Taylor, B., Hodgen, J., Jacques, L., Tereshchenko, A., Cockerill, M. and Kwok, RKW. (2022) 'Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality'. Teachers and Teaching, 28 (1). pp. 1 - 15. ISSN: 1354-0602 Open Access Link
Tereshchenko, A., Bei, Z., Bradbury, A., Forde, E. and Mullings, G. (2022) 'Supporting the retention of minority ethnic teachers: A research and practice based guide for school leaders'. Place of publication: IOE, UCL’s Faculty of Education and Society. Available at: https://discovery.ucl.ac.uk/id/eprint/10143370/.
Bradbury, A., Tereshchenko, A. and Mills, M. (2022) 'Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England: ‘carrying the weight of racism’'. Race Ethnicity and Education. pp. 1 - 17. ISSN: 1361-3324
Taylor, B., Hodgen, J., Tereshchenko, A. and Gutiérrez, G. (2022) 'Attainment grouping in English secondary schools: A national survey of current practices'. Research Papers in Education, 37 (2). pp. 199 - 220. ISSN: 0267-1522
Tereshchenko, A., Bradbury, A. and Mills, M. (2021) 'What makes minority ethnic teachers stay in teaching, or leave?'. Place of publication: UCL Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10127240/.
Tereshchenko, A., Bradbury, A. and Mills, M. (2021) 'Improving the retention of minority ethnic teachers in England. Policy Briefing.'. Place of publication: UCL Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10123768/.
Tereshchenko, A., Mills, M. and Bradbury, A. (2020) 'Making progress? Employment and retention of BAME teachers in England'. Place of publication: UCL. Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10117331/.Open Access Link
Hodgen, J., Taylor, B., Jacques, L., Tereshchenko, A., Kwok, R. and Cockerill, M. (2020) 'Remote mathematics teaching during COVID-19: intentions, practices and equity'. Place of publication: UCL Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10110311/.
Francis, B., Craig, N., Hodgen, J., Taylor, B., Tereshchenko, A., Connolly, P. and et al. (2020) 'The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy'. British Journal of Sociology of Education, 41 (5). pp. 626 - 642. ISSN: 0142-5692
Towers, E., Taylor, B., Tereshchenko, A. and Mazenod, A. (2020) '‘The reality is complex’: teachers’ and school leaders’ accounts and justifications of grouping practices in the English key stage 2 classroom'. Education 3-13, 48 (1). pp. 22 - 36. ISSN: 0300-4279
Francis, B., Taylor, B. and Tereshchenko, A. (2019) 'Reassessing 'Ability' Grouping Improving Practice for Equity and Attainment'. Routledge. ISSN 10: 0429791194 ISSN 13: 9780429791192
Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., et al. (2019) 'Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment'. Research Papers in Education, 34 (4). pp. 425 - 444. ISSN: 0267-1522
Tereshchenko, A., Bradbury, A. and Archer, L. (2019) 'Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness'. Whiteness and Education, 4 (1). pp. 53 - 71. ISSN: 2379-3406
Francis, B., Hodgen, J., Craig, N., Taylor, B., Archer, L., Mazenod, A., et al. (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. ISSN: 0742-051X
Archer, L., Francis, B., Miller, S., Taylor, B., Tereshchenko, A., Mazenod, A., et al. (2018) 'The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting'. British Educational Research Journal, 44 (1). pp. 119 - 140. ISSN: 0141-1926
Taylor, B., Francis, B., Archer, L., Hodgen, J., Pepper, D., Tereshchenko, A. and et al. (2017) 'Factors deterring schools from mixed attainment teaching practice'. Pedagogy, Culture and Society, 25 (3). pp. 327 - 345. ISSN: 1468-1366
Francis, B., Connolly, P., Archer, L., Hodgen, J., Mazenod, A., Pepper, D., et al. (2017) 'Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students'. International Journal of Educational Research, 86. pp. 96 - 108. ISSN: 0883-0355
Tereshchenko, A. and Archer, L. (2015) 'Identity projects in complementary and mainstream schools: the views of Albanian and Bulgarian students in England'. Research Papers in Education, 30 (3). pp. 347 - 365. ISSN: 0267-1522
Tereshchenko, A. and Grau Cárdenas, VV. (2013) 'Immigration and supplementary ethnic schooling: Ukrainian students in Portugal'. Educational Studies, 39 (4). pp. 455 - 467. ISSN: 0305-5698
Tereshchenko, A. (2013) 'Regional Diversity and Education for 'National' Citizenship in Ukraine: The Construction of Citizenship Identities by Borderland Youth', in Kiwan, D. (ed.) Naturalization Policies, Education and Citizenship. London : Palgrave Macmillan. pp. 123 - 149.
Tereshchenko, A. and Araújo, HC. (2011) 'Stories of Belonging: Ukrainian Immigrant Children's Experiences of Portugal'. Global Studies of Childhood, 1 (2). pp. 129 - 139. ISSN: 2043-6106
Tereshchenko, A. (2010) 'Ukrainian youth and civic engagement: Unconventional participation in local spaces'. Journal of Youth Studies, 13 (5). pp. 597 - 613. ISSN: 1367-6261