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All Outputs (76)

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?.

Developing attitudes towards science measures (2007)
Journal Article
Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871-893. https://doi.org/10.1080/09500690600909091

In this study, we describe the development of measures used to examine pupils' attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science... Read More about Developing attitudes towards science measures.

What children know and can do when they start school and how this varies between countries (2007)
Journal Article
Merrell, C., & Tymms, P. (2007). What children know and can do when they start school and how this varies between countries. Journal of Early Childhood Research, 5(2), 115-134. https://doi.org/10.1177/1476718x07076679

This large-scale study describes what children know and can do when they start school in Scotland. The description became possible because a third of Scottish Authorities are involved in a single, broadly based, on-entry baseline assessment of childr... Read More about What children know and can do when they start school and how this varies between countries.

A Fairer and Simpler Approach to Value Added Calculation. (2007)
Presentation / Conference Contribution
He, Q., & Tymms, P. (2007, April). A Fairer and Simpler Approach to Value Added Calculation. Paper presented at AERA 2007, Chicago

The assessment of the achievement of students and the quality of schools has drawn increasing attention from education researchers, policy makers and practitioners, and various accountability and feedback systems involving the use of value added tech... Read More about A Fairer and Simpler Approach to Value Added Calculation..

Clinical evaluation of a simple uroflowmeter for categorization of maximum urinary flow rate (2007)
Journal Article
Pridgeon, S., Harding, C., Newton, D., & Pickard, R. (2007). Clinical evaluation of a simple uroflowmeter for categorization of maximum urinary flow rate. Indian Journal of Urology, 23(2), 114-118. https://doi.org/10.4103/0970-1591.32058

Objective: To evaluate the accuracy and diagnostic usefulness of a disposable flowmeter consisting of a plastic funnel with a spout divided into three chambers. Materials and Methods: Men with lower urinary tract symptoms (LUTS) voided sequentially i... Read More about Clinical evaluation of a simple uroflowmeter for categorization of maximum urinary flow rate.

Higher Education Music Students' Perceptions of the Benefits of Participative Music Making (2007)
Journal Article
Kokotsaki, D., & Hallam, S. (2007). Higher Education Music Students' Perceptions of the Benefits of Participative Music Making. Music Education Research, 9(1), 93-109. https://doi.org/10.1080/14613800601127577

This study aimed to assess the perceived impact of music students' active engagement in music making. Seventy-eight music students were asked to report on the impact that their participation in music making had on their lives. The data were analysed... Read More about Higher Education Music Students' Perceptions of the Benefits of Participative Music Making.

A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. (2007)
Journal Article
Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33(1), 47-70. https://doi.org/10.1080/03054980601094693

This paper reports on a literature review conducted in the UK for the Design Council and CfBT (Higgins et al, 2005)which looked at the evidence of the impact of environments on learning in schools. We have reviewed the available evidence regarding di... Read More about A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future..

Top-down Management: An Effective Tool in Higher Education? (2007)
Journal Article
Beverton, S., & Tsai, Y. (2007). Top-down Management: An Effective Tool in Higher Education?. International Journal of Educational Management, 21(1), 6-16. https://doi.org/10.1108/09513540710716786

Purpose – The purpose of this paper is to explore the strengths and weaknesses of top-down management in a university that has embraced globalisation with a strong market-led ethos and to suggest the ways in which adjustments might be made to top-dow... Read More about Top-down Management: An Effective Tool in Higher Education?.

Working memory, Reading and Mathematical Skills in children with developmental coordination disorder (2007)
Journal Article
Alloway, T. (2007). Working memory, Reading and Mathematical Skills in children with developmental coordination disorder. Journal of Experimental Child Psychology, 96(1), 20-36. https://doi.org/10.1016/j.jecp.2006.07.002

The aim of the present study was investigate the relationship between working memory and reading and mathematical skills in 55 children diagnosed with developmental coordination disorder (DCD). The findings indicate a pervasive memory deficit in all... Read More about Working memory, Reading and Mathematical Skills in children with developmental coordination disorder.