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All Outputs (185)

The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences (2019)
Journal Article
Simpson, A. (2019). The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences. International Journal of Research in Undergraduate Mathematics Education, 5(2), 147-162. https://doi.org/10.1007/s40753-019-00086-5

Existing research posits a relationship between undergraduate mathematics students’ mathematics-related epistemological beliefs and their perceptions of summative assessment. This paper reports a study investigating whether there is indeed such a rel... Read More about The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences.

Using an ANN-based computational model to simulate and evaluate Chinese students’ individualized cognitive abilities important in their English acquisition (2019)
Journal Article
Yang, J., Thomas, M., Qi, X., & Liu, X. (2019). Using an ANN-based computational model to simulate and evaluate Chinese students’ individualized cognitive abilities important in their English acquisition. Computer Assisted Language Learning, 32(4), 366-397. https://doi.org/10.1080/09588221.2018.1517125

From a psycholinguistic perspective of view, there are many cognitive differences that matter to individuals’ second language acquisition (SLA). Although many computer-assisted tools have been developed to capture and narrow the differences among lea... Read More about Using an ANN-based computational model to simulate and evaluate Chinese students’ individualized cognitive abilities important in their English acquisition.

Surfacing ‘Southern’ perspectives on student engagement with internationalisation: doctoral theses as alternative forms of knowledge (2019)
Journal Article
Montgomery, C. (2019). Surfacing ‘Southern’ perspectives on student engagement with internationalisation: doctoral theses as alternative forms of knowledge. Journal of Studies in International Education, 23(1), 123-138. https://doi.org/10.1177/1028315318803743

This article explores how knowledge represented in doctoral theses exploring internationalization may be constructed as a source of “Southern” knowledge on international education. The article aims to surface some of the ways in which the knowledge g... Read More about Surfacing ‘Southern’ perspectives on student engagement with internationalisation: doctoral theses as alternative forms of knowledge.

Teaching Grammar, Punctuation and Spelling in Primary Schools (2019)
Book
Waugh, D., Warner, C., & Waugh, R. (2019). Teaching Grammar, Punctuation and Spelling in Primary Schools. (3rd ed.). SAGE Publications

Trainee and beginning teachers often find the teaching of grammar, punctuation and spelling especially challenging as they are not confident in their own knowledge. This popular text explores and provides the subject knowledge you will need to teach... Read More about Teaching Grammar, Punctuation and Spelling in Primary Schools.

Monitoring practical science in schools and colleges (2019)
Report
Cramman, H., Kind, V., Lyth, A., Gray, H., Younger, K., Gemar, A., …Kind, P. (2019). Monitoring practical science in schools and colleges. [No known commissioning body]

This report presents data relating to practical work in science provision in schools1 collected over three years in England and Scotland from 2015 - 2017. This study adopts the SCORE (2013) definition of practical work, namely: “A learning activity i... Read More about Monitoring practical science in schools and colleges.

'Ask a question!’ Using speaking and listening skills to think deeply about science (2019)
Journal Article
Simpson, R., Ramshaw, J., Lewis, S., & Hoggarth, A. (2019). 'Ask a question!’ Using speaking and listening skills to think deeply about science. Primary science review, 156, 28-30

Rachel and three primary science leaders describe how they have raised the profile of science in schools through an alliance between science and literacy.

Progressive research collaborations and the limits of soft power (2019)
Journal Article
Kits, O., Angus, C., MacLeod, A., & Tummons, J. (2019). Progressive research collaborations and the limits of soft power. Perspectives on Medical Education, 8(1), 28-32. https://doi.org/10.1007/s40037-019-0496-3

Collaboration in diverse teams is a central topic area in medical education, health research, and healthcare. As medical education researchers we implemented an internal grant policy to develop a progressive research partnership based on widely accep... Read More about Progressive research collaborations and the limits of soft power.

Progressive research collaborations and the limits of soft power (2019)
Journal Article
Kits, O., Angus, C., MacLeod, A., & Tummons, J. (2019). Progressive research collaborations and the limits of soft power. Perspectives on Medical Education, 8(1), 28-32. https://doi.org/10.1007/s40037-019-0496-3

Collaboration in diverse teams is a central topic area in medical education, health research, and healthcare. As medical education researchers we implemented an internal grant policy to develop a progressive research partnership based on widely accep... Read More about Progressive research collaborations and the limits of soft power.

How trajectories of disadvantage help explain school attainment (2019)
Journal Article
Gorard, S., & Siddiqui, N. (2019). How trajectories of disadvantage help explain school attainment. SAGE Open, 9(1), 1-14. https://doi.org/10.1177/2158244018825171

This paper illustrates the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Our previous work has compared variables that represent current or recent snapshots of disadvantag... Read More about How trajectories of disadvantage help explain school attainment.

Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation (2019)
Journal Article
Mazzoli Smith, L., & Todd, L. (2019). Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation. British Educational Research Journal, 45(2), 356-371. https://doi.org/10.1002/berj.3506

This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that h... Read More about Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation.

Embedding educational technologies in early years education (2019)
Journal Article
Jack, C., & Higgins, S. (2019). Embedding educational technologies in early years education. Research in Learning Technology, 27, Article 2033. https://doi.org/10.25304/rlt.v27.2033

This survey of 335 practitioners builds on research which challenged the view that educational technologies are rarely used in early years settings. Previous research tends to focus on individual devices. This research looks at the range of devices b... Read More about Embedding educational technologies in early years education.

Why don’t we have enough teachers?: A reconsideration of the available evidence (2019)
Journal Article
See, B., & Gorard, S. (2020). Why don’t we have enough teachers?: A reconsideration of the available evidence. Research Papers in Education, 35(4), 416-442. https://doi.org/10.1080/02671522.2019.1568535

There is widespread concern about the shortage of secondary school teachers in England. Recruitment to initial teacher training regularly fails to meet its intake targets. The secondary school pupil population is increasing. Teacher vacancies have ri... Read More about Why don’t we have enough teachers?: A reconsideration of the available evidence.

Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools (2019)
Journal Article
Beauchamp, G., Joyce-Gibbons, A., McNaughton, J., Young, N., & Crick, T. (2019). Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools. British Journal of Educational Technology, 50(6), 3214-3232. https://doi.org/10.1111/bjet.12728

This study explores remote, non‐collocated collaboration via multi‐touch table (SynergyNet) and video conferencing software (Skype). Twenty‐four participants (aged 10‐11 years) in two locations—primary school classrooms located 300 miles apart in the... Read More about Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools.

Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England (2019)
Journal Article
Siddiqui, N., Boliver, V., & Gorard, S. (2019). Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England. Social Inclusion, 7(1), 80-89. https://doi.org/10.17645/si.v7i1.1631

Longitudinal social surveys are widely used to understand which factors enable or constrain access to higher education. One such data resource is the Next Steps survey comprising an initial sample of 16,122 pupils aged 13–14 attending English state a... Read More about Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England.

Supporting children and young people when making decisions about joining clinical trials: qualitative study to inform multimedia website development (2019)
Journal Article
Martin-Kerry, J. M., Knapp, P., Atkin, K., Bower, P., Watt, I., Stones, C., …Young, B. (2019). Supporting children and young people when making decisions about joining clinical trials: qualitative study to inform multimedia website development. BMJ Open, 9(1), bmjopen-2018-023984. https://doi.org/10.1136/bmjopen-2018-023984

Objectives: To understand stakeholders’ views regarding the content and design of paediatric clinical trial multimedia websites. To describe how this knowledge informed the development of the multimedia websites. Design: Qualitative study comprising... Read More about Supporting children and young people when making decisions about joining clinical trials: qualitative study to inform multimedia website development.

Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence (2019)
Journal Article
El Soufi, N., & See, B. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation, 60, 140-162. https://doi.org/10.1016/j.stueduc.2018.12.006

This paper presents the results of a systematic review of international studies to establish whether explicit teaching of critical thinking is effective in enhancing the critical thinking skills of English language learners in higher education and to... Read More about Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence.