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Outputs (168)

Eureka!: What is innovation, how does it develop, and who does it? (2016)
Journal Article
Carr, K., Kendal, R., & Flynn, E. (2016). Eureka!: What is innovation, how does it develop, and who does it?. Child Development, 87(5), 1505-1519. https://doi.org/10.1111/cdev.12549

Innovation is not only central to changes in traditional practice but arguably responsible for humanity's remarkable success at colonizing the earth and diversifying the products, technologies, and systems within it. Surprisingly little is known of h... Read More about Eureka!: What is innovation, how does it develop, and who does it?.

The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review (2016)
Journal Article
Gascoine, L., Higgins, S., & Wall, K. (2017). The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review. Review of Education, 5(1), 3-57. https://doi.org/10.1002/rev3.3077

This article presents the results of a systematic review of methods that have been used to measure or assess metacognition in children aged 4–16 years over a 20-year period (1992–2012). It includes an overview of the types of tool and methods used li... Read More about The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review.

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.

Interculturality and the study abroad experience: students’ learning from the IEREST materials (2016)
Journal Article
Holmes, P., Bavieri, L., Ganassin, S., & Murphy, J. (2016). Interculturality and the study abroad experience: students’ learning from the IEREST materials. Language and Intercultural Communication, 16(3), 452-469. https://doi.org/10.1080/14708477.2016.1168054

This study investigated how a ‘while abroad’ (IEREST) intercultural experiential learning programme (i) encouraged mobile student sojourners to explore the concept of ‘interculturality’; (ii) promoted their intercultural engagement/communication duri... Read More about Interculturality and the study abroad experience: students’ learning from the IEREST materials.

University students’ perceptions of summative assessment: the role of context (2016)
Journal Article
Iannone, P., & Simpson, A. (2017). University students’ perceptions of summative assessment: the role of context. Journal of Further and Higher Education, 41(6), 785-801. https://doi.org/10.1080/0309877x.2016.1177172

We report on a mixed-method study that compared students’ perceptions of summative assessment across two distinct disciplines – education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing pos... Read More about University students’ perceptions of summative assessment: the role of context.

The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts (2016)
Journal Article
Zeneli, M., Tymms, P., & Bolden, D. (2016). The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts. International journal of psychology and educational studies, 3(2), 1-13. https://doi.org/10.17220/ijpes.2016.02.001

This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, ‘Interdependent Cross Age-Peer Tutoring’ (ICAT), on the socio-academic process of learning of self-concepts. ICAT is info... Read More about The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts.

Education and Political Theory: Prospects and Points of View (2016)
Book Chapter
Raaper, R., & Olssen, M. (2016). Education and Political Theory: Prospects and Points of View. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (1-5). Springer. https://doi.org/10.1007/978-981-287-532-7_251-1

Education, philosophy, and politics can be seen as the tripos in Western tradition, defining the canon and practices of political and educational institutions (Peters 2012). In the light of recent educational research, it could also be argued that th... Read More about Education and Political Theory: Prospects and Points of View.

A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11 (2016)
Journal Article
Merrell, C., Sayal, K., Tymms, P., & Kasim, A. (2017). A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11. Learning and Individual Differences, 53, 156-161. https://doi.org/10.1016/j.lindif.2016.04.003

Background The link between inattention and hyperactivity/impulsivity and poor academic outcomes is well established. Children with mild difficulties can go unnoticed yet may be at risk of poor academic outcomes. Aims To investigate the link between... Read More about A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11.