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Outputs (19)

Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science (2012)
Journal Article
Tao, Y., Oliver, M., & Venville, G. (2012). Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science. International Journal of Science and Mathematics Education, 10(6), https://doi.org/10.1007/s10763-012-9335-2

The purpose of this research was to explore the long term outcomes of either participating or not participating in early childhood science education on Grade 6 students’ conceptual understanding of science. The research is situated in a conceptual fr... Read More about Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science.

Assessing 'functionality' in school mathematics examinations: what does being human have to do with it? (2012)
Journal Article
Drake, P., Wake, G., & Noyes, A. (2012). Assessing 'functionality' in school mathematics examinations: what does being human have to do with it?. Research in Mathematics Education, 14(3), https://doi.org/10.1080/14794802.2012.734969

This article analyses aspects of the process of developing ‘functional’ assessments of mathematics at the end of compulsory schooling in England. A protocol that was developed for scrutinising assessment items is presented. This protocol includes a... Read More about Assessing 'functionality' in school mathematics examinations: what does being human have to do with it?.

It matters which class you are in: student-centred teaching and the enjoyment of learning mathematics (2012)
Journal Article
Noyes, A. (2012). It matters which class you are in: student-centred teaching and the enjoyment of learning mathematics. Research in Mathematics Education, 14(3), https://doi.org/10.1080/14794802.2012.734974

The 2007 Trends in International Mathematics and Science Survey highlighted how attitudes to mathematics had declined sharply for students in many of the high attaining countries in the survey, England being no exception. There is a notable drop in... Read More about It matters which class you are in: student-centred teaching and the enjoyment of learning mathematics.

Creationism as a misconception: socio-cognitive conflict in the teaching of evolution (2012)
Journal Article
Foster, C. (2012). Creationism as a misconception: socio-cognitive conflict in the teaching of evolution. International Journal of Science Education, 34(14), https://doi.org/10.1080/09500693.2012.692102

This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of t... Read More about Creationism as a misconception: socio-cognitive conflict in the teaching of evolution.

The weight and breadth of evidence: Some reflections on the strengths of international education and development research (2012)
Journal Article
McGrath, S. (2013). The weight and breadth of evidence: Some reflections on the strengths of international education and development research. International Journal of Educational Development, 33(1), 1. https://doi.org/10.1016/j.ijedudev.2012.07.005

Editorial in which I consider the strengths of the international and comparative education research tradition in the face of the "evidence based turn".

From Text to Pretext: An Ethical Turn in Curriculum Work (2012)
Book Chapter
Maheux, J., Swanson, D., & Khan, S. (2012). From Text to Pretext: An Ethical Turn in Curriculum Work. In T. C. Mason, & R. J. Helfenbein (Eds.), Ethics and International Curriculum Work: The Challenges of Culture and Context (143-172). Information Age Publishing

The Psychological Well-Being—Post-Traumatic Changes Questionnaire (PWB-PTCQ): Reliability and validity (2012)
Journal Article
Joseph, S., Maltby, J., Wood, A. M., Stockton, H., Hunt, N., & Regel, S. (2012). The Psychological Well-Being—Post-Traumatic Changes Questionnaire (PWB-PTCQ): Reliability and validity. Psychological Trauma: Theory, Research, Practice, and Policy, 4(4), 420-428. https://doi.org/10.1037/a0024740

The Psychological Well-Being Post-Traumatic Changes Questionnaire (PWB-PTCQ) is an 18 item self-report measure to assess perceived changes in psychological well-being following traumatic events. The aim was to test its psychometric properties. Across... Read More about The Psychological Well-Being—Post-Traumatic Changes Questionnaire (PWB-PTCQ): Reliability and validity.

Neoliberal and inclusive themes in European lifelong learning policy (2012)
Book Chapter
Holford, J., & Mohorčič Špolar, V. A. (2012). Neoliberal and inclusive themes in European lifelong learning policy. In S. Riddell, J. Markowitsch, & E. Weedon (Eds.), Lifelong learning in Europe: equity and efficiency in the balance. Policy Press

DRAFT: not for citation. This is a pre-peer-review, pre-copy edited version of a chapter published in Sheila Riddell, Jörg Markowitsch, and Elisabet Weedon, eds., Lifelong learning in Europe: Equity and efficiency in the balance, Bristol: Policy Pres... Read More about Neoliberal and inclusive themes in European lifelong learning policy.