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Outputs (1050)

Managing learning trajectories: the case of 14-19 mathematics (2011)
Journal Article
Noyes, A., & Sealey, P. (2011). Managing learning trajectories: the case of 14-19 mathematics. Educational Review, 63(2), https://doi.org/10.1080/00131911.2010.534768

In this paper we explore how mathematics department leaders manage curriculum (what is taught), teaching (how it is taught) and learner progression (what results) for 14-19 year olds. The background to the study is a range of national, and internati... Read More about Managing learning trajectories: the case of 14-19 mathematics.

Student behavior in error-correction-tasks and its relation to perception of competence (2011)
Book Chapter
Schnaubert, L., Andrès, E., Narciss, S., Eichelmann, A., Goguadze, G., & Melis, E. (2011). Student behavior in error-correction-tasks and its relation to perception of competence. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011, Proceedings (370-383). Springer Verlag. https://doi.org/10.1007/978-3-642-23985-4_29

This paper investigates students' behavioral patterns within web-based multi-trial error-correction-tasks. By analyzing logfiles and considering students' initial perception of competence, we contribute to micro- as well as macro-adaption. We describ... Read More about Student behavior in error-correction-tasks and its relation to perception of competence.

Towards an understanding of neuroscience for science educators (2011)
Journal Article
Oliver, M. (2011). Towards an understanding of neuroscience for science educators. Studies in Science Education, 47(2), https://doi.org/10.1080/03057267.2011.604478

Advances in neuroscience have brought new insights to the development of cognitive functions. These data are of considerable interest to educators concerned with how students learn. This review documents some of the recent findings in neuroscience, w... Read More about Towards an understanding of neuroscience for science educators.

An exploratory case study of Olympiad students’ attitudes towards and passion for science (2011)
Journal Article
Oliver, M., & Venville, G. (2011). An exploratory case study of Olympiad students’ attitudes towards and passion for science. International Journal of Science Education, 33(16), https://doi.org/10.1080/09500693.2010.550654

Much is known about high school students’ attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gif... Read More about An exploratory case study of Olympiad students’ attitudes towards and passion for science.

Measuring the social impact of schools outreach (2011)
Book
CLANCY, S. (2011). Measuring the social impact of schools outreach. In G. Baker, & A. Fisher (Eds.), Arts and humanities academics in schools: mapping the pedagogical interfaceLondon: Bloomsbury Publishing

Exploring transformative learning opportunities as part of the delivery of a video-based intervention (2011)
Journal Article
Collins, L. C., & James, D. M. (2011). Exploring transformative learning opportunities as part of the delivery of a video-based intervention. Journal of Applied Linguistics and Professional Practice, 8(2), https://doi.org/10.1558/japl.v8i2.209

A teacher of the deaf reported a change in perspective following her involvement as a participant in a therapeutic intervention known as video interaction guidance (VIG). We applied a model of transformative learning to validate this report and to e... Read More about Exploring transformative learning opportunities as part of the delivery of a video-based intervention.

Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics (2011)
Journal Article
Noyes, A., Wake, G., & Drake, P. (2011). Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics. International Journal of Science and Mathematics Education, 9(2), https://doi.org/10.1007/s10763-011-9281-4

This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16 to 18 year-olds. This proposed qualif... Read More about Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics.