Outputs (10)

Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work (2024)
Journal Article
Cramman, H., Arenas, B., Awais, R., Balaban, C., Cropper, C., Dennis, F., Finch, K., Gray, H., Hall, A., Kitchen, G., Norman, K., O’Driscoll, L., Petts, P., Petri, S., Robson, J., Rosenburgh, A., Shields, L., Swift, G. P., & Vaughan, H. (in press). Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work. Enhancing Teaching and Learning in Higher Education, 2, 39-69. https://doi.org/10.62512/etlhe.14

This paper presents the findings from a detailed study investigating UK undergraduate students’ experience of practical science in their post-16 studies during the COVID-19 pandemic. It also examines their perceived confidence and preparedness in rel... Read More about Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work.

Evaluation of the National Levelling Up Widening Participation Pilot Programme (2022)
Report
Cramman, H., Gray, H., & Chavana, M. A. (2022). Evaluation of the National Levelling Up Widening Participation Pilot Programme. Durham, UK: Institute of Physics, London Mathematical Society, Durham University

Evaluation of Inclusion Matters - Northern Power: Making Engineering and Physical Sciences Research a Domain for All in the North of England: End of Programme Report (2021)
Report
Cramman, H., Gray, H., Siddiqui, N., & Tudor, J. (2021). Evaluation of Inclusion Matters - Northern Power: Making Engineering and Physical Sciences Research a Domain for All in the North of England: End of Programme Report. [No known commissioning body]

Facilitating collaborative reflective inquiry amongst teachers: what do we currently know? (2020)
Journal Article
Brown, C., Poortman, C., Gray, H., Gross-Ophoff, J., & Wharf, M. (2021). Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?. International Journal of Educational Research, 105, Article 101695. https://doi.org/10.1016/j.ijer.2020.101695

Collaborative teacher learning is thought to improve teaching practice and student outcomes. Key to such learning is Reflective Professional Inquiry (RPI); seen as vital if practitioners are to engage effectively with new knowledge and ideas. Yet RPI... Read More about Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?.

Baseline Evaluation of the Durham Commission on Creativity and Education Report (2020)
Report
Cramman, H., Menzies, V., Gray, H., Mee, D., & Eerola, P. (2020). Baseline Evaluation of the Durham Commission on Creativity and Education Report. [No known commissioning body]

The Durham Commission on Creativity and Education published its Report on 11/10/2019 (Durham Commission, 2019). The Report contained a set of ten Recommendations, which aimed to establish and sustain the conditions for nurturing creativity in educati... Read More about Baseline Evaluation of the Durham Commission on Creativity and Education Report.

Monitoring practical science in schools and colleges, higher education data 2016-2018 (2019)
Data
Cramman, H., Kind, V., Kind, P., Lyth, A., Gray, H., Younger, K., …Coe, R. (2019). Monitoring practical science in schools and colleges, higher education data 2016-2018. [Dataset]. https://doi.org/10.5255/ukda-sn-853459

Monitoring practical science in schools and colleges, school data 2016-2017 (2019)
Data
Cramman, H., Kind, V., Kind, P., Lyth, A., Gray, H., Younger, K., …Coe, R. (2019). Monitoring practical science in schools and colleges, school data 2016-2017. [Dataset]. https://doi.org/10.5255/ukda-sn-853446

Monitoring practical science in schools and colleges (2019)
Report
Cramman, H., Kind, V., Lyth, A., Gray, H., Younger, K., Gemar, A., …Kind, P. (2019). Monitoring practical science in schools and colleges. [No known commissioning body]

This report presents data relating to practical work in science provision in schools1 collected over three years in England and Scotland from 2015 - 2017. This study adopts the SCORE (2013) definition of practical work, namely: “A learning activity i... Read More about Monitoring practical science in schools and colleges.

Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016) (2019)
Journal Article
Gray, H., Lyth, A., McKenna, C., Stothard, S., Tymms, P., & Copping, L. (2019). Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016). Large-scale Assessments in Education, 7, Article 2. https://doi.org/10.1186/s40536-019-0070-9

A recent study by Baye and Monseur (Large Scale Assess Educ 4:1–16, 2016) using large, international educational data sets suggest that the “greater male variation hypothesis” is well supported. Males are often over-represented at the tails of the ab... Read More about Sex differences in variability across nations in Reading, Mathematics and Science: A Meta-Analytic extension of Baye and Monseur (2016).

Name writing ability not length of name is predictive of future academic attainment (2016)
Journal Article
Copping, L., Cramman, H., Gott, S., Gray, H., & Tymms, P. (2016). Name writing ability not length of name is predictive of future academic attainment. Educational Research, 58(3), 237-246. https://doi.org/10.1080/00131881.2016.1184948

Background: The Performance Indicators in Primary Schools On Entry Baseline assessment for pupils starting school includes an item which aims to assess how well a pupil writes his or her own name. There is some debate regarding the utility of this me... Read More about Name writing ability not length of name is predictive of future academic attainment.