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Outputs (89)

Exploring task design to promote discipline-specific reasoning in primary English (2022)
Journal Article
Oliver, M., & Higgins, S. (2023). Exploring task design to promote discipline-specific reasoning in primary English. Thinking Skills and Creativity, 47, Article 101230. https://doi.org/10.1016/j.tsc.2022.101230

This paper draws upon a growing body of research emphasising the importance and prevalence of domain-specific practices in teaching and learning. Different disciplines have their own reasoning practices, conceptualised as reasoning styles, which are... Read More about Exploring task design to promote discipline-specific reasoning in primary English.

From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning (2022)
Journal Article
Pogorskiy, E., & Beckmann, J. F. (2022). From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning. Computers and Education: Artificial Intelligence, 4, Article 100111. https://doi.org/10.1016/j.caeai.2022.100111

Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of... Read More about From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning.

Who becomes a teacher and why? (2022)
Journal Article
See, B. H., Munthe, E., Ross, S. A., Hitt, L., & El Soufi, N. (2022). Who becomes a teacher and why?. Review of Education, 10(3), https://doi.org/10.1002/rev3.3377

This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google... Read More about Who becomes a teacher and why?.

How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career (2022)
Journal Article
Gorard, S., See, B., & Morris, R. (2022). How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12(11), Article 767. https://doi.org/10.3390/educsci12110767

Understanding people’s perceptions of teaching as an occupation, and their motivation or oth-erwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only th... Read More about How to get more people into teaching?: Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career.

Framing Childhood Resilience Through Bronfenbrenner’s Ecological Systems Theory: A Discussion Paper (2022)
Journal Article
Antony, E. (2022). Framing Childhood Resilience Through Bronfenbrenner’s Ecological Systems Theory: A Discussion Paper. Cambridge educational research e-journal, 9, 244-257. https://doi.org/10.17863/cam.90564

Bronfenbrenner’s ecological systems theory (1979) conceptualises children’s development as a process of bi-directional and reciprocal relationships between a developing individual and those in surrounding environments, including teachers, parents, ma... Read More about Framing Childhood Resilience Through Bronfenbrenner’s Ecological Systems Theory: A Discussion Paper.

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK (2022)
Journal Article
Rushton, E. A., Murtagh, L., Ball-Smith, C., Black, B., Dunlop, L., Gibbons, S., …Scott, C. (2022). Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK. Journal of Education for Teaching, https://doi.org/10.1080/02607476.2022.2150840

In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst... Read More about Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK.

Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations (2022)
Journal Article
Aristeidou, M., Lorke, J., & Ismail, N. (2023). Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations. International Journal of Science and Mathematics Education, 21, 2067–2093. https://doi.org/10.1007/s10763-022-10340-z

Citizen science offers teachers a way to bring authentic scientific research into their classrooms by providing both teachers and their students with opportunities to contribute to authentic research. The potential of citizen science for science educ... Read More about Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations.