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Transitions to School: Perspectives and Experiences from Latin America. Research, Policy, and Practice (2022)
Book
Urbina-Garcia, A., Perry, B., Dockett, S., Jindal-Snape, D., & Garcia-Cabrero, B. (Eds.). (2022). Transitions to School: Perspectives and Experiences from Latin America. Research, Policy, and Practice. Springer

This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and p... Read More about Transitions to School: Perspectives and Experiences from Latin America. Research, Policy, and Practice.

Using data-driven approaches to address systematic awarding gaps (2021)
Book Chapter
Hubbard, K. (2021). Using data-driven approaches to address systematic awarding gaps. In D. S. Thomas, & J. Arday (Eds.), Doing Equity and Diversity for Success in Higher Education : Redressing Structural Inequalities in the Academy (215-226). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-65668-3_16

It is well known that universities award fewer “high class” degrees to students from traditionally underrepresented backgrounds. This issue has been recognised for years, but progress on closing these awarding gaps has been slow. As universities are... Read More about Using data-driven approaches to address systematic awarding gaps.

Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants (2021)
Journal Article
Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (in press). Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants. International journal of science education, 1-24. https://doi.org/10.1080/09500693.2021.1923080

Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all... Read More about Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants.

An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults (2021)
Journal Article
Boyd, M., & Scott, G. W. (in press). An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults. Education 3-13, 1-11. https://doi.org/10.1080/03004279.2021.1899261

Children, and the adults who are responsible for their education, demonstrate an increasing lack of environmental understanding and knowledge. This is important because the development of societal environmental literacy will be key to the responses t... Read More about An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults.

Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively? (2021)
Journal Article
Hubbard, K. (2021). Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?. Higher Education Pedagogies, 6(1), 41-65. https://doi.org/10.1080/23752696.2021.1882326

There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I... Read More about Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?.

Levelling the playing field: The effect of including widening participation in university league tables (2020)
Journal Article
Hubbard, K., Nattrass, S., & O'Neill, M. (2021). Levelling the playing field: The effect of including widening participation in university league tables. International Review of Education, 67, 273–304. https://doi.org/10.1007/s11159-020-09864-9

Universities are ranked in University League Tables (ULTs). Sustained academic criticism of the rationale and methodology of ULTs has not stopped these rankings exerting considerable pressure on the decisions of University managers. Widening Particip... Read More about Levelling the playing field: The effect of including widening participation in university league tables.

The influence of fieldwork design on student perceptions of skills development during field courses (2019)
Journal Article
Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (2019). The influence of fieldwork design on student perceptions of skills development during field courses. International journal of science education, 41(17), 2369-2388. https://doi.org/10.1080/09500693.2019.1679906

Employability is a key issue for students and Higher Education Institutions and a key component of employability is possessing the skills a role requires. In the environmental sciences, fieldwork provides an opportunity for students to develop employ... Read More about The influence of fieldwork design on student perceptions of skills development during field courses.

Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses (2019)
Journal Article
Scott, G. W., Humphries, S., & Henri, D. C. (2019). Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of geography in higher education, 43(3), 280-298. https://doi.org/10.1080/03098265.2019.1608516

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of s... Read More about Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses.

The Student Thesis Conference as a model for authentic and inclusive student research dissemination (2018)
Journal Article
Douglas, C., Yearsley, J., Scott, G. W., & Hubbard, K. E. (2018). The Student Thesis Conference as a model for authentic and inclusive student research dissemination. Higher Education Pedagogies, 3(1), 319-341. https://doi.org/10.1080/23752696.2018.1478675

Engaging in a final year project is required in most undergraduate degree programmes. However, the student research experience often differs from the academic experience due to a lack of opportunities for research dissemination. We present the Studen... Read More about The Student Thesis Conference as a model for authentic and inclusive student research dissemination.

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017)
Journal Article
Hubbard, K. E., & Dunbar, S. D. (2017). Perceptions of scientific research literature and strategies for reading papers depend on academic career stage. PLoS ONE, 12(12), e0189753. https://doi.org/10.1371/journal.pone.0189753

Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore... Read More about Perceptions of scientific research literature and strategies for reading papers depend on academic career stage.

Undergraduate students as co-producers in the creation of first-year practical class resources (2017)
Journal Article
Hubbard, K. E., Brown, R., Deans, S., García, M. P., Pruna, M., & Mason, M. J. (2017). Undergraduate students as co-producers in the creation of first-year practical class resources. Higher Education Pedagogies, 2(1), 58-78. https://doi.org/10.1080/23752696.2017.1338529

Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a stu... Read More about Undergraduate students as co-producers in the creation of first-year practical class resources.

Student perceptions of their autonomy at University (2017)
Journal Article
Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), 507-516. https://doi.org/10.1007/s10734-017-0152-y

© 2017, The Author(s). Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students... Read More about Student perceptions of their autonomy at University.

Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence (2017)
Journal Article
Scott, G. W. (2017). Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies, 2(1), 1-13. https://doi.org/10.1080/23752696.2017.1307692

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semes... Read More about Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence.

Fostering children's relationship with nature : exploring the potential of Forest school (2017)
Journal Article
Smith, M. A., Dunhill, A., & Scott, G. W. (2017). Fostering children's relationship with nature : exploring the potential of Forest school. Education 3-13, 46(5), 525-534. https://doi.org/10.1080/03004279.2017.1298644

Forest School offers children opportunities to explore the natural environment regularly over an extended period of time. It is based on six key principles, one of which states Forest School fosters a relationship with nature and develops long-term p... Read More about Fostering children's relationship with nature : exploring the potential of Forest school.

Conflicting perceptions of the status of field biology and identification skills in UK education (2016)
Journal Article
Goulder, R., & Scott, G. W. (2016). Conflicting perceptions of the status of field biology and identification skills in UK education. Journal of Biological Education, 50(3), 233-238. https://doi.org/10.1080/00219266.2016.1202489

There is an enormous degree of engagement between people and the outdoors in the UK; 58% of the adult population of England, about 24 million people, make at least one visit a week to parks, urban green spaces, the countryside or other outdoor destin... Read More about Conflicting perceptions of the status of field biology and identification skills in UK education.

Ask a clearer question, get a better answer. (2015)
Journal Article
Henri, D., Morrell, L., & Scott, G. (in press). Ask a clearer question, get a better answer. F1000Research, 4(901), https://doi.org/10.12688/f1000research.7066.1

Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking ski... Read More about Ask a clearer question, get a better answer..

Interactive lectures: Clickers or personal devices? (2015)
Journal Article
Morrell, L. J., & Joyce, D. A. (2015). Interactive lectures: Clickers or personal devices?. F1000Research, 4, 64. https://doi.org/10.12688/f1000research.6207.1

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. T... Read More about Interactive lectures: Clickers or personal devices?.

Use of feed-forward mechanisms in a novel research-led module (2014)
Journal Article
Morrell, L. J. (2014). Use of feed-forward mechanisms in a novel research-led module. Bioscience education e-journal BEE-j, 22(1), 70-81. https://doi.org/10.11120/beej.2013.00020

I describe a novel research-led module that combines reduced academic marking loads with increased feedback to students, and allows students to reflect on and improve attainment prior to summative assessment. The module is based around eight seminar-... Read More about Use of feed-forward mechanisms in a novel research-led module.