Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England
(2018)
Journal Article
Brown, C., Zhang, D., Xu, N., & Corbett, S. (2018). Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England. International Journal of Educational Research, 89, 36-46. https://doi.org/10.1016/j.ijer.2018.04.003
Outputs (139)
Neuroscience and Education: A Philosophical Approach (2018)
Journal Article
Davis, A. (2018). Neuroscience and Education: A Philosophical Approach. Educational Theory, 68(2), 235-242. https://doi.org/10.1111/edth.12308
Digital scholarship, higher education and the future of the public intellectual (2018)
Journal Article
Murphy, M., & Costa, C. (2019). Digital scholarship, higher education and the future of the public intellectual. Futures, 111, 205-212. https://doi.org/10.1016/j.futures.2018.04.011
Social contagion of ethnic hostility (2018)
Journal Article
Bauer, M., Cahlíková, J., Chytilová, J., & Želinský, T. (2018). Social contagion of ethnic hostility. Proceedings of the National Academy of Sciences, 115(19), 4881-4886. https://doi.org/10.1073/pnas.1720317115
Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!? (2018)
Journal Article
Birney, D., Beckmann, J., Beckmann, N., Double, K., & Whittingham, K. (2018). Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!?. Intelligence, 68, 128-140. https://doi.org/10.1016/j.intell.2018.03.008The burgeoning increase in the importance given to non-cognitive factors in complex decisions making, has led to calls to question intelligence as the primary explanatory model of success. Features of a business microworld simulation were experimenta... Read More about Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!?.
Can language focussed activities improve understanding of chemical language in non-traditional students? (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2018). Can language focussed activities improve understanding of chemical language in non-traditional students?. Chemistry education research and practice, 19(3), 755-766. https://doi.org/10.1039/c8rp00070kStudents commonly find the language of chemistry challenging and a barrier to developing understanding. This study investigated developments in chemical language understanding by a group of non-traditional students over the duration of a one year pre... Read More about Can language focussed activities improve understanding of chemical language in non-traditional students?.
Emotions: Can’t think with them, can’t think without them. (2018)
Book Chapter
Newton, D. (2018). Emotions: Can’t think with them, can’t think without them. In L. Kerslake, & R. Wegerif (Eds.), Theory of Teaching Thinking: International Perspectives (26-40). Routledge
Eastern European Young People's Feelings of Belonging: Any place in Brexit Britain? (2018)
Report
Tyrrell, N., Käkelä, E., Corson, S., Sime, D., Kelly, C., McMellon, C., & Moskal, M. (2018). Eastern European Young People's Feelings of Belonging: Any place in Brexit Britain?. Economic and Social Research Council (ESRC)
Missing Intercultural Engagements in the University Experiences of Chinese International Students in the UK (2018)
Journal Article
Yu, Y., & Moskal, M. (2018). Missing Intercultural Engagements in the University Experiences of Chinese International Students in the UK. Compare: A Journal of Comparative and International Education, 49(4), 654-671. https://doi.org/10.1080/03057925.2018.1448259This paper looks at structural conditions or institutional arrangements that facilitate or hinder interactions for international students. Drawing on the contact and diversity theory, analyses compare Chinese students’ intercultural experience in bus... Read More about Missing Intercultural Engagements in the University Experiences of Chinese International Students in the UK.
Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities (2018)
Journal Article
Daniel, J. R., & Cooc, N. (2018). Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities. The Journal of Special Education, 52(2), 101-112. https://doi.org/10.1177/0022466918765276Students who report high levels of intrinsic motivation (IM) perform better on academic tasks compared with students who report low levels of IM. However, there is a paucity of data on IM for several disability categories (e.g., intellectual disabili... Read More about Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities.