Sara Bubb

Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study

Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study

Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

How residential energy consumption has changed due to COVID-19 pandemic? An agent-based model

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Teacher professional development in Teaching and Teacher Education over ten years

Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color

Newly qualified teachers’ professional digital competence: implications for teacher education

‘Clarity bordering on stupidity’: where’s the quality in systematic review?

A Qualitative Study of Child and Adolescent Mental Health during the COVID-19 Pandemic in Ireland

Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

Pandemic, War, and Global Energy Transitions

Researching without representation? Language and materiality in post-qualitative methodology

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

Mentoring beginning teachers: What we know and what we don't

An exploration of changes in thinking in the transition from student teacher to newly qualified teacher

School-Based Induction Tutors: A Challenging Role

Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers

The impact of NQT induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: a systematic review of research literature on induction

What are the effects of the roles of mentors or inductors using induction programmes for newly qualified teachers (NQTs) on their professional practice, with special reference to teacher performance, professional learning and retention rates?: Review conducted by the NQT Induction Review Group

The self-evaluation form: is the SEF aiding school improvement?