IOE in the media: longer reads

Writing in The Conversation, Professor Becky Taylor (UCL Institute of Education) discusses whether streaming in secondary schools could impact student learning and performance.

Dr Irini Mavrou (UCL IOE) explores whether emotional intelligence shapes how we respond to rudeness in an article for The Conversation.

Dr Sam Blaxland and Professor Georgina Brewis (both UCL IOE) explain how student finance has shifted from generous grants to loan-based systems, while student activism has remained a key force shaping support.

Writing for The Conversation, Dr Irini Mavrou (UCL IOE) details her research on why both native speakers and second language speakers can come across as rude when speaking to one another.

Writing for Crisis Response, Professor Jessica Ringrose (UCL Institute of Education) argues that tackling AI abuse requires both education reform and platform accountability.

How does language impact moral dilemmas? Dr Irini Mavrou and Professor Andrea Revesz (both UCL IOE), along with a colleague, explore the cognitive and emotional processes behind moral judgement by bilingual speakers.

Writing for The Telegraph, Professor David Voas (UCL Social Research Institute) explains why he doesn't believe there is a 'quiet revival' of Christianity in the West and explores what caused these apparent misconceptions.

Writing for Schools Week, Dr Rebecca Hale and Dr Andy Pearce (both UCL Institute of Education) call for more support for teachers to help effectively and sensitively teach the Holocaust to school students.

Founded 200 years ago as a secular alternative to Oxford and Cambridge, Professor Georgina Brewis (UCL Institute of Education) explores UCL’s history and the controversy it faced in the 19th century when it was labelled “godless”, in an in‑depth feature for History Today.

Recruiting and retaining specialist maths teachers remains a challenge for England's secondary schools. In an article for Schools Week, Professor Cosette Crisan (UCL Institute of Education) outlines how the upcoming teacher degree apprenticeships can help solve the problem.

Writing for The Straits Times, Professor Allison Littlejohn (UCL Institute of Education) argues that while AI can be a valuable tool in the classroom, it can never replace the social emotional intelligence required to effectively teach.

Alexis Stones (UCL Institute of Education) writes in The Conversation with Martha Shaw of London South Bank University about how Lego exercises can be a powerful educational tool in helping young people open up about their personal identities as well as their worldviews.

Writing in The Conversation, Professor Dominic Wyse (UCL Institute of Education) argues that narrow synthetic phonics are not effective for teaching struggling young readers.

Writing for The Conversation, Professor Jessica Ringrose (UCL Institute of Education) explores whether a social media ban would be beneficial or damaging for British under-16s.

Writing for The Conversation, Dr Emily Macleod (UCL Institute of Education) argues that teaching needs to again become a respected and long-term career option for young people in order to drive higher recruitment and retention numbers.