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All Outputs (120)

Forging identities: the experiences of probationary lecturers in the UK (2010)
Journal Article
Smith, J. (2010). Forging identities: the experiences of probationary lecturers in the UK. Studies in Higher Education, 35(5), 577-591. https://doi.org/10.1080/03075070903216650

This article concerns itself with how academic identities may come to be formed. Taking a longitudinal approach, stories of the experiences of probationary lecturers have been gathered and analysed, to outline an emergent typology of academic sociali... Read More about Forging identities: the experiences of probationary lecturers in the UK.

The prevalance of ADHD-like symptoms in a community sample (2010)
Journal Article
Alloway, T., Elliott, J., & Holmes, J. (2010). The prevalance of ADHD-like symptoms in a community sample. Journal of Attention Disorders, 14(1), 52-56. https://doi.org/10.1177/1087054709356197

The aim of the present study was to explore the prevalence of ADHD symptoms in a community sample of children in the United Kingdom. Method: There were 964 ten year olds (55% boys; M = 10.4 years; SD = 0.6) from mainstream schools in the United Kingd... Read More about The prevalance of ADHD-like symptoms in a community sample.

Examining the link between working memory behaviour and academic attainment in students with ADHD (2010)
Journal Article
Alloway, T., Gathercole, S., & Elliott, J. (2010). Examining the link between working memory behaviour and academic attainment in students with ADHD. Developmental Medicine & Child Neurology, 52(7), 632-636. https://doi.org/10.1111/j.1469-8749.2009.03603.x

Aim  The aim of the present study was to investigate whether behaviours typical of working memory problems are associated with poor academic attainment in those with attention-deficit–hyperactivity disorder (ADHD), as well as a non-clinical group ide... Read More about Examining the link between working memory behaviour and academic attainment in students with ADHD.

Contrasting variable-analytic and case-based approaches to the analysis of survey datasets: exploring how achievement varies by ability across configurations of social class and sex (2010)
Journal Article
Cooper, B., & Glaesser, J. (2010). Contrasting variable-analytic and case-based approaches to the analysis of survey datasets: exploring how achievement varies by ability across configurations of social class and sex. Methodological innovations on line, 5(1), 4-23. https://doi.org/10.4256/mio.2010.0007

The context for this paper is the ongoing debate concerning the relative merits, for the analysis of quantitative data, of, on the one hand, variable-analytic correlational methods, and, on the other, the case-based set theoretic methods developed by... Read More about Contrasting variable-analytic and case-based approaches to the analysis of survey datasets: exploring how achievement varies by ability across configurations of social class and sex.

Taming a beast of burden - On some issues with the conceptualisation and operationalisation of cognitive load (2010)
Journal Article
Beckmann, J. (2010). Taming a beast of burden - On some issues with the conceptualisation and operationalisation of cognitive load. Learning and Instruction, 20(3), 250-264. https://doi.org/10.1016/j.learninstruc.2009.02.024

Research on cognitive load theory (CLT) has not yet provided facet-specific measures of cognitive load. The lack of valid methods to measure intrinsic, extraneous and germane cognitive load makes it difficult to empirically test theoretical explanati... Read More about Taming a beast of burden - On some issues with the conceptualisation and operationalisation of cognitive load.

Teaching for understanding/understanding for teaching (2010)
Book Chapter
Barmby, P., Harries, A., & Higgins, S. (2010). Teaching for understanding/understanding for teaching. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools (45-57). McGraw-Hill

Erratum to "Observations of the Sagittarius dwarf galaxy by the HESS experiment and search for a dark matter signal" [Astropart. Phys. 29(1) (2008) 55-62] (2010)
Journal Article
Aharonian, F., Akhperjanian, A., Bazer-Bachi, A., Beilicke, M., Benbow, W., Berge, D., …Ward, M. (2010). Erratum to "Observations of the Sagittarius dwarf galaxy by the HESS experiment and search for a dark matter signal" [Astropart. Phys. 29(1) (2008) 55-62]. Astroparticle Physics, 33, 274-275. https://doi.org/10.1016/j.astropartphys.2010.01.007

Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services. Follow-up of a School-Based Trial at Age 10 Years (2010)
Journal Article
Sayal, K., Owen, V., White, K., Merrell, C., Tymms, P., & Taylor, E. (2010). Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services. Follow-up of a School-Based Trial at Age 10 Years. Archives of pediatrics & adolescent medicine, 164(5), 462-469. https://doi.org/10.1001/archpediatrics.2010.40

Objectives To investigate the impact of early school-based screening and educational interventions on longer-term outcomes for children at risk for attention-deficit/hyperactivity disorder (ADHD) and the predictive utility of teacher ratings. Design... Read More about Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services. Follow-up of a School-Based Trial at Age 10 Years.

You need to know: There is a causal relationship between structural knowledge and control performance in complex problem solving tasks (2010)
Journal Article
Goode, N., & Beckmann, J. (2010). You need to know: There is a causal relationship between structural knowledge and control performance in complex problem solving tasks. Intelligence, 38(3), 345-352. https://doi.org/10.1016/j.intell.2010.01.001

This study investigates the relationships between structural knowledge, control performance and fluid intelligence in a complex problem solving (CPS) task. 75 participants received either complete, partial or no information regarding the underlying s... Read More about You need to know: There is a causal relationship between structural knowledge and control performance in complex problem solving tasks.

A Freirean critique of the competence model of teacher education, focusing on the standards for qualified teacher status in England (2010)
Journal Article
Stevens, D. (2010). A Freirean critique of the competence model of teacher education, focusing on the standards for qualified teacher status in England. Journal of Education for Teaching, 36(2), 187-196. https://doi.org/10.1080/02607471003651722

The paper presents a radical critique of the competence-driven initial teacher education (ITE) paradigm, focusing on the official standards for qualified teacher status in England and Wales, the legal basis for teacher education courses, and specific... Read More about A Freirean critique of the competence model of teacher education, focusing on the standards for qualified teacher status in England.

Observational learning of tool use in children: Investigating cultural spread through diffusion chains and learning mechanisms through ghost displays (2010)
Journal Article
Hopper, L., Flynn, E., Wood, L., & Whiten, A. (2010). Observational learning of tool use in children: Investigating cultural spread through diffusion chains and learning mechanisms through ghost displays. Journal of Experimental Child Psychology, 106(1), 82-97. https://doi.org/10.1016/j.jecp.2009.12.001

In the first of two experiments, we demonstrate the spread of a novel form of tool use across 20 “cultural generations” of child-to-child transmission. An experimentally seeded technique spread with 100% fidelity along twice as many “generations” as... Read More about Observational learning of tool use in children: Investigating cultural spread through diffusion chains and learning mechanisms through ghost displays.

Quality and Peer Review of Research: An Adjudicating Role for Editors (2010)
Journal Article
Newton, D. (2010). Quality and Peer Review of Research: An Adjudicating Role for Editors. Accountability in Research: Policies and Quality Assurance, 17(3), 130-145. https://doi.org/10.1080/08989621003791945

Peer review gives research a stamp of approval, but the reviews themselves can be flawed. This is potentially serious for the writer, the journal, and journal user. This study describes shortcomings of the peer review process and condenses them into... Read More about Quality and Peer Review of Research: An Adjudicating Role for Editors.

Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements (2010)
Journal Article
Gleaves, A., & Walker, C. (2010). Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements. Teacher Development, 14(2), 139-152. https://doi.org/10.1080/13664530.2010.494498

Research suggests that pre-service teaching students embarking on practice placements encounter affect both in a personal and a professional sense more acutely than at any other time during their professional careers. A few studies emphasise the use... Read More about Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements.

Enacting Metalearning: Using Performance Based Research in conjunction with Meyer's Reflections on Learning Inventory to raise HND/FD students' awareness of the self as learner in the context of level six (final year) undergraduate study (2010)
Report
Connolly, R., & Ward, S. (2011). Enacting Metalearning: Using Performance Based Research in conjunction with Meyer's Reflections on Learning Inventory to raise HND/FD students' awareness of the self as learner in the context of level six (final year) undergraduate study. Palatine (Performing Arts Learning and Teaching Innovation Network)

The concept of metalearning, as defined by Biggs (1985), encapsulates two complementary features of deep level, self-regulated learning capacity: 1) an awareness of self as learner in some specified context and 2) control over self as learner in that... Read More about Enacting Metalearning: Using Performance Based Research in conjunction with Meyer's Reflections on Learning Inventory to raise HND/FD students' awareness of the self as learner in the context of level six (final year) undergraduate study.