To help get 2018 off to a great start why not treat yourself and have a look at the recent publications written by members of the Education Faculty. Don’t worry if you are away from the Faculty, the following publications are available as ebooks and can be accessed from anywhere at anytime with your RAVEN Password.
Missed our previous post? Catch up here: Presenting our Faculty Publications – Autumn 2017.
For those interested in STEM education, Keith Taber has two recent publications which are now available as ebooks.
“One of the key ideas about the challenge of teaching and learning chemistry – that has been widely accepted for some decades – is that many learners struggle when asked to simultaneously consider and coordinate ideas said to be at ‘three levels’: the molar or macroscopic level (what can be directly seen and handled); the submicroscopic level (the theoretical models of the structure of matters in term of molecules, ions, electrons, etc); and the symbolic level where chemistry is described in terms of specific representations such as chemical formulae and equations. This chapter explored the symbolic ‘level’ to demonstrate that chemistry teaching uses a wide range of symbolic representations that are largely specific to the subject, and which are important features of communicating the subject that students need to master to make good sense of teaching. The chapter also questions the appropriateness of seeing the triplet as a set of distinct levels of representations, given that key symbolic representations offer ambiguity that bridges between the macroscopic and sub-microscopic descriptions. This useful ambiguity offers valuable affordances for the expert, but the chapter warns how the same feature can impede learning unless the shifts made by teachers are clearly explicit to learners.”
Our next publication has contributions from not one, not two, but seven Faculty members.
See below for details of the chapters written by Faculty members along with introductions to some of the contributions kindly provided by the authors:
Chapter 13: Classroom creativities, pedagogic partnership and the improvisatory space of creative learning teaching and learning
“There is a long history of collaborations between teachers and professional artists in participatory arts activities in schools and communities. Models of pedagogic partnerships between artists and teachers vary considerably.
However, effective partnerships between artists and teachers in schools suggest that it is in classroom creativities that innovative professional practices emerge. This chapter draws significantly on Professor Maurice Galton’s study of the pedagogy of resident artists in schools for Creative Partnerships and the Arts Council of Great Britain. Extending Professor Galton’s ideas, I argue that creative learning and teaching is more likely to occur when the rigid division between teacher and student is relaxed, creating an improvisatory space where teacher, artist and students jointly construct the improvisational flow of the classroom.”
Chapter 14: Primary education in small rural schools: past, present and future
Chapter 18: From exclusion to connection
“My chapter focused upon the widening gap in terms of wealth and its relationship to educational outcomes for children, especially the vulnerable. The chapter examines who the vulnerable children are in our societies and schools; how their position has changed; the role of education and its contribution to the development and thriving of vulnerable young people; and the implications for classrooms. The general points are illustrated with two case studies of particular groups in two different settings in the final part of the chapter i.e. the excluded in the UK and children living in poverty in Sub Saharan Africa. I argue for a new way of thinking and a new focus of schooling based on relationships and connectedness. This chapter will interest those who focus on vulnerable children, exclusion and inclusion and wellbeing.” (Colleen McLaughlin)
Chapter 25: Children and young people’s wellbeing in the school context
“This chapter problematizes what is known about children and young people’s wellbeing in the school context. It argues that different disciplinary lenses generate unique insights that must be considered collectively for a cohesive picture of wellbeing to be developed and that more research is needed to explore children and young people’s wellbeing in the school context specifically. Findings from research conducted by Ros and Maurice examining the impact of creative practitioners working with young people in the classroom on wellbeing are outlined and questions these raise about how best to conceptualise and capture wellbeing are posed. This chapter will provide food for thought for practitioners concerned about young people’s wellbeing but will also be of interest to anyone concerned about the performativity culture in education.” (Ros McLellan)