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All Outputs (40)

Observer, observed and observations: Initial Teacher Education English tutors’ feedback on lessons taught by student teachers of English (2018)
Journal Article
Stevens, D., & Lowing, K. (2018). Observer, observed and observations: Initial Teacher Education English tutors’ feedback on lessons taught by student teachers of English. English in Education, 42(2), 182-198. https://doi.org/10.1111/j.1754-8845.2008.00015.x

We reflect here on research into the process of giving and receiving lesson-observational feedback for student teachers. Key questions and areas are: How effective is post-lesson observation feedback in developing student teachers’ understanding of t... Read More about Observer, observed and observations: Initial Teacher Education English tutors’ feedback on lessons taught by student teachers of English.

Deep learning : enriching teacher training through mobile technology and international collaboration (2018)
Journal Article
Naylor, A., & Gibbs, J. (2018). Deep learning : enriching teacher training through mobile technology and international collaboration. International Journal of Mobile and Blended Learning, 10(1), 62-77. https://doi.org/10.4018/IJMBL.2018010105

This article presents results from an international collaboration between college students and pre-service teachers in Norway and the UK. This research is part of a large, international project exploring and developing the interrelationship between m... Read More about Deep learning : enriching teacher training through mobile technology and international collaboration.

Beginning teachers’ perceptions of mentors and access to communities of practice (2017)
Journal Article
Shields, S., & Murray, M. (2017). Beginning teachers’ perceptions of mentors and access to communities of practice. International Journal of Mentoring and Coaching in Education, 6(4), 317-331. https://doi.org/10.1108/ijmce-01-2017-0004

Purpose – The purpose of this paper is to explore beginning teachers’ perceptions of the role of the mentor in the early stages of developing a professional identity. The beginning teachers in our study are defined as having been awarded qualified te... Read More about Beginning teachers’ perceptions of mentors and access to communities of practice.

Arguments for exception in US security discourse (2017)
Journal Article
Hunter, D., & MacDonald, M. N. (2017). Arguments for exception in US security discourse. Discourse and Society, 28(5), 493-511. https://doi.org/10.1177/0957926517710978

In his influential State of Exception, Giorgio Agamben proposes that, even in apparently liberal western democracies, the state will routinely use the contingency of national emergency to suspend civil liberties and justify expansion of military and... Read More about Arguments for exception in US security discourse.

The emergence of a security discipline in the post 9-11 discourse of US security organisations (2017)
Journal Article
Hunter, D., & MacDonald, M. (2017). The emergence of a security discipline in the post 9-11 discourse of US security organisations. Critical Discourse Studies, 14(2), 206-222. https://doi.org/10.1080/17405904.2016.1268185

This paper explores two views of the changes that have occurred in the US security services as a result of their post 9/11 reform. The first is Bigo’s (2008) suggestion that agencies worldwide have become enmeshed in shared activity so as to constitu... Read More about The emergence of a security discipline in the post 9-11 discourse of US security organisations.

Do tablets cure the pedagogy headache? (2016)
Journal Article
Hopkins, P. (2016). Do tablets cure the pedagogy headache?. Educationalfutures, 7(3), 27-47

Tablet devices have made a huge impact in schools and in 2015 they were predicted to outsell personal computers (Gartner, 2014). 70 per cent of UK schools are estimated to be using tablets (BBC, online) and across Europe, “laptops, tablets and net-bo... Read More about Do tablets cure the pedagogy headache?.

Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning (2016)
Journal Article
Burden, K., & Hopkins, P. (2016). Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning. International Journal of Mobile and Blended Learning, 8(2), 1-20. https://doi.org/10.4018/ijmbl.2016040101

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a... Read More about Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning.

How should fracking research be funded? (2015)
Journal Article
Davies, R. J., & Herringshaw, L. G. (2016). How should fracking research be funded?. Research Ethics, 12(2), 116-118. https://doi.org/10.1177/1747016115605871

The use of hydraulic fracturing (‘fracking’) to extract oil or gas from shales is a subject of controversy. There are many scientific questions about the risks associated with the technique, and much research remains to be done. ReFINE (Researching F... Read More about How should fracking research be funded?.

Using iPads as a learning tool in cross-curricular collaborative initial teacher education (2015)
Journal Article
Naylor, A., & Gibbs, J. (2015). Using iPads as a learning tool in cross-curricular collaborative initial teacher education. Journal of education for teaching : JET, 41(4), 442-446. https://doi.org/10.1080/02607476.2015.1081718

Mobile technologies are becoming more and more prevalent in learning environments. This means that teacher education must keep pace with the use of mobile technologies. Baran (2014) argues that the ‘greatest added value of mobile learning vis-a-vis P... Read More about Using iPads as a learning tool in cross-curricular collaborative initial teacher education.

Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany (2015)
Journal Article
Page, T. M. (2015). Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany. Journal of education for teaching : JET, 41(2), 180-202. https://doi.org/10.1080/02607476.2015.1011900

Over the last decade the introduction of professional standards and competences in Initial Teacher Education for Secondary teachers in England, France, and Germany has provided the cornerstone of education reform in all three countries. The precise n... Read More about Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany.

STEMing the growth of primary science (2015)
Journal Article
Dockerty, K. (2015). STEMing the growth of primary science. Primary science review : the primary science journal of the ASE, 11-13

Kelly Dockerty looks at the implications for teacher training and the findings of the CBI report Tomorrow’s world: Inspiring primary scientists.

Assessing K-5 Teacher Leaders' Mathematical Understanding: What Have the Test Makers and the Test Takers Learned? (2012)
Journal Article
Ellington, A., Whitenack, J., Inge, V. L., Murray, M., & Schneider, P. J. (2012). Assessing K-5 Teacher Leaders' Mathematical Understanding: What Have the Test Makers and the Test Takers Learned?. School science and mathematics, 112(5), 310 - 324. https://doi.org/10.1111/j.1949-8594.2012.00148.x

This article describes the design and implementation of an assessment instrument for Numbers and Operations, the first course in a program to train elementary mathematics specialists. We briefly describe the course and its content, and then we elabor... Read More about Assessing K-5 Teacher Leaders' Mathematical Understanding: What Have the Test Makers and the Test Takers Learned?.

Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas (2011)
Journal Article
Lowing, K. (2011). Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas. British journal of educational studies, 59(3), 350-351. https://doi.org/10.1080/00071005.2011.611285

First paragraph: The main target audience of this text is that of students who are researching within the field of education at British universities. One of the main concerns of the text is to find an appropriate equilibrium between conveying to its... Read More about Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas.

Heidi's developing number sense and relational thinking (2011)
Journal Article
Murray, M. (2011). Heidi's developing number sense and relational thinking. Teaching Children Mathematics, 17(6), 384

According to recent state standardized test reports, Heidi is an average to slightly-above-average fifth-grade math student. She works hard to complete her assignments and follow directions, and this year she had all A's in her grade-level mathematic... Read More about Heidi's developing number sense and relational thinking.

Early algebra and mathematics specialists (2010)
Journal Article
Murray, M. (2010). Early algebra and mathematics specialists. Journal of mathematics and science: collaborative explorations, 12(1), 73 - 81. https://doi.org/10.25891/S019-KF79

This paper discusses early algebra as it relates to the Mathematics Specialist program. Early algebra is described based on research and readings from the body of literature focused on early algebra. Reasons why early algebra should be emphasized in... Read More about Early algebra and mathematics specialists.

Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training? (2010)
Journal Article
Cotterill, S., Lowing, K., Cain, K., Lofthouse, R., Mackay, C., McShane, J., …Wright, D. (2010). Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?. Journal of Learning Development in Higher Education, Special Edition: Researching and Evaluating Personal Development Planning and e-Portfolio Practice, https://doi.org/10.47408/jldhe.v0i0.97

A blog with explicit support for structured skills/competencies and community publishing was integrated within an e-Portfolio and evaluated with three successive cohorts of PGCE secondary students at Newcastle University in order to support reflectio... Read More about Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?.

Responses of three Muslim majority primary schools in England to the Islamic faith of their pupils (2010)
Journal Article
Ipgrave, J., Miller, J., & Hopkins, P. (2010). Responses of three Muslim majority primary schools in England to the Islamic faith of their pupils. Journal of international migration and integration = Revue de l'intégration et de la migration internationele, 11(1), 73-89. https://doi.org/10.1007/s12134-009-0119-7

This paper considers the responses of three English primary schools to the education of their Muslim pupils. It begins by setting out the context of discussion about Muslims and education in Europe as well as by describing some of the structural and... Read More about Responses of three Muslim majority primary schools in England to the Islamic faith of their pupils.

Hesitantly into the arena: An account of trainee teachers’ and sixth form students’ preliminary attempts to enter into dialogue through email (2009)
Journal Article
McGuinn, N., & Naylor, A. (2009). Hesitantly into the arena: An account of trainee teachers’ and sixth form students’ preliminary attempts to enter into dialogue through email. English in Education, 43(3), 211-225. https://doi.org/10.1111/j.1754-8845.2009.01048.x

Teacher training is increasingly accountable to central government. Trainees - the word itself is significant - are expected to demonstrate competence in a wide range of professional standards if they are to achieve qualified teacher status. Training... Read More about Hesitantly into the arena: An account of trainee teachers’ and sixth form students’ preliminary attempts to enter into dialogue through email.