Article

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. M. M., Copsey-Blake, M. and Kemp, P. E. J. (2024) Is being clever enough? Young people’s construction of the ideal student in computer science education. Educational Review. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2024.2379430

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson-Daily, A. and Copsey-Blake, M. (2024) ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum. Sex Education. ISSN 1472-0825 doi: https://doi.org/10.1080/14681811.2024.2361062 (In Press)

Hamer, J. M. M., Kemp, P. E. J., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418 and Copsey-Blake, M. (2024) Cracking the code: exploring student attitudes towards coding in secondary education. The Cambridge Journal of Education, 54 (4). pp. 495-516. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2024.2387335

Book or Report Section

Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Copsey-Blake, M. and ElMorally, R. (2024) Barriers to belonging for racially minoritised students in STEM higher education. In: Kandiko Howson, C. and Kingsbury, M. (eds.) Belonging and Identity in STEM Higher Education. UCL Press, London, pp. 143-161. ISBN 9781800084988 doi: https://doi.org/10.14324/111.9781800084988

Report

Kemp, P., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hamer, J. and Copsey-Blake, M., (2024) The future of computing education: considerations for policy, curriculum and practice. Project Report. King's College London and University of Reading