. 10.14324/lre.22.1.14.
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Anders, Jacob;
(2024)
The pandemic, socioeconomic disadvantage, and learning outcomes in England.
In: Schnepf, Sylke and Volante, Louis and Klinger, Don and Giancola, O and Salmieri, L, (eds.)
The pandemic, socioeconomic disadvantage, and learning outcomes: cross-national impact analyses of education policy reforms.
(pp. 54-74).
Publications Office of the European Union
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B
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Booth, Charlotte;
Crawford, Claire;
Rajah, Nasir;
Silverwood, Richard J;
Henderson, Morag;
(2024)
Examining sample representativeness and data quality in the linked Next Steps survey and Student Loans Company administrative data.
(CLS Working Paper
2024/1).
UCL Centre for Longitudinal Studies: London, UK.
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D
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Daniels, K;
Duncan, S;
Harmey, S;
Taylor, L;
(2024)
Editorial.
Literacy
, 58
(1)
pp. 1-2.
10.1111/lit.12362.
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Davies, Janet;
(2024)
The Citizen Geographer as curriculum maker.
Primary Geography
(114)
pp. 26-27.
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Davies, Janet;
Willy, Tessa;
(2024)
Engaging with the Citizen Geographer: who, when, why and how.
Presented at: Geographical Association Conference 2024, Manchester, UK.
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Duncan, S;
Harmey, S;
Levy, R;
(2024)
Editorial.
Literacy
, 58
(2)
pp. 142-143.
10.1111/lit.12370.
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F
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França, ABC;
Reategui, E;
Mintz, J;
Meira, RR;
Motz, R;
(2024)
Writing Analytics and AI for Special Education: Preliminary Results on Students with Autism Spectrum Disorder.
In: Olney, AM and Chounta, IA and Liu, Z and Santos, OC and Bittencourt, II, (eds.)
Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky 25th International Conference, AIED 2024.
(pp. pp. 192-199).
Springer: Cham, Switzerland.
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G
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Godfrey, David;
Munoz-Chereau, Bernardita;
(2024)
School improvement and peer learning partnerships: building organizational resilience in primary schools in England.
Frontiers in Education
, 8
, Article 1339173. 10.3389/feduc.2023.1339173.
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H
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Hudson, Elizabeth;
(2024)
What matters in education? Briefing note #4: Investing in the early years: Priorities and challenges.
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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L
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Leithwood, Kenneth;
Gu, Qing;
Eleftheriadou, Sofia;
Baines, Lisa;
(2024)
Developing and Retaining Talented Mentors.
(Interim Research Report
3
).
UCL Centre for Educational Leadership: London, UK.
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Lu, Binwei;
Anders, Jacob;
Shao, Xin;
Siddiqui, Nadia;
(2024)
How do academic selection systems affect pupils’ educational attainment? New evidence from an analysis of large-scale data on England.
Educational Review
10.1080/00131911.2023.2240977.
(In press).
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Lu, Binwei;
Dai, Binru;
See, Beng Huat;
Shao, Xin;
Hu, Xianan;
(2024)
Do academically selective school systems strengthen the link between students' family backgrounds and the likelihood of higher education participation?
Educational Review
10.1080/00131911.2024.2302117.
(In press).
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M
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Male, Trevor;
Palaiologou, Ioanna;
Ince, Amanda;
(2024)
Leadership behaviours during crises: cases from early childhood education and care in England.
European Childhood Education Research Journal
10.1080/1350293X.2024.2329617.
(In press).
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Martin, Paul;
(2024)
Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected?
British Educational Research Journal
10.1002/berj.4011.
(In press).
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Mayer, Sveta;
(2024)
Beliefs on effectiveness of YMHFA training and whole setting implementation in London with impacts, if any, of COVID-19 pandemic lockdown.
(Youth Mental Health First Aid (YMHFA) Evaluation Report
PRJ-798
).
UCL Institute of Education: London, UK.
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Mincu, M;
Colman, A;
Day, C;
Gu, Q;
(2024)
Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach.
Education Sciences
, 14
(2)
, Article 187. 10.3390/educsci14020187.
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Moss, Gemma;
(2024)
What matters in education? Briefing note #5: Education after the election: priorities for change.
ESRC Education Research Programme, UCL Institute of Education: London, UK.
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Munoz Chereau, Bernardita;
Ehren, Melanie;
(2024)
Turning around 'stuck' schools in England: effective leadership in extremely challenging circumstances.
Perspectiva Educacional Formación de Profesores
(In press).
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N
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Newhouse, Jeannie;
(2024)
What do five- and six-year-old pupils think reading is? Exploring perceptions of reading among children learning to read using systematic synthetic phonics.
Doctoral thesis (Ph.D), UCL (University College London).
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R
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Roberts-Holmes, Guy;
Sousa, Diana;
Lee, Siew Fung;
(2024)
Reception Baseline Assessment and 'small acts' of micro-resistance.
British Educational Research Journal
10.1002/berj.4016.
(In press).
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S
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Sousa, Diana;
Moss, Peter;
(2024)
From anger to dreaming to real utopias: Re-thinking, re-conceptualising and re-forming (early childhood) education in the conditions of the times.
Global Studies of Childhood
10.1177/20436106241267781.
(In press).
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W
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Wyse, Dominic;
Bradbury, Alice;
Manyukhina, Yana;
Ranken, Emily;
(2024)
Briefing Paper: The Future of Primary Education in England - In the Hands of a New Government.
Helen Hamlyn Centre for Pedagogy (HHCP), IOE, UCL's Faculty of Education and Society: London, UK.
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