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All 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.

Strengthening foundation phase teacher education through mentoring (2012)
Journal Article
Kerryn, D., Lorayne, E., Vivien, L., Corin, M., Manono, M., & Geeta, M. (2012). Strengthening foundation phase teacher education through mentoring. South African Journal of Childhood Education, 2(1), Article a20. https://doi.org/10.4102/SAJCE.V2I1.20

This paper explores a multidimensional mentorship model implemented between lecturers from the foundation phase at the Wits School of Education and four master’s students from the University of Limpopo, as part of the Departments of Education’s resea... Read More about Strengthening foundation phase teacher education through mentoring.

Narratives of variation in teacher-pupil relationships across a career (2012)
Journal Article
Kington, A. (2012). Narratives of variation in teacher-pupil relationships across a career

This paper reports on the findings of a research study focused on teacher perceptions of their relationships with pupils over three phases of a career. Data collected from thirty primary school teachers using a critical event narrative approach were... Read More about Narratives of variation in teacher-pupil relationships across a career.

A moment of transformative learning: creating a disorientating dilemma for a health care student using video feedback (2012)
Journal Article
James, D. M., Collins, L. C., & Samoylova, E. (2012). A moment of transformative learning: creating a disorientating dilemma for a health care student using video feedback. Journal of Transformative Education, 10(4), https://doi.org/10.1177/1541344613480562

This study describes a moment during clinical supervision when a student speech and language therapist reported that she had a moment of illumination that changed her trajectory from failing her clinical placement to passing it. The student’s self-re... Read More about A moment of transformative learning: creating a disorientating dilemma for a health care student using video feedback.

Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia (2012)
Journal Article
Oliver, M., Venville, G., & Adey, P. (2012). Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia. International Journal of Science Education, 34(9), 1393-1410. https://doi.org/10.1080/09500693.2012.673241

This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socio-economic students in a government high school in regional Western Australia. Thinking Science Australia is a program currently being... Read More about Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia.

Ubuntu, African Epistemology, and Development (2012)
Book Chapter
Swanson, D. M. (2012). Ubuntu, African Epistemology, and Development. In H. K. Wright, & A. A. Abdi (Eds.), The Dialectics of African Education and Western Discourses (27-52). New York: Peter Lang

This chapter is a discussion in three parts and a closing argument. It begins with a discussion on development and references some of the philosophical difficulties with its Western-inspired conceptualization and ideological deployment in the African... Read More about Ubuntu, African Epistemology, and Development.

Knowing and doing vocational education and training reform: evidence, learning and the policy process (2012)
Journal Article
McGrath, S., & Lugg, R. (2012). Knowing and doing vocational education and training reform: evidence, learning and the policy process. International Journal of Educational Development, 32(5), https://doi.org/10.1016/j.ijedudev.2012.02.004

Much of VET policy internationally draws on a toolkit that has been seriously questioned for its logic, international relevance and effectiveness by considerable amounts of academic research. Reflecting primarily on our experiences of leading a compl... Read More about Knowing and doing vocational education and training reform: evidence, learning and the policy process.

Vocational education and training for development: a policy in need of a theory? (2012)
Journal Article
McGrath, S. (2012). Vocational education and training for development: a policy in need of a theory?. International Journal of Educational Development, 32(5), https://doi.org/10.1016/j.ijedudev.2011.12.001

The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contras... Read More about Vocational education and training for development: a policy in need of a theory?.

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi (2012)
Journal Article
Lim, Z., Anderson, C., & McGrath, S. (2012). Professional skills development in a resource-poor setting: the case of pharmacy in Malawi. International Journal of Educational Development, 32(5), https://doi.org/10.1016/j.ijedudev.2012.01.004

The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown incr... Read More about Professional skills development in a resource-poor setting: the case of pharmacy in Malawi.