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All Outputs (72)

Primary teachers' epistemological beliefs: some perceived barriers to investigative teaching in primary mathematics (2008)
Journal Article
Bolden, D., & Newton, L. (2008). Primary teachers' epistemological beliefs: some perceived barriers to investigative teaching in primary mathematics. Educational Studies, 34(5), 419-432. https://doi.org/10.1080/03055690802287595

A recent investigation of primary teachers’ epistemological beliefs concerning the teaching and learning of mathematics discovered that teachers’ beliefs cannot be said to form neat world views. Teachers’ hybrid world views often included epistemolog... Read More about Primary teachers' epistemological beliefs: some perceived barriers to investigative teaching in primary mathematics.

An analysis of primary technology textbooks: can they support cause and purpose explanations? (2007)
Journal Article
Newton, D., & Newton, L. (2007). An analysis of primary technology textbooks: can they support cause and purpose explanations?. Research in Science and Technological Education, 25(2), 199-210. https://doi.org/10.1080/02635140701250725

Knowing cause and purpose can enable a useful flexibility in thought and action that is more likely to produce a desired outcome. Some teachers, particularly trainees, new teachers, and those without a strong background in technology, may not address... Read More about An analysis of primary technology textbooks: can they support cause and purpose explanations?.

Can explanations in children's books help teachers foster reason-based understandings in religious education in primary schools? (2006)
Journal Article
Newton, L., & Newton, D. (2006). Can explanations in children's books help teachers foster reason-based understandings in religious education in primary schools?. British Journal of Religious Education, 28(3), 225-234. https://doi.org/10.1080/01416200600811311

There are concerns about the quality of religious education teaching in England and a national framework for religious education has been developed to give the subject a firmer basis. This basis comprises knowledge, skills and understanding that invo... Read More about Can explanations in children's books help teachers foster reason-based understandings in religious education in primary schools?.

Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music? (2006)
Journal Article
Newton, L., & Newton, D. (2006). Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music?. Music Education Research, 8(1), 3-16. https://doi.org/10.1080/14613800600570660

For good reason, many believe that class teachers should make a significant contribution to the music education of young children. In practice, these teachers are often unenthusiastic about the task, feeling that they lack the knowledge and skills to... Read More about Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music?.

To what extent can children's geography books help a primary school teacher explain cause and purpose? (2006)
Journal Article
Newton, L., & Newton, D. (2006). To what extent can children's geography books help a primary school teacher explain cause and purpose?. International Research in Geographical and Environmental Education, 15(1), 29-40. https://doi.org/10.2167/irgee185.0

New teachers and those without a strong background in geography tend to neglect ‘higher level’ thinking, including causal explanations and thinking about reasons in primary school geography. This is a problem that training has yet to address effectiv... Read More about To what extent can children's geography books help a primary school teacher explain cause and purpose?.

Thinking about Art: Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non Specialists Support Reasoning in Art? (2005)
Journal Article
Newton, L. D., & Newton, D. P. (2005). Thinking about Art: Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non Specialists Support Reasoning in Art?. International Journal of Art and Design Education, 24(3), 315-324. https://doi.org/10.1111/j.1476-8070.2005.00455.x

Some primary school teachers may neglect reasoning about art. Models of practice can exemplify classroom teaching and, to some extent, a textbook for children can be seen as a model of practice. Can those in art serve as models of practice and help t... Read More about Thinking about Art: Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non Specialists Support Reasoning in Art?.

The Occurrence of Analogies in Elementary School Science Books (2003)
Journal Article
Newton, L. (2003). The Occurrence of Analogies in Elementary School Science Books. Instructional Science, 31(6), 353-375. https://doi.org/10.1023/a%3A1025706410666

Investigates the extent to which analogies in instructional science books are provided by authors. Eighty texts available from commercial publishers and intended for use in the elementary school classroom were analyzed. It was found that most of the... Read More about The Occurrence of Analogies in Elementary School Science Books.

Do primary history books show a concern for explanatory understanding? (2003)
Journal Article
Blake, A., Newton, L., Newton, D., & Brown, K. (2003). Do primary history books show a concern for explanatory understanding?. International Journal of Research & Method in Education, 26(2), 149-159. https://doi.org/10.1080/0140672030260207

This article explores the extent to which books covering history topics identified by the National Curriculum (see Glossary for more information), available for use by the teacher in Key Stage 2 (children aged 7 to 11 years), demonstrate a concern fo... Read More about Do primary history books show a concern for explanatory understanding?.

Do primary school science books for children show a concern for explanatory understanding? (2002)
Journal Article
Newton, L., Newton, D., Blake, A., & Brown, K. (2002). Do primary school science books for children show a concern for explanatory understanding?. Research in Science and Technological Education, 20(2), 227-240. https://doi.org/10.1080/0263514022000030471

Explanatory understanding is a valued goal in science education and yet research evidence suggests that, for a variety of reasons, it is not always a major concern of primary science teachers. Do primary science books show a concern for explanatory u... Read More about Do primary school science books for children show a concern for explanatory understanding?.