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Number of items: 230.

Article

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.

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.

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, 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, 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) 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; 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).

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.

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.

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.

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.

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.

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.

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: an overview and implications. Research and Practice in Adult Literacies , 97 (Spring) pp. 54-63.

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.

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.

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).

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.

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.

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

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.

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.

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.

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.

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.

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).

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.

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

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).

Maguire, M; Braun, A; (2019) Headship as policy narration: generating metaphors of leading in the English primary school. Journal of Educational Administration and History , 51 (2) pp. 103-116. 10.1080/00220620.2018.1563531.

Mohamed, M; Morris, P; (2019) Buying, selling and outsourcing educational reform: the Global Education Industry and ‘policy borrowing’ in the Gulf. Compare: A Journal of Comparative and International Education 10.1080/03057925.2019.1607255. (In press).

Moote, J; (2019) Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers. Research in Science Education , 49 (1) pp. 265-294. 10.1007/s11165-017-9621-7.

Morris, P; Bamberger, A; Yemini, M; (2019) Neoliberalism, internationalisation and higher education: connections, contradictions and alternatives. Discourse: Studies in the Cultural Politics of Education , 40 (2) pp. 203-216. 10.1080/01596306.2019.1569879.

Morris, P; Barroso-Hurtado, D; (2019) Pruebas internacionales y la búsqueda de la escolarización de «clase mundial»: un análisis crítico de narrativas políticas [International tests and the quest for «world class» schooling: A critical analysis of policy narratives]. Foro de Educación , 17 (26) pp. 45-72. 10.14516/fde.706.

Muller, J; Young, M; (2019) Knowledge, power and powerful knowledge re-visited. Curriculum Journal , 30 (2) pp. 196-214. 10.1080/09585176.2019.1570292.

Oketch, M; (2019) Access, poverty and learning achievement for primary school leavers in Kenya: analysis of evidence from 47 counties. Compare: A Journal of Comparative and International Education , 49 (1) pp. 1-15. 10.1080/03057925.2017.1365286.

Page, T; Bull, A; Chapman, E; (2019) Making Power Visible: “Slow Activism” to Address Staff Sexual Misconduct in Higher Education. Violence Against Women , 25 (11) pp. 1309-1330. 10.1177/1077801219844606.

Pensiero, N; Schoon, I; (2019) Social inequalities in educational attainment. The changing impact of parents’ social class, social status, education, and family: England 1986 and 2010. Longitudinal and Life Course Studies (In press).

Phan, HP; (2019) Women's access to resources: Matrilineal kinship, the patriarchal state and social differentiation in Vietnam. Asian Journal of Women's Studies , 25 (4) pp. 572-592. 10.1080/12259276.2019.1682267.

Pherali, T; (2019) Education and conflict: Emergence, growth and diversification of the field. Education and Conflict Review , 2 pp. 7-14.

Pherali, T; Lewis, A; (2019) Developing global partnerships in higher education for peacebuilding: a strategy for pathways to impact. Higher Education , 78 pp. 729-744. 10.1007/s10734-019-00367-7.

Pradhan, U; Shrestha, S; Valentin, K; (2019) Disjunctured reciprocity: paradoxes of community-school relationship in Nepal. Globalisation, Societies and Education , 17 (5) pp. 561-573. 10.1080/14767724.2019.1584032.

Pradhan, Uma; (2019) Multi-Ethnic Citizens in a Multi-Ethnic State: Constructing State-Citizen Relations Through 'Difference' in the Adivasi Janajati Scholarship Programmes in Nepal. South Asia: Journal of South Asian Studies , 42 (5) pp. 937-953. 10.1080/00856401.2019.1645084.

Pradhan, Uma; (2019) Simultaneous identities: ethnicity and nationalism in mother tongue education in Nepal. Nations and Nationalism , 25 (2) pp. 718-738. 10.1111/nana.12463.

Pradhan, Uma; Valentin, Karen; (2019) Towards a Relational Approach to the State: Understanding Social and Political Transformation in Nepal. South Asia: Journal of South Asian Studies , 42 (5) pp. 880-885. 10.1080/00856401.2019.1642615.

Ringrose, J; Renold, E; (2019) JARRING: Making PhEmaterialist research practices matter. MAI: Feminism and Visual Culture , 4

Ringrose, J; Whitehead, S; Regehr, K; Jenkinson, A; (2019) Play-Doh Vulvas and Felt Tip Dick Pics: Disrupting phallocentric matter(s) in Sex Education. Reconceptualizing Educational Research Methodology , 10 (2-3) pp. 259-291. 10.7577/rerm.3679.

Ringrose, JL; Tolman, D; Ragonese, M; (2019) Hot right now: Diverse girls navigating technologies of racialized sexy femininity. Feminism and Psychology , 29 (1) pp. 76-95. 10.1177/0959353518806324.

Roberts, J; Archer, L; DeWitt, J; Middleton, A; (2019) Popular culture and genetics; friend, foe or something more complex? European Journal of Medical Genetics , 62 (5) pp. 368-375. 10.1016/j.ejmg.2018.12.005.

Rolleston, C; Iyer, P; (2019) Beyond the Basics: Access and Equity in the Expansion of Post-compulsory Schooling in Vietnam. International Journal of Educational Development , 66 pp. 223-233. 10.1016/j.ijedudev.2018.09.002.

Rolleston, C; Schendel, R; Grijalva Espinosa, A; (2019) Assessing ‘approaches to learning’ in Botswana, Ghana and Kenya. Research in Comparative and International Education 10.1177/1745499919829216. (In press).

Ruz, FA; Horvitz, MM; Assael, TR; (2019) El hechizo del SIMCE. Revista Chilena de Pedagogía , 1 (1) pp. 54-70. 10.5354/2452-5855.2019.55633.

Sakata, N; Christensen, C; Ware, H; Wang, S; (2019) Addressing the messiness of data analysis: Praxis, readiness and tips from doctoral research. Compare: A Journal of Comparative and International Education , 49 (2) pp. 318-336. 10.1080/03057925.2018.1562676.

Sánchez Tyson, L; (2019) Trusting Children: Lifelong Learning And Autonomy Within The Unschooling Movement. Journal of Unschooling and Alternative Learning , 13 (25) pp. 23-40.

Sanchez Tyson, L; Watson Vega, V; (2019) Editorial: New directions in lifelong learning. London Review of Education , 17 (3) pp. 316-317. 10.18546/lre.17.3.07.

Sanchez Tyson, L; Watson Vega, V; (2019) Why we need to talk about lifelong learning and intercultural universities. London Review of Education , 17 (3) pp. 347-361. 10.18546/lre.17.3.10.

Spours, K; Hodgson, EA; (2019) Further education in England: at the crossroads between a national, competitive sector and a locally collaborative system? Journal of Education and Work , 32 (3) pp. 224-237. 10.1080/13639080.2019.1596231.

Standish, P; (2019) Disciplining thought: Between ideology and anything goes. European Educational Research Journal , 18 (5) pp. 546-558. 10.1177/1474904119827750.

Standish, P; (2019) The Educational is Political. Educational Studies in Japan , 13 pp. 5-22. 10.7571/esjkyoiku.13.5.

Standish, P; (2019) Positing Alterity, Positing Metaphysics: A Short Note on Alistair Miller on Levinas. Journal of Philosophy of Education , 53 (1) pp. 214-223. 10.1111/1467-9752.12341.

Suissa, J; (2019) Public Education and Non-statist Imaginaries. Forum , 61 (2) p. 225. 10.15730/forum.2019.61.2.225.

Suissa, J; (2019) Immaginari non statuali in educazione. Civitas educationis. Education, Politics and Culture , 8 (2) pp. 169-182.

Sukarieh, M; Tannock, S; (2019) Subcontracting Academia: Alienation, Exploitation and Disillusionment in the UK Overseas Syrian Refugee Research Industry. Antipode , 51 (2) pp. 664-680. 10.1111/anti.12502.

Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; Taylor, B; Francis, RJ; Craig, N; Archer, L; Hodgen, J; Mazenod, A; Tereshchenko, A; Pepper, D; - view fewer (2019) Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'? British Journal of Educational Studies , 67 (1) pp. 5-24. 10.1080/00071005.2018.1424317.

Tereshchenko, A; Bradbury, A; Archer, L; (2019) Eastern European migrants' experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness & Education , 4 (1) pp. 53-71. 10.1080/23793406.2019.1584048.

Thomas, F; Chase, E; Aggleton, P; (2019) Health education and migration. Health Education Journal , 78 (1) pp. 3-8. 10.1177/0017896918813592.

Toiviainen, H; Kersh, N; Hyytiä, J; (2019) Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals. Journal of Adult and Continuing Education , 25 (1) pp. 45-64. 10.1177/1477971419826116.

Tromp, RE; Datzberger, S; (2019) Global Education Policies versus local realities. Insights from Uganda and Mexico. Compare: A Journal of Comparative and International Education 10.1080/03057925.2019.1616163. (In press).

Unterhalter, ES; (2019) The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG4. Global Policy , 10 (S1) pp. 39-51. 10.1111/1758-5899.12591.

Vaughan, RP; (2019) Global campaigns for girls' and women's education, 2000-2017: insights from transnational social movement theory. Comparative Education , 55 (4) pp. 494-516. 10.1080/03050068.2019.1657701.

Vidal-Hall, C; Sakata, N; Higham, R; (2019) Editorial: Methodological innovations in qualitative educational research. London Review of Education , 17 (3) pp. 249-251. 10.18546/lre.17.3.01.

Vincent, C; (2019) Cohesion, citizenship and coherence: schools’ responses to the British values policy. British Journal of Sociology of Education , 40 (1) pp. 17-32. 10.1080/01425692.2018.1496011.

White, P; (2019) Close Engagements of a Collegial Kind: An Introduction. Journal of Philosophy of Education , 53 (4) pp. 633-635. 10.1111/1467-9752.12393.

White, J; (2019) The end of powerful knowledge? London Review of Education , 17 (3) pp. 429-438. 10.18546/lre.17.3.15.

White, J; (2019) A New Public Education for England. FORUM: for promoting 3-19 comprehensive education , 61 (2) pp. 175-182. 10.15730/forum.2019.61.2.175.

White, J; (2019) Philosophy and Teacher Education in England: The Long View. British Journal of Educational Studies , 67 (2) pp. 187-200. 10.1080/00071005.2018.1426830.

White, J; (2019) A Reply to Bridging Gulfs Within and Between East and West. Philosophical Inquiry in Education , 26 (2) 10.7202/1071447ar.

White, P; (2019) A Dynamic Citizenship Education for the New Public School. FORUM , 61 (2) pp. 217-224. 10.15730/forum.2019.61.2.217.

Woodin, T; (2019) Co-operative schools: democratic values, networks and leadership. International Journal of Inclusive Education , 23 (11) pp. 1164-1179. 10.1080/13603116.2019.1617359.

Woodin, T; (2019) Evaluating co-operative schools: values, democracy and leadership. International Journal of Inclusive Education , 23 (11) pp. 1095-1102. 10.1080/13603116.2019.1629165.

Yan, Kin Cheung Adrian; (2019) Challenges of cultivating critical citizens in Hong Kong: Voices from Liberal Studies pre-service teachers. Asian Education and Development Studies , 8 (1) pp. 14-27. 10.1108/aeds-06-2017-0050.

Yemini, M; Maxwell, C; Mizrahi, M; (2019) How does mobility shape parental strategies–a case of the Israeli global middle class and their ‘immobile’ peers in Tel Aviv. Globalisation, Societies and Education , 17 (3) pp. 324-338. 10.1080/14767724.2018.1525280.

Zarabadi, S; Taylor, CA; Fairchild, N; Moxnes, AR; (2019) Feeling Medusa: Tentacular Troubling of Academic Positionality, Recognition and Respectability. Reconceptualizing Educational Research Methodology , 10 (2-3) pp. 87-111. 10.7577/rerm.3671.

Book

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

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.

Mendes, K; Ringrose, J; Keller, J; (2019) Digital Feminist Activism Girls and Women Fight Back Against Rape Culture. Oxford University Press: Oxford, UK.

Vincent, C; (2019) Tea And The Queen? Fundamental British Values, Schools and Citizenship. [Book]. Policy Press: Bristol, UK.

Book chapter

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.

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, 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.

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.

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.

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.

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).

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).

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.

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) 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

McCulloch, G; (2019) Physics for the Enquiring Mind: The Nuffield Physics Ordinary-Level Course, 1962-1966. In: McCulloch, G and Goodson, I and González-Delgado, M, (eds.) Transnational Perspectives on Curriculum History. Routledge: London UK.

McCulloch, G; Woodin, T; (2019) Compulsory educational provision. In: Fitzgerald, T, (ed.) Handbook of Historical Studies in Education: Debates, Tensions, and Directions. Springer: Singapore. (In press).

Mendes, K; Ringrose, J; (2019) Digital Feminist Activism: #MeToo and the Everyday Experiences of Challenging Rape Culture. In: Fielborn, B and Loney-Howes, R, (eds.) #MeToo and the Politics of Social Change. (pp. 37-51). Palgrave Macmillan: London, UK.

Niccolini, A; Ringrose, J; (2019) Feminist Posthumanism. In: SAGE Research Methods Foundations. SAGE (In press).

Oketch, MO; (2019) Randomized Control Trials: Limitations for Explaining and Improving Learning Outcomes. In: Gorur, R and Sellar, S and Steiner-Khamsi, G, (eds.) World Yearbook of Education 2019 Comparative Methodology in an Era of Big Data and Global Networks. (pp. 35-52). Routledge: Abingdon, Oxon.

Pensiero, N; Giancola, O; Barone, C; (2019) Socioeconomic Inequality and Student Outcomes in Italy. In: Volante, L and Schnepf, SV and Jerrim, J and Klinger, D, (eds.) Socioeconomic Inequality and Student Outcomes - National Trends, Policies, and Practices - Education Policy & Social Inequality. (pp. 81-94). Springer: Singapore.

Pradhan, Uma; (2019) Nepal: Between the 'Local' and the 'Global' of the National Education. In: Brock, C and Letchamanan, H and Dhar, D, (eds.) Education in South Asia and the Indian Ocean Islands. (pp. 165-183). Bloomsbury Publications: London, UK.

Pradhan, Uma; Karki, Shrochis; (2019) Sustainable Development Goals in Nepal: Prospects and challenges. In: Khemka, Nitya and Kumar, Suraj, (eds.) Social Development and the Sustainable Development Goals in South Asia. (pp. 74-91). Routledge: London, UK.

Ringrose, J; Mendes, K; (2019) Digitised Narratives of Rape: Disclosing Sexual Violence Through Pain Memes. In: Rape Narratives in Motion. (pp. 171-197). Springer: London, UK.

Ringrose, J; Niccolini, A; (2019) PhEmaterialism. In: Strom, K and Ovens, A, (eds.) Encyclopedia of Educational Innovations. Springer (In press).

Standish, P; (2019) On being resolute. In: Appelqvist, H, (ed.) Wittgenstein and the Limits of Language. Routledge: London, UK.

Unterhalter, E; (2019) Balancing Pessimism of the Intellect and Optimism of the Will: Some Reflections on the Capability Approach, Gender, Empowerment, and Education. In: Clark, D and Biggeri, M and Frediani, A, (eds.) The Capability Approach, Empowerment and Participation Concepts, Methods and Applications. (pp. 75-99). Palgrave: London, UK.

Unterhalter, E; (2019) Articulation and a Theorisation of Educational Change: Reflections on Harold Wolpe’s Work on South Africa. In: Reynolds, J and Fine, B and van Niekerk, R, (eds.) Race, Class and the Post-Apartheid Democratic State. University of KwaZulu-Natal Press (UKZN Press): Pietermaritzburg, South Africa. (In press).

Waters, J; Brooks, R; (2019) Geographies of connection? The Chicken Project and other international acts by state secondary schools in England. In: Engel, L and Maxwell, C and Yemini, M, (eds.) The Machinery of School Internationalisation in Action: Beyond the Established Boundaries. Routledge (In press).

Whitchurch, C; (2019) The Implications of a Diversifying Workforce for Institutional Governance and Management. In: Redding, G and Drew, A and Crump, S, (eds.) The Oxford Handbook of Higher Education Systems and University Management. Oxford University Press: Oxford, UK.

Woodin, T; (2019) Useable pasts for a co-operative university: as different as light from darkness? In: Noble, M and Ross, C, (eds.) Reclaiming the University for the Public Good Experiments and Futures in Co-operative Higher Education. (pp. 23-43). Palgrave Macmillan

Woodin, T; (2019) Recovering co-operative education and training: character, culture and citizenship. In: Woodin, T and Shaw, L, (eds.) Learning for a Co-operative World. (pp. 18-35). Trentham Books: London, UK.

Proceedings paper

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

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.

Nag Chowdhuri, M; (2019) Two primary school teachers’ pedagogical design capacity of using mathematics textbooks in Delhi, India. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 4284-4291). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and European Society for Research in Mathematics Education

Spinuzzi, C; Guile, D; (2019) Fourth-Generation Activity Theory: An Integrative Literature Review and Implications for Professional Communication. In: 2019 IEEE International Professional Communication Conference (ProComm). (pp. pp. 37-45). IEEE: Aachen, Germany.

Spours, K; (2019) Social Ecosystems: a place-based and inclusive approach to Working, Living and Learning. In: Proceedings of the Skills Symposium 2018. Edge Foundation: Glasgow, UK.

Report

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

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

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.

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.

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.

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.

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.

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

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

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.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to life. Africa Sustainable Development Report. Caritas Africa In partnership with CAFOD and University College London: Nairobi, Kenya.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Kenya Sustainable Development Report. Caritas Kenya In partnership with CAFOD and University College London: Nairobi, Kenya.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Liberia Sustainable Development Report. National Commission for Justice, Peace and Caritas Liberia (NCJPC): Monrovia, Liberia.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to life. Sierra Leone Sustainable Development Report. Caritas Sierra Leone In partnership with CAFOD and University College London: Freetown, Sierra Leone.

Nussey, C; Rigon, A; (2019) Bringing Agenda 2030 to Life. Zambia Sustainable Development Report. Caritas Zambia In partnership with CAFOD and University College London: Lusaka, Zambia.

Page, T; Bull, A; Bullough, J; (2019) What would a survivor-centred higher education sector look like?, in: A New Vision for Further and Higher Education: Essay Collection. Centre for Labour and Social Studies (CLASS): London, UK.

Schendel, R; McCowan, T; Rolleston, C; Tabulawa, R; Adu-Yeboah, C; Omingo, M; (2019) Pedagogies for Critical Thinking: Implications of project findings for higher education policies and practices in Ghana, Kenya and Botswana. UCL Institute of Education: London, UK.

Singal, Nidhi; Sabates, Ricardo; Nag Chowdhuri, Meghna; (2019) Childhood Disability in Punjab and Sindh Provinces: using the Child Functioning Module. Policy Brief for ITA-ASER Pakistan. ITA-ASER Pakistan

Unterhalter, E; Parkes, J; Howell, C; (2019) Achieving gender equality in and through education. Global Partnership for Education: Washington, DC, USA.

Working / discussion paper

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.

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; 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.

Marini, G; Locke, W; Whitchurch, C; (2019) The future higher education workforce in locally and globally engaged higher education institutions: a review of literature on the topic of 'the academic workforce'. Centre for Global Higher Education: London, UK.

Spours, K; (2019) A Social Ecosystem Model: conceptual developments and implications for VET. UCL Institute of Education: London, UK.

Whitchurch, C; Locke, W; Marini, G; (2019) A delicate balance: optimising individual aspirations and institutional missions in higher education. (CGHE Working Paper 45). Centre for Global Higher Education: London, UK.

Conference item

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

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.

Rogers, L; (2019) The importance of practice-focused research across the FE and Skills Sector. Presented at: Education and Training Foundation Annual Research Conference, London, UK.

Rogers, L; (2019) Inclusivity and disengagement from education. Presented at: DECP Annual Conference 2019, Bath, UK.

Whitchurch, C; Marini, G; Locke, W; (2019) The future higher education workforce in locally and globally engaged Higher Education Institutions. Presented at: CGHE 2019 annual conference, London, UK.

Thesis

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.

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).

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).

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).

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).

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

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).

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).

Nussey, Charlotte; (2019) Adult Education, Gender and Violence in rural KwaZulu-Natal, South Africa. Doctoral thesis (Ph.D), UCL (University College London).

Patterson, Valerie; (2019) Supplementary Schools: Sites of Social Capital? Doctoral thesis (Ed.D), UCL (University College London).

Peruzzo, Francesca; (2019) The government of disability in times of austerity: disability dispositif in Italian higher education. Doctoral thesis (Ph.D), UCL (University College London).

Popov, Jelena; (2019) Graduate transition to work: from qualifications and skills towards horizontal expertise. Doctoral thesis (Ph.D), UCL (University College London).

Portugal, Andrea; (2019) A critical analysis of contemporary early childhood policies: The experience of the ‘Cuna Mas’ National Programme. Doctoral thesis (Ph.D), UCL (University College London).

Rensimer, Lee William; (2019) Going Global: Representation and Sense-Making in the British International Branch Campuses of the United Arab Emirates. Doctoral thesis (Ph.D), University of Wisconsin-Madison.

Sakata, Nozomi; (2019) Learner-Centred Pedagogy and its Implications for Pupils' Schooling Experiences and Learning Outcomes: A Mixed-Methods Case Study in Tanzania. Doctoral thesis (Ph.D), UCL (University College London).

Sarin, Meera Nath; (2019) The Right of Children to Free and Compulsory Education Act (RTE) in India. Doctoral thesis (Ed.D), UCL (University College London).

Twumasi-Ankrah, Yvette; (2019) Being Black, Being British, Being Ghanaian: Second Generation Ghanaians, Class, Identity, Ethnicity and Belonging. Doctoral thesis (Ph.D), UCL (University College London).

Webb, Sheila; (2019) Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind. Doctoral thesis (Ph.D), UCL (University College London).

Digital scholarly resource

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...

Spours, K; (2019) Uncertain Terrain: Realignment of the political blocs and the Regressive Alliance. [Digital scholarly resource]. https://www.compassonline.org.uk/publications/unce...

Spours, K; Mahony, N; Foley, F; (2019) Common Platforms: A New Stage of Alliance-Based and Participatory Politics. [Digital scholarly resource]. https://www.compassonline.org.uk/publications/comm...

Journal (full / special issue)

Pherali, T (Ed). (2019) Theories and conceptual frameworks in education, confict and peacebuilding. [Whole issue]. Education and Conflict Review , 2

This list was generated on Mon Oct 21 01:14:14 2024 BST.