After the long summer, now is the perfect time to catch up with some of the new publications written by Faculty of Education Academic Staff. This is the first in a series of blog posts which will include overviews from the authors themselves.
We start off with science education and the following edited work includes chapters written by three Education Faculty members:
Elaine Wilson – Chemistry: Session guides 11-14
Mark Winterbottom – Biology: Session guides 11-14
James de Winter – Introduction & Physics: Session guides 11-14
“In recent years there have been many questions asked about the value of practical work in science and whether or not it really supports learning. This led to some large scale national and international research projects to explore how to make practical work more effective to support students understanding of ideas in science. This book draws together a summary of this research as well as providing clear, direct and specific advice for how teachers can apply these idea in their classrooms. Elaine Wilson, Mark Winterbottom and James de Winter have co-authored subject specific chapters for Biology, Chemistry and Physics that provide this research informed advice for teachers.” (James de Winter)
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Next we move onto higher education with the following publication, co-written by one of our Professors, Anna Vignoles:
“Our latest book provides a recent empirical overview of what is really happening in terms of access to higher education and graduate outcomes. The book seeks to provide insight into how it is that we have such a big gap between rich and poor students in the likelihood of going to university. We show that if a student achieves well in school, the likelihood of going to university is similar for both rich and poor students – even after the introduction of tuition fees. The problem is that poor students are less likely to achieve well in school and addressing this is crucial if we are to widen participation in higher education to a broader set of students.” (Anna Vignoles)
Anna has also co-written an article in the Oxford Review of Economic Policy:
Our next publication includes two chapters by four Education Faculty members – Louis Major, Bjoern Haßler, Sara Hennessy & Keith Taber:
Major, L., Haßler, B., & Hennessy, S.
Tablet use in schools: impact, affordances and considerations
“The increased popularity of tablet computers (e.g. iPads) has led to uptake in education. This chapter builds upon the authors’ past research and experience, in particular the findings of a critical systematic literature review that reports on the use of tablets in schools [see Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156.]. The aim of that review was to determine if, when and how using tablets impacts on learning outcomes. Outcomes of this review enable the authors to reflect on the impact and affordances of using tablets educationally, and allows them to consider factors related to the successful integration of tablets in schools. This chapter provides information and advice for educators (including initial teacher educators) and school policy makers interested in the educational use of tablets. Overall, the chapter reports how tablets have significant potential for enhancing learning—but, as with all technology—the most important element remains the teacher, and their classroom practice.” (Louis Major)
Taber, K.
The role of new educational technology in teaching and learning: a constructivist perspective on digital learning
“This chapter explores the role of digital tools in teaching and learning from the context of a constructivist perspective on learning. I would like to think the chapter might be useful both for anyone undertaking research into digital tools in learning, and for teachers (and future teachers) in thinking about how they should incorporate such tools into their work with students.” (Keith Taber)
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If you are not able to come into the Library, the following ebook by David Bridges can be accessed with your RAVEN Password:
“Philosophy in Educational Research is written as much for the wider educational research community as for philosophers by an author who has played a prominent role in both academic communities and is in a style that should make it readily accessible as well as highly relevant to research students and courses on research methods. Its 26 chapters are in four sections addressing issues of epistemology, ethics, politics and quality in educational research. There is wide ranging reference to contemporary international literature as well as historical sources and this as well as its discussion of issues encountered in research across different societies and cultures should make it especially useful to international research students.” (David Bridges)
Remember to look out for our next post, but in the meantime, you can keep up-to-date with all new additions to the Education Library collection, both print and electronic, by following #EdFacPublications on Twitter or our Pinterest board.
