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Number of items: 229.

A

Akhtar, N; Khan, A; Pervez, A; Batool, I; (2019) Interpersonal Problems in Arranged and Love Marriages. Pakistan Journal of Social and Clinical Psychology , 15 (2) pp. 18-22.

Allsopp, J; Chase, E; (2019) Best interests, durable solutions and belonging: future prospects for unaccompanied migrant minors coming of age in Europe. Journal of Ethnic and Migration Studies , 45 (2) pp. 293-311. 10.1080/1369183X.2017.1404265.

Anderson, E; White, J; (2019) Elizabeth Anderson interviewed by John White. Journal of Philosophy of Education , 53 (1) pp. 5-20. 10.1111/1467-9752.12336.

Archer, L; Nomikou, E; Mau, A; King, H; Godec, S; DeWitt, J; Dawson, E; (2019) Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms. Cultural Studies of Science Education , 14 pp. 723-751. 10.1007/s11422-018-9870-4.

Ashraf, Sadia; (2019) Parents’ Views Regarding Their Children’s Education and Future in Pakistan. Doctoral thesis (Ph.D), UCL (University College London).

Atkinson, Karen Ann; (2019) Experiences of Practice Educators Supporting Disabled Physiotherapy Students: a Critical Exploration. Doctoral thesis (Ed.D), University of London.

Auld, E; Morris, P; (2019) The OECD and IELS: Redefining early childhood education for the 21st century. Policy Futures in Education , 17 (1) pp. 11-26. 10.1177/1478210318823949.

Auld, E; Morris, P; (2019) Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation? Policy Futures in Education 10.1177/1478210318819246. (In press).

Auld, E; Rappleye, J; Morris, P; (2019) PISA for Development: how the OECD and World Bank shaped education governance post-2015. Comparative Education , 55 (2) pp. 197-219. 10.1080/03050068.2018.1538635.

B

Bai, Jing Kun Bai; (2019) Democratization during the Post Mao era. An Analysis of Citizenship Education in Chinese Universities. Doctoral thesis (Ph.D), UCL (University College London).

Bailey, Nicola; (2019) What is the legacy for the women who accessed support from the full service extended school initiative? Doctoral thesis (Ph.D), UCL (University College London).

Baldwin-Edwards, M; Blitz, BK; Crawley, H; (2019) The politics of evidence-based policy in Europe's 'migration crisis'. Journal of Ethnic and Migration Studies , 45 (12) pp. 2139-2155. 10.1080/1369183X.2018.1468307.

Ball, SJ; (2019) A horizon of freedom: Using Foucault to think differently about education and learning. Power and Education , 11 (2) pp. 132-144. 10.1177/1757743819838289.

Bamberger, A; Morris, P; Weinreb, Y; Yemini, M; (2019) Hyperpoliticised internationalisation in a pariah university: An Israeli institution in the occupied West Bank. International Journal of Educational Development , 66 pp. 119-128. 10.1016/j.ijedudev.2018.09.005.

Barker, Meghanne; (2019) Blank Faces: Introduction to the Special Issue. Semiotic Review , 7 pp. 1-11.

Barker, Meghanne; (2019) Dancing Dolls: Animating Childhood in a Contemporary Kazakhstani Institution. Anthropological Quarterly , 92 (2) pp. 311-343. 10.1353/anq.2019.0017.

Barker, Meghanne M; (2019) Intersubjective Traps over Tricks on the Kazakhstani Puppet Stage: Animation as Dicentization. Journal of Linguistic Anthropology , 29 (3) pp. 375-396. 10.1111/jola.12227.

Bartie, A; Fleming, L; Freeman, M; Hulme, T; Hutton, A; Readman, P; (2019) 'History taught in the pageant way': Education and Historical Performance in Twentieth-Century Britain. History of Education , 48 (2) pp. 156-179. 10.1080/0046760X.2018.1516811.

Blitz, BK; D'Angelo, A; Kofman, E; (2019) Counting the Population in Need of International Protection Globally. In: Evans, J and Ruane, S and Southall, H, (eds.) Data in Society: Challenging Statistics in an Age of Globalisation. (pp. 91-101). Policy Press: Bristol, UK.

Blitz, B; Simic, A; (2019) The modern slavery regime: a critical evaluation. Journal of the British Academy , 7 (Supp. 1) pp. 1-34. 10.5871/jba/007s1.001.

Bojesen, E; Suissa, J; (2019) Minimal utopianism in the classroom. Educational Philosophy and Theory , 51 (3) pp. 286-297. 10.1080/00131857.2018.1472576.

Bradbury, Alice; (2019) Inappropriate, Unhelpful, Unnecessary: the Headteachers’ Verdict on Baseline. More Than a Score: London, UK.

Bradbury, Alice; (2019) Pressure, Anxiety and Collateral Damage: the Headteachers’ Verdict on SATs. More Than A Score

Bradbury, A; (2019) Datafied at four: the role of data in the 'schoolification' of early childhood education in England. Learning, Media and Technology , 44 (1) pp. 7-21. 10.1080/17439884.2018.1511577.

Bradbury, A; (2019) Making little neo-liberals: The production of ideal child/learner subjectivities in primary school through choice, self-improvement and 'growth mindsets'. Power and Education , 11 (3) pp. 309-326. 10.1177/1757743818816336.

Bradbury, A; (2019) Rethinking ‘fixed ability thinking’ and grouping practices: questions, disruptions and barriers to change in primary and early years education. FORUM , 61 (1) pp. 41-52. 10.15730/forum.2019.61.1.41. (In press).

Bradbury, A; (2019) Taking the 'early yearsy' route: resistance and professionalism in the enactment of assessment policy in early childhood in England. Education 3-13 , 47 (7) pp. 819-830. 10.1080/03004279.2019.1622497.

Brady, AM; (2019) Anxiety of performativity and anxiety of performance: self-evaluation as bad faith. Oxford Review of Education , 45 (5) pp. 605-618. 10.1080/03054985.2018.1556626.

Bragg, S; Boddy, J; Stryker, R; Sims-Schouten, W; (2019) The Future of Childhood Studies and Children & Society. [Editorial comment]. Children and Society , 33 (4) pp. 301-308. 10.1111/chso.12345.

Brehm, W; (2019) Constructing Memory in Contemporary Cambodia: "Cautious resistance and calculated conformity". Presented at: 2019 Comparative and International Education Society Conference, San Francisco, CA, USA.

Brehm, W; (2019) Researching National and Regional identity in Southeast Asian Schools. [Digital scholarly resource]. https://www.waseda.jp/inst/wias/news-en/2019/04/09...

Brehm, W; (2019) A successful university-to-university international partnership? Critical lessons from history. Presented at: EU-Japan Dialogues in a Changing World, Tokyo, Japan.

Brehm, W; Iveta, S; (2019) Five Generations of NGOs in Education: From Humanitarianism to Global Capitalism. In: Davies, T, (ed.) Routledge Handbook of NGOs and International Relations. Routledge: London, UK.

Brehm, William; (2019) Community Based Education in Afghanistan: Why do students outperform their peers in public schools? World Bank Cambodia: Phnom Penh, Cambodia.

Brehm, William; (2019) Formative Evaluation of the Secondary Education Improvement Project’s School Based Managed Activities. World Bank Group

Brehm, W; (2019) Education’s big short: learning peonage in American universities. Globalisation, Societies and Education , 17 (3) pp. 296-309. 10.1080/14767724.2019.1608163.

Brehm, W; (2019) Historical memory and educational privatisation: a portrait from Cambodia. Ethnography and Education , 14 (1) pp. 34-50. 10.1080/17457823.2017.1387065.

Brehm, W; (2019) Cambodian Higher Education Governance: The Politics of Global Summitry and Clientelism. In: Jarvis, DSL and Mok, JKH, (eds.) Transformations in Higher Education Governance in Asia: Policy, Politics and Progress. (pp. 229-243). Springer Nature: Singapore.

Brehm, W; Aktas, F; (2019) All education for some? International development and shadow education in Cambodia. International Journal of Comparative Education and Development 10.1108/ijced-01-2019-0005. (In press).

Brewis, Georgina; Ellis Paine, Angela; Hardill, Irene; Lindsey, Rose; Macmillan, Rob; (2019) It’s time to talk: Voluntary action, the state and welfare provision. UKRI: Economic and Social Research Council: London, UK.

Brewis, G; Clements, C; (2019) ‘Good practice case study: Diversifying the Curriculum and Engaging Students through Archives and Object Handling’. In: Křčmář, K, (ed.) The Inclusivity Gap. Inspired by Learning: Edinburgh, Scotland.

Broady, Rachel; Button, Amanda; Campbell, Sarah; Chase, Elaine; Corlyon, Judy; Currie, Andrea; Mayes, Thomas; + view all Broady, Rachel; Button, Amanda; Campbell, Sarah; Chase, Elaine; Corlyon, Judy; Currie, Andrea; Mayes, Thomas; McMahon, Susan; Mengiste, Zewdu; Roberts, Moraene; Bain, Corrinna; CastroMustienes, Susana; Croft, Thomas; Dornan, Paul; Horlait, Gwennaelle; Kenningham, Dann; Williams, Lucy; - view fewer (2019) Understanding Poverty in all its Forms: A participatory research study into poverty in the UK. ATD Fourth World: London, UK.

Brooks, R; (2019) Asserting the nation: the dominance of national narratives in policymakers’ constructions of higher education students. Sociological Research Online 10.1177/1360780419871577. (In press).

Brown, Andrew; Huang, David; (2019) Enabling collaborative work in higher education: An exploration of enhancing research collaborations within an institution. Journal of Research Administration , 50 (3) pp. 63-89.

Bussey, Maria; (2019) Judgement, Capabilities and Practice: Exploing how clinical supervisors make trust judgements and whether they can be captured by a capability model. Doctoral thesis (Ph.D), UCL (University College London).

C

Candappa, M; (2019) Border Politics, the 'Hostile Environment' for Migration, and Education in the UK. Hungarian Educational Research Journal , 9 (3) pp. 414-433. 10.1556/063.9.2019.3.38.

Cara, O; Creese, B; (2019) Prisoners' Basic Skills and Subsequent Education Involvement: An Analysis of Individualised Learner Records Data in England. International Journal of Bias, Identity and Diversities in Education (IJBIDE) , 4 (1) 10.4018/IJBIDE.2019010109.

Carpentier, V; (2019) Le financement et la transformation des logiques, des espaces et des contours de l’expansion des systèmes d’enseignement supérieur. In: Demers, Louis and Bernatchez, Jean and Umbriaco, Michel, (eds.) De l'administration à la gouvernance des universités: Progrès ou recul? L’expérience du Québec. (pp. 33-54). Presses de l'Université du Québec: Québec, Canada.

Carpentier, V; (2019) Higher Education in Modern Europe. In: Rury, John L. and Tamura, Eileen H., (eds.) The Oxford Handbook of The History of Education. (pp. 259-274). Oxford University Press: Oxford, UK.

Carpentieri, JD; (2019) The evolution of evidence problems in adult literacy and numeracy: how did we get into the current impasse and how can we get out of it? International Journal of Lifelong Education , 38 (6) pp. 644-656. 10.1080/02601370.2019.1692256.

Chase, E; Kennedy, E; Laurillard, D; Abu Moghli, M; Pherali, T; Shuayb, M; (2019) A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement. Inter-agency Network for Education in Emergencies (INEE): New York, NY, USA.

Chase, E; (2019) The serendipity of justice: the case of unaccompanied migrant children becoming ‘adult’ in the UK. In: Aggleton, P and Broom, A and Moss, J, (eds.) Practical justice: Principles, practice and social change. Routledge: London, UK.

Cheng, H; Montgomery, S; Green, A; Furnham, A; (2019) Childhood heart problems, adulthood emotional stability, and sex associated with self-report heart conditions in adulthood. Journal of Health Psychology 10.1177/1359105318820107. (In press).

Connolly, P; Taylor, R; Francis, R; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; (2019) The misallocation of students to academic sets in maths: A study of secondary schools in England. British Educational Research Journal , 45 (4) pp. 873-897. 10.1002/berj.3530.

Cordero, K; Chiuminatto, P; Duncan, S; Vera, E; (2019) Qué leo y qué quiero leer: Estudio de preferencias e intereses de lectura en usuarios de Bibliotecas DIBAM y Bibliotecas Viva de la Región Metropolitana de entre 18 y 29 años. Ministerio de las Culturas, las Artes y el Patrimonio Gobierno de Chile: Santiago, Chile.

Crawley, H; Blitz, BK; (2019) Common agenda or Europe’s agenda? International protection, human rights and migration from the Horn of Africa. Journal of Ethnic and Migration Studies , 45 (12) pp. 2258-2274. 10.1080/1369183X.2018.1468393.

D

Datta, S; Kingdon, GG; (2019) Gender Bias in Intra-Household Allocation of Education in India: Has It Fallen over Time? (IZA Discussion Paper 12671). IZA - Institute of Labor Economics: Bonn, Germany.

Datzberger, S; Le Mat, MLJ; (2019) Schools as change agents? Education and individual political agency in Uganda. International Journal of Educational Development , 67 pp. 18-28. 10.1016/j.ijedudev.2019.02.007.

De Gayardon, Ariane; Callender, Claire; Green, Francis; (2019) The determinants of student loan take-up in England. Higher Education 10.1007/s10734-019-00381-9. (In press).

de Gayardon, A; (2019) There is No Such Thing as Free Higher Education: A Global Perspective on the (Many) Realities of Free Systems. Higher Education Policy , 32 (3) pp. 485-505. 10.1057/s41307-018-0095-7.

Derrick, Jay; (2019) Learning, Innovation and ‘tacit pedagogy’ in workplace practice: a comparison of two high-performing organisations in different sectors. Doctoral thesis (Ed.D), UCL (University College London).

DeWitt, J; Nomikou, E; Godec, S; (2019) Recognising and Valuing Student Engagement in Science Museums. Museum Management and Curatorship , 34 (2) pp. 183-200. 10.1080/09647775.2018.1514276.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Adult Learners and Adult Education Teachers. UCL Institute of Education: London, UK.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Prison Reading Groups and Prison Libraries. UCL Institute of Education: London, UK.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Teachers and Trainee Teachers. UCL Institute of Education: London, UK.

Duncan, S; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for Women, Library Users, Everyone and Anyone... UCL Institute of Education: London, UK.

Duncan, S; (2019) Reading Aloud in Britain Today: an overview and implications. Research and Practice in Adult Literacies , 97 (Spring) pp. 54-63.

Duncan, S; Capildeo, V; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps with a focus on poetry. UCL Institute of Education: London, UK.

Duncan, S; Spalding, C; (2019) Reading Aloud in Britain Today (RABiT): Discussion, reflection and next steps for the Reading Agency's Reading Ahead. UCL Institute of Education: London, UK.

Dvir, Y; Morris, P; Yemini, M; (2019) What kind of citizenship for whom? The 'refugee crisis' and the European Union's conceptions of citizenship. Globalisation, Societies and Education , 17 (2) pp. 208-219. 10.1080/14767724.2018.1525284.

E

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.

F

Felstead, Alan; Gallie, Duncan; Green, Francis; Henseke, Golo; (2019) Conceiving, designing and trailing a short‐form measure of job quality: a proof‐of‐concept study. Industrial Relations Journal , 50 (1) pp. 2-19. 10.1111/irj.12241.

Foliani, Francesca; Green, Francis; Sartarelli, Marcello; (2019) Away from Home, Better at School. The Case of a British Boarding School. Economics of Education Review , 73 , Article 101911. 10.1016/j.econedurev.2019.101911.

Francis, RJ; Archer, L; Mazenod, A; Craig, N; Taylor, B; Tereshchenko, A; Hodgen, J; Francis, RJ; Archer, L; Mazenod, A; Craig, N; Taylor, B; Tereshchenko, A; Hodgen, J; Connolly, P; - view fewer (2019) Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality. Teaching and Teacher Education , 77 pp. 183-192. 10.1016/j.tate.2018.10.001.

Fuller, A; (2019) Does Vocational Education Still Need the Concept of Occupation? In: Unwin, L and Guile, D, (eds.) The Wiley Handbook of Vocational Education and Training. (pp. 81-96). Wiley-Blackwell: Chichester, UK.

Fuller, A; Unwin, L; (2019) Improving workplace capacity as the prerequisite for effective work-based learning: a co-production approach. In: Work-based learning as a pathway to competence-based education. UNEVOC Network Contribution (In press).

Fumasoli, T; (2019) Learning from internationalisation scholarship in higher education: commonalities, divergences and possible research directions for internationalisation in schools. In: Engel, LC and Maxwell, C and Yemini, M, (eds.) The Machinery of School Internationalisation in Action: Beyond the Established Boundaries. Routledge: New York, USA. (In press).

Fumasoli, T; Barbato, G; Turri, M; (2019) The determinants of university strategic positioning: A reappraisal of the organizational dimension. Higher Education 10.1007/s10734-019-00481-6. (In press).

G

Gill, O; Janmaat, JG; (2019) The 'schools revolution' in England: a configurational comparative analysis of academisation across local authorities. Cambridge Journal of Education , 49 (5) pp. 575-604. 10.1080/0305764X.2019.1581135.

Godec, S; King, H; Archer, L; (2019) Naturfaglig Kapita: motiverer flere – og flere ulike – elever i naturfag. Realfagsløyper: Oslo, Norway.

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.

Gordon, Erica Donna; (2019) Problems, pressures and policies affecting the progress of the Caribbean Examinations Council examinations: a postcolonial response to secondary education in Jamaica. Doctoral thesis (Ph.D), UCL (University College London).

Graves, Robert; (2019) Exploring the contribution of emotional intelligence and value systems to outcomes for vulnerable students in their final year of formal education in a Pupil Referral Unit setting. Doctoral thesis (Ph.D), UCL (University College London).

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).

Green, Francis; Henseke, Golo; (2019) Training Trends in Britain. (Unionlearn Research Paper 22 ). Unionlearn: London, UK.

Green, Francis; Kynaston, David; (2019) The Necessity of Reforming Britain's Private Schools. Forum , 61 (2) pp. 281-288. 10.15730/forum.2019.61.2.281.

Grief, Susan Marion; (2019) The Uses of Writing in Microbusinesses. Doctoral thesis (Ph.D), UCL (University College London).

Griffiths, L; Pratt, D; Jennings, D; Schmoller, S; (2019) A MOOC for Adult Learners of Mathematics and Statistics: Tensions and Compromises in Design. In: Topics and Trends in Current Statistics Education Research. (pp. pp. 351-371). Springer Nature

Groves, Michelle Marie; (2019) Mapping Professional Identities of Dance Teachers across Time, Space and Practice: towards a model of professional identity formation. Doctoral thesis (Ed.D), UCL (University College London).

Guile, D; (2019) The concept of “recontextualization”: implications for professional, vocational and workplace learning. Learning, Culture and Social Interaction , 23 , Article 100343. 10.1016/j.lcsi.2019.100343.

Guile, D; Unwin, L; (2019) VET, Expertise and Work: situating the challenge. In: The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Hoboken, NJ, USA.

Guile, D; Unwin, L; (2019) Vocational Education and Training: Theory, Practice and Policy for a Complex Field of Inquiry. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Hoboken, NJ, USA. (In press).

Guile, D; Unwin, L; (2019) The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell: Oxford, UK.

H

Hallam, S; (2019) What contributes to successful whole-class Ensemble Tuition? British Journal of Music Education , 36 (3) pp. 229-241. 10.1017/S0265051719000342.

Hallam, S; Creech, A; Varvarigou, M; Papageorgi, I; (2019) Are there differences in practice depending on the instrument played? Psychology of Music 10.1177/0305735618816370. (In press).

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).

Henseke, G; (2019) Against the Grain? Assessing Graduate Labour Market Trends in Germany Through a Task-Based Indicator of Graduate Jobs. Social Indicators Research 10.1007/s11205-018-1839-x. (In press).

Heslop, J; Parkes, J; Januario, F; Sabaa, S; (2019) Making meaning from data on school-related gender-based violence by examining discourse and practice: insights from a mixed methodology study in Ghana and Mozambique. Compare , 49 (1) pp. 64-80. 10.1080/03057925.2017.1385388.

Heslop, J; Parkes, J; Johnson Ross, F; Alito, F; Turner, E; (2019) The Code of Conduct on Prevention of School-Related Gender-Based Violence: A study of policy enactment in Ethiopia. UCL Institute of Education: London, UK.

Hodgson, A; Spours, K; (2019) Further education and skills across the UK: new opportunities for policy learning? An introduction to the special issue. Journal of Education and Work , 32 (3) pp. 215-223. 10.1080/13639080.2019.1621273.

Hodgson, A; Spours, K; Gallacher, J; Irwin, T; James, D; (2019) FE and skills – is the ‘UK laboratory’ open for expansive policy learning? Journal of Education and Work , 32 (3) pp. 277-291. 10.1080/13639080.2019.1621272.

Hodgson, A; Spours, K; Smith, D; Jeanes, J; (2019) Beyond employer engagement and skills supply: building conditions for partnership working and skills co-production in the English context. Journal of Education and Work , 32 (1) pp. 36-51. 10.1080/13639080.2019.1593331.

Hoskins, B; Janmaat, JG; (2019) Education, Democracy and Inequality Political Engagement and Citizenship Education in Europe. [Book]. Education, Economy and Society. (1st ed.). Palgrave Macmillan: London, UK.

Howell, C; Lorenzo, T; Sompeta-Gcaza, S; (2019) Reimagining personal and collective experiences of disability in Africa. Disability and the Global South , 6 (2) pp. 1719-1735.

Hughes, G; (2019) Developing student research capability for a 'post-truth' world: three challenges for integrating research across taught programmes. Teaching in Higher Education , 24 (3) pp. 394-411. 10.1080/13562517.2018.1541173.

Hughes, G; Price, L; Hughes, G; (2019) Systematic peer reviewing versus a discussion forum for promoting online learner success: an evaluation of innovative learning design for postgraduate students. In: Proceedings of the 28th ICDE World Conference on Online Learning 2019. (pp. FP 037). National Institute for Digital Learning (NIDL): Dublin, Ireland.

J

Jack, O; Chase, E; Warwick, I; (2019) Higher education as a space for promoting the psychosocial well-being of refugee students. Health Education Journal , 78 (1) pp. 51-66. 10.1177/0017896918792588.

Janmaat, JG; (2019) The Development of Generalized Trust among Young People in England. Social Sciences , 8 (11) , Article 299. 10.3390/socsci8110299.

Jayadeva, S; (2019) English-Medium: Schooling, Social Mobility, and Inequality in Bangalore, India. Anthropology & Education Quarterly , 50 (2) pp. 151-169. 10.1111/aeq.12287.

Jayadeva, S; (2019) Keep calm and apply to Germany: how online communities mediate transnational student mobility from India to Germany. Journal of Ethnic and Migration Studies 10.1080/1369183X.2019.1643230. (In press).

Jin, J; Ball, SJ; (2019) Precarious success and the conspiracy of reflexivity: questioning the 'habitus transformation' of working-class students at elite universities. Critical Studies in Education 10.1080/17508487.2019.1593869. (In press).

Johnson Ross, F; (2019) Professional feminists: Challenging local government inside out. Gender, Work & Organization , 26 (4) pp. 520-540. 10.1111/gwao.12271.

K

Kamuli, Khabusi Emmanuel; (2019) An exploration of drop-in among students who are at risk of dropping out of lower secondary school in Eritrea. Doctoral thesis (Ed.D), UCL (University College London).

Kennedy, E; Moghli, MA; Chase, E; Pherali, T; Laurillard, D; (2019) A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement. NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies , 2019 (In press).

Kersh, N; (2019) Learning from knowledge transfer and recontextualisation of experiences in the context of workplace learning: Insights from the UK. In: Bahl, A and Dietzen, A, (eds.) Work-based learning as a pathway to competence-based education. (pp. 255-272). Federal Institute for Vocational Education and Training: Bonn.

Kim, MJ; (2019) Reparations for "Comfort Women": Feminist Geopolitics and Changing Gender Ideologies in South Korea. Cornell International Affairs Review , 12 (2) pp. 5-43. 10.37513/ciar.v12i2.513.

Kitagawa, K; (2019) Co-Constructing a Narrative of 'Never Give Up' in Preparing for a Mega-Tsunami: An Exemplar of 'All-Of-Society Engagement'? Geosciences , 9 (12) , Article 486. 10.3390/geosciences9120486.

Kitagawa, K; (2019) Exploring 'everyday-life preparedness': Three case studies from Japan. International Journal of Disaster Risk Reduction , 34 pp. 265-274. 10.1016/j.ijdrr.2018.11.025.

Kitagawa, K; (2019) Questioning 'integrated' disaster risk reduction and 'all of society' engagement: can 'preparedness pedagogy' help? Compare: A Journal of Comparative and International Education , 49 (6) pp. 851-867. 10.1080/03057925.2018.1464385.

L

Lahiff, A; Broad, JH; (2019) Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. (pp. 433-454). Wiley-Blackwell: Hoboken. NJ, USA.

Lewis, A; (2019) The need for contextualisation in the analysis of curriculum content in conflict. Education and Conflict Review , 2 pp. 28-32.

Lewis, A; (2019) Linking teacher training to effective delivery of curriculum reform. In: Smart, Andy and Sinclair, Margaret and Benavot, Aaron and Bernard, Jean and Chabbott, Colette and Russell, S. Garnett and Williams, James, (eds.) Educating for the social,the emotional and the sustainable. NISSEM

Locke, W; Whitchurch, C; Marini, G; (2019) A Delicate Balance: Optimising individual aspirations and institutional missions in higher education. Presented at: The HE workforce: exploring global perspectives, London, UK.

M

Magee, A; Pherali, T; (2019) Freirean critical consciousness in a refugee context: a case study of Syrian refugees in Jordan. Compare: A Journal of Comparative and International Education , 49 (2) pp. 266-282. 10.1080/03057925.2017.1403312.

Magee, A; Pherali, T; (2019) Paulo Freire and critical consciousness in conflict-affected contexts. Education and Conflict Review , 2 pp. 44-48.

Maglio, F; Pherali, T; (2019) Ethics of Educational Research in Crisis-Affected Environments. NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies , 2019 (In press).

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