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All Outputs (26)

Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS (2023)
Journal Article

Bandura’s influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement—and a voluminous empirical literature has repeatedly documented associations consistent with this claim.... Read More about Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS.

Evaluation of an enhanced training package to support clinical trials training in low and middle income countries (LMICs): experiences from the Born Too Soon Optimising Nutrition study (2021)
Working Paper

Training is essential before working on a clinical trial, yet there is limited evidence on effective training methods. In low and middle income countries (LMICs), training of research staff was considered the second highest priority in a global healt... Read More about Evaluation of an enhanced training package to support clinical trials training in low and middle income countries (LMICs): experiences from the Born Too Soon Optimising Nutrition study.

Parents, healthcare professionals and other stakeholders’ experiences of caring for babies born too soon in a low resource setting: A qualitative study of essential newborn care for preterm infants in Kenya (2021)
Journal Article

Objectives: Prematurity is the leading cause of global neonatal and infant mortality. Many babies could survive by the provision of essential newborn care. This qualitative study was conducted in order to understand, from a family and professional pe... Read More about Parents, healthcare professionals and other stakeholders’ experiences of caring for babies born too soon in a low resource setting: A qualitative study of essential newborn care for preterm infants in Kenya.

Using dialogic interventions to decrease children’s use of inappropriate teleological explanations (2021)
Journal Article

A belief in teleology is often suggested to be a barrier in children’s science education. Many studies have catalogued children’s use of teleological explanations, but fewer have developed approaches to tackle children’s use in scientific contexts. T... Read More about Using dialogic interventions to decrease children’s use of inappropriate teleological explanations.

Development of an Early Warning Track and Trigger system for preterm or low-birth weight infants in a low resource setting: results of a mixed-methods study at a national referral hospital in Kenya (2020)
Journal Article

Introduction: Fifteen million babies are born prematurely, before 37 weeks gestational age, globally. More than 80% of these are in sub-Saharan Africa and Asia. 35% of all deaths in the first month of life are due to prematurity and the neonatal mort... Read More about Development of an Early Warning Track and Trigger system for preterm or low-birth weight infants in a low resource setting: results of a mixed-methods study at a national referral hospital in Kenya.

Feasibility of using an Early Warning Score for preterm or low birthweight infants in a low-resource setting: Results of a mixed-methods study at a national referral hospital in Kenya (2020)
Journal Article

© 2020 BMJ Publishing Group. All rights reserved. Introduction Fifteen million babies are born prematurely, before 37 weeks gestational age, globally. More than 80% of these are in sub-Saharan Africa and Asia. 35% of all deaths in the first month o... Read More about Feasibility of using an Early Warning Score for preterm or low birthweight infants in a low-resource setting: Results of a mixed-methods study at a national referral hospital in Kenya.

“Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries (2020)
Journal Article

The growth in global climate protests by students challenge the status quo of policy makers and political leaders in mitigating the effects of climate change. These events suggest that young people are increasingly well-informed and aware of environm... Read More about “Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries.

Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need (2020)
Journal Article

It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need and the government is expanding their use. However, for vulnerable children to be placed in boarding... Read More about Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need.

The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019)
Journal Article

© 2019, The Author(s). This study is a comparative analysis of 15-year-old students’ scientific literacy, and its association with the instructional strategies that students experience, across six OECD countries that participated in PISA 2015. Across... Read More about The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015.

Highly Recommended and Poorly Used: English and Spanish Science Teachers' Views of Inquiry-based Learning (IBL) and its Enactment (2019)
Journal Article

Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about tea... Read More about Highly Recommended and Poorly Used: English and Spanish Science Teachers' Views of Inquiry-based Learning (IBL) and its Enactment.

The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (2019)
Journal Article

© 2019 Elsevier Ltd Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach... Read More about The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England.

Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena (2018)
Journal Article

There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of... Read More about Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena.

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences (2017)
Journal Article

Background: Prompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary s... Read More about Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences.

Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis of PISA 2006 (2014)
Journal Article

In this study, we examine patterns of students’ literacy and engagement in science associated with different levels of ‘inquiry-oriented’ learning reported by students in Australia, Canada, and New Zealand. To achieve this we analysed data from the O... Read More about Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis of PISA 2006.