Leadership for Sustainability in education: Why isn’t there more of it?

July 27th, 1-2pm, Room MB3202 Humanity is facing many horses of environmental apocalypse including climate change and mass-extinctions, which themselves are causing mass-migrations, diminishing resources and resulting conflict. Such things have been forecast for decades, yet the Business As Usual growth model, accelerated by the Industrial Revolution has continued unrelentingly. Carbon dioxide levels are higher […]

Research-2-Practice

Research-2-Practice is a Wellcome Trust funded research project that is a collaboration between the University of Lincoln, Roehampton University, York St John University and Kyra Research School. The project works with, and is guided by, expert teachers to develop packages of evidence-informed science teaching materials for use with both primary and secondary school mentors and […]

From the known to the unknown: the role of spontaneous and self-generated analogies in students’ predictions about novel situations

Background The use of analogies as reasoning tools that play a key role in human cognition at all ages has been of interest to educators, scientists, and philosophers ever since Aristotle. Indeed, research has consistently found that analogies provided by teachers can, and do, play an important role in facilitating student understanding of scientific ideas. […]

An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum.

Ireland’s government placed a renewed focus on the teaching and learning of numeracy with the publication of a national strategy in 2011. Whole-school planning for numeracy was already a requirement for disadvantaged schools also known as Delivering Equality of Opportunity in Schools (DEIS) in Ireland. This single site case study explored how a disadvantaged school […]

ACTS for Professional Development

The Assessment Companion for Thinking Skills (ACTS) project is the culmination of a three-year Erasmus+ funded strategic partnership between schools and organisations in the UK, Finland, and Latvia. The aim of the project was to develop, trial, and disseminate a suite of diagnostic and formative assessment tools to be used by classroom teachers for the […]

ASCENTS 121 support for science

The ASCENTS 121 support for science programme trained STEM undergraduates to provide 23 weekly one-to-one academic mentoring sessions to Year 11 science pupils with the aim of improving GCSE science attainment. Mentees were all eligible for free school meals and predicted to achieve a level 3-5 in GCSE science. Sessions were delivered outside of school […]