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Outputs (27)

Students with autism in regular classes: A long-term follow-up study of a satellite class transition model (2012)
Journal Article
Keane, E., Aldridge, F. J., Costley, D., & Clark, T. (2012). Students with autism in regular classes: A long-term follow-up study of a satellite class transition model. International Journal of Inclusive Education, 16(10), 1001-1017. https://doi.org/10.1080/13603116.2010.538865

Students with autism spectrum disorders (ASDs) are increasingly being educated within mainstream schools. While there is often an assumption that students with ASD who are academically capable will succeed in an inclusive educational placement, previ... Read More about Students with autism in regular classes: A long-term follow-up study of a satellite class transition model.

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.

Decoding Learning: The Proof, Promise and Potential of Digital Education (2012)
Report
Luckin, R., Bligh, B., Crook, C., Ainsworth, S., & Manches, A. (2012). Decoding Learning: The Proof, Promise and Potential of Digital Education. London: Nesta

The recent Decoding Learning study seeks to pinpoint innovative practice by teachers and students when it comes to exploiting technology in education. It offers eight approaches to innovation with ICT. Professor Rosemary Luckin explains.

Inclusion in a South African high school? Reporting and reflecting on what learners say (2012)
Journal Article
Walton, E. (2013). Inclusion in a South African high school? Reporting and reflecting on what learners say. International Journal of Inclusive Education, 17(11), 1171-1185. https://doi.org/10.1080/13603116.2012.742577

A concern with formal and epistemological access to schools can neglect the importance of access to the informal school and the friendships and sense of belonging that this implies. Despite the challenges of voice research, listening to what young pe... Read More about Inclusion in a South African high school? Reporting and reflecting on what learners say.

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".