Theorising technology in education: an introduction
(2019)
Journal Article
Costa, C., Hammond, M., & Younie, S. (2019). Theorising technology in education: an introduction. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939x.2019.1660089
All Outputs (188)
Gendered trends in young people’s participation in active lifestyles: The need for a gender-neutral narrative (2019)
Journal Article
Metcalfe, S. N., & Lindsey, I. (2020). Gendered trends in young people’s participation in active lifestyles: The need for a gender-neutral narrative. European Physical Education Review, 26(2), 535-551. https://doi.org/10.1177/1356336x19874095Gendered differences in participation in active lifestyles (encompassing sport, physical activity, and physical education) are well established, with young men typically participating in more activities than young women. This paper uses a theoretical... Read More about Gendered trends in young people’s participation in active lifestyles: The need for a gender-neutral narrative.
Flipped learning – panacea or problem? Mature students’ motivations and barriers to technology (2019)
Conference Proceeding
Staddon, R. V. (in press). Flipped learning – panacea or problem? Mature students’ motivations and barriers to technology.
International Students in the UK and EU: Fluid Context and Identities in a Changing Europe (2019)
Book Chapter
Montgomery, C., & Nada, C. I. (2019). International Students in the UK and EU: Fluid Context and Identities in a Changing Europe. In C. Rose-Redwood, & R. Rose-Redwood (Eds.), International encounters : higher education and the international student experience (67-82). Rowman & Littlefield
A systematic review of the evidence base for professional learning in early years education: the PLEYE Review (2019)
Journal Article
Rogers, S., Brown, C., & Poblete, X. (2020). A systematic review of the evidence base for professional learning in early years education: the PLEYE Review. Review of Education, 8(1), 156-188. https://doi.org/10.1002/rev3.3178In response to the current policy drive to improve the skills level of the Early Years (EY) workforce, raise the quality of EY provision, and reduce the educational disadvantage gap for young children, this systematic review considered professional d... Read More about A systematic review of the evidence base for professional learning in early years education: the PLEYE Review.
Working Memory Predictors of Written Mathematics in 7-8 Year Old Children (2019)
Journal Article
Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Working Memory Predictors of Written Mathematics in 7-8 Year Old Children. Quarterly Journal of Experimental Psychology, 73(2), 239-248. https://doi.org/10.1177/1747021819871243There is extensive evidence for the involvement of working memory in mathematical attainment. This study aims to identify the relative contributions of verbal, spatial-simultaneous, and spatial-sequential working memory measures in written mathematic... Read More about Working Memory Predictors of Written Mathematics in 7-8 Year Old Children.
Estranged students in higher education: navigating social and economic capitals (2019)
Journal Article
Costa, C., Taylor, Y., Goodfellow, C., & Ecochard, S. (2020). Estranged students in higher education: navigating social and economic capitals. Cambridge Journal of Education, 50(1), 107-123. https://doi.org/10.1080/0305764x.2019.1648639Family is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ ac... Read More about Estranged students in higher education: navigating social and economic capitals.
Teaching for Citizen Empowerment and Engagement (2019)
Journal Article
Ridgway, J., & Ridgway, R. (2019). Teaching for Citizen Empowerment and Engagement. Radical statistics, 123, 15-23
Evaluation of the National Literacy Trust's Literacy for Life programme (2019)
Report
See, B., Gorard, S., Morris, R., & Siddiqui, N. (2019). Evaluation of the National Literacy Trust's Literacy for Life programme. [No known commissioning body]This is the final report on the three years of implementation of the Literacy for Life (LfL) programme developed by the National Literacy Trust and implemented by school leaders and trained teachers in six secondary academies. The programme ran from... Read More about Evaluation of the National Literacy Trust's Literacy for Life programme.
What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments (2019)
Journal Article
Siddiqui, N. (2019). What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments. Journal of International Development, 31(8), 752-763. https://doi.org/10.1002/jid.3435This paper discusses the research feasibility of Annual Status of Education Report (ASER), volunteering citizen-led social survey conducted in Pakistan. The paper presents a detailed commentary on the process of ASER data collection, discussing the s... Read More about What do we know about children’s access to school and learning outcomes in Pakistan? Analysis of the risk factors to children’s proficiency in literacy and numeracy assessments.
What’s in a name: the effect of category labels on teachers’ beliefs (2019)
Journal Article
Gibbs, S., Beckmann, J. F., Elliott, J., Metsäpelto, R., Vehkakoski, T., & Aro, M. (2020). What’s in a name: the effect of category labels on teachers’ beliefs. European Journal of Special Needs Education, 35(1), 115--127. https://doi.org/10.1080/08856257.2019.1652441In this paper, we report an investigation of the possible influence on teachers’ essentialist thinking and efficacy beliefs of category labels used to describe children’s educational difficulties. A 2x2x2 counterbalanced design was employed in which... Read More about What’s in a name: the effect of category labels on teachers’ beliefs.
What does within-individual variability in performance trajectories tell us about intelligence? (2019)
Conference Proceeding
Birney, P., Beckmann, J., & Beckmann, N. (2019). What does within-individual variability in performance trajectories tell us about intelligence?.
Constructing sustainable international partnerships in Higher Education: Linking the strategic and contingent through interpersonal relationships in the UK and China (2019)
Journal Article
Ma, J., & Montgomery, C. (2021). Constructing sustainable international partnerships in Higher Education: Linking the strategic and contingent through interpersonal relationships in the UK and China. Journal of Studies in International Education, 25(1), 19-34. https://doi.org/10.1177/1028315319865784This article explores how sustainable international partnerships in higher education might be constructed by linking the strategic and contingent through interpersonal relationships. It aims to foreground the role of individuals in developing and sus... Read More about Constructing sustainable international partnerships in Higher Education: Linking the strategic and contingent through interpersonal relationships in the UK and China.
Choosing technology for the mature classroom: Students’ motivations and barriers (2019)
Conference Proceeding
Staddon, R. V. (in press). Choosing technology for the mature classroom: Students’ motivations and barriers.
University Teaching Core Skills (2019)
Digital Artefact
Bellamy, L., Bell, A., Davies, C., Nulty, D., Nolan, S., Price, M., …Vlachopoulos, P. (2019). University Teaching Core Skills. [[Media unknown]]
The Community of Inquiry framework as learning design model: a case study in postgraduate online education (2019)
Journal Article
Nolan-Grant, C. R. (2019). The Community of Inquiry framework as learning design model: a case study in postgraduate online education. Research in Learning Technology, 27, Article 2240. https://doi.org/10.25304/rlt.v27.2240Interaction within online educational environments has long been advocated as conducive to learning, whether interaction between the learner and their teacher, the learner and online resources or the learner and their peers. The relationship among th... Read More about The Community of Inquiry framework as learning design model: a case study in postgraduate online education.
Whose Prior is it Anyway? A Note on 'Rigorous Large-Scale Educational RCTs are Often Uninformative' (2019)
Journal Article
Simpson, A. (2019). Whose Prior is it Anyway? A Note on 'Rigorous Large-Scale Educational RCTs are Often Uninformative'. Educational Researcher, 48(6), 382-384. https://doi.org/10.3102/0013189x19855076A recent paper uses Bayes factors to argue a large minority of rigorous, large-scale education RCTs are ‘uninformative’. The definition of ‘uninformative’ depends on the authors’ hypothesis choices for calculating Bayes factors. These arguably over-a... Read More about Whose Prior is it Anyway? A Note on 'Rigorous Large-Scale Educational RCTs are Often Uninformative'.
EasyPeasy: Learning through play. Evaluation Report (2019)
Report
Robinson-Smith, L., Menzies, V., Cramman, H., Wang, Y. (., Fairhurst, C., Hallett, S., …Siddiqui, N. (2019). EasyPeasy: Learning through play. Evaluation Report. [No known commissioning body]
Professional Learning Networks: harnessing collaboration to achieve the scale-up of effective education practices (2019)
Book Chapter
Brown, C., & Poortman, C. (2019). Professional Learning Networks: harnessing collaboration to achieve the scale-up of effective education practices. In M. Peters, & R. Heraud (Eds.), Encyclopedia of educational innovation. Springer Verlag. https://doi.org/10.1007/978-981-13-2262-4_6-1The emergence of networks within education has been driven by a number of key factors. These include: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational... Read More about Professional Learning Networks: harnessing collaboration to achieve the scale-up of effective education practices.
Designing a Meta-Learning Programme (2019)
Book Chapter
Lin, S., Rattray, J., & Walker-Gleaves, C. (2019). Designing a Meta-Learning Programme. In L. Li (Ed.), Thinking Skills and Creativity in Second Language Education: Case Studies from International Perspectives. (New ed.). Routledge. https://doi.org/10.4324/9781315098920