Staff Publications 2009

This is a complete list of publications, published in 2009, by staff in the Department of Educational Studies.

(For more information about each member of staff, please click on their name.)

Ian Abrahams

Millar, R. & Abrahams, I. (2009). Practical work: Making it more effective. School Science Review. 91(334), 59-64.

Abrahams, I. (2009) Does practical work really motivate? A study of the affective value of practical work in secondary school science. International Journal of Science Education. 31(17), 2335-2353.

Bennett, J. , & Hogarth, S. (2009). “Would YOU want to talk to a scientist at a party?”: Students’ attitudes to school science and science. International Journal of Science Education, 31(14), 1975-1998.

Ragbir-Day, N., Hogarth, S., Bennett, J. , & Swinbank, S. (2009). Evaluation of the Oxford Materials Science Project, 2006 – 2008. Final Report commissioned by the Gatsby Charitable Foundation. York: University of York, Department of Educational Studies.

Braund, M., Bennett, J., & Ragbir-Day, N. (2009). Impact of the Teacher Effectiveness Enhancement Programme (TEEP). Final Report commissioned by the Gatsby Charitable Foundation. York: University of York, Department of Educational Studies.

Ian Davies

Davies, I., Flanagan, B., Hogarth, S., & Mountford, P. (2009). Asking questions about participation. Education citizenship and social justice, 4(1), 25-40.

Davies, I. (2009). Education and European Citizenship. In R. Avila, B. Borghi & I. Mattozzi (Eds.) L’educazione alla cittadinanza europea e la formazione degli insegnanti: un progetto educativo per la ‘strategia di Lisbona’ (pp.33-48). Bologna: Patron Editore.

Davies, I., Gannon, A.,& Mountford, P. (2009). Every Child Matters: the perceptions of a sample of initial teacher education trainees in England. European Journal of Teacher Education, 32(4), 381-397.

Davies, I., & Pike, G. (2009). Global Citizenship Education: challenges and possibilities. In R. Lewin (Ed.) The Handbook of Practice and Research in Study Abroad: higher education and the quest for global citizenship (pp.61-78). New York and Abingdon: Routledge and the Association of American Colleges and Universities.

Davies, I., & Mountford, P. (2009). Reflections on the Holocaust and initial teacher education in England. Canadian Diversity (Special Issue Holocaust Education and Genocide Awareness in Diverse Societies), 7(2), 29-33.

Davies, I. (2009). Citizenship education: Problems and possibilities. In M. F. Sanches A escola como espçao social: Leituras e olhares de professores e alunos (pp.35 – 50) Porto: Porto Editora.

Gillian Hampden-Thompson

Hampden-Thompson, G. (2009). Are Two Better Than One? A Comparative Study of Achievement Gaps and Family Structure. Compare, 39(4), 517-534.

Hampden-Thompson, G., & Warkentien, S. (2009). Course Credit Accrual and Dropping Out of High School, by Student and School Characteristics. Washington, DC: U.S. Government Printing Office.

Hampden-Thompson, G. (2009). Single parents. In R. A. Shweder (Ed.), The Chicago Companion to the Child. University of Chicago Press.

Frank Hardman

Hardman, F., Abd-Kadir, J., Agg, C. Migwi, J., Ndambuku, J., & Smith, F. (2009). Changing pedagogical practice in Kenyan primary schools: the impact of school-based training. Comparative Education, 45(1), 65 – 86.

Margaret Hearnden

Chris Kyriacou

Issitt, J., & Kyriacou, C. (2009). Epistemological problems in establishing an evidence base for classroom practice. Psychology of Education Review, 33(1), 47-52.

Kyriacou, C. (2009). Effective teaching in schools: Theory and practice (3rd ed.). Cheltenham: Nelson Thornes.

Kyriacou. C. (2009). The five dimensions of social pedagogy within schools. Pastoral Care in Education, 27(2), 101-108.

Kyriacou, C. (2009). Building mathematics skills. Better: Evidence-based Education, 2, 8-9.

Kyriacou, C. (2009). How should we teach? In J. Arthur & I. Davies (Eds.), Routledge Education Studies Textbook (pp. 166-175). Abingdon: Routledge.

Kyriacou, C., & Cockburn, A. D. (2009). Debate 5: Do traditional and progressive teaching methods exist or are there only effective and ineffective methods? In J. Arthur & I. Davies (Eds.), Routledge Education Studies Textbook (pp. 227-234). Abingdon: Routledge.

Kyriacou, C., Ellingsen, I. T., Stephens, P., & Sundaram, V. (2009). Social pedagogy and the teacher: England and Norway compared. Pedagogy, Culture and Society, 17(1), 75-87.

Graham Low

Andrews, R. J., Torgerson, C., Low, G.D., & McGuinn, N. (2009). Teaching argument writing to 7-14 year olds: an international review of the evidence of successful practice. Cambridge Journal of Education, 39(3), 291-310.

Low, G.D., & Littlemore, J. (2009). The relationship between conceptual metaphors and classroom management language: Reactions by native and non-native speakers of English. Iberica, 17, (Special issue on metaphor and language for specific purposes), 25-44.

Low, G.D. (2009). Review of G. Steen (2007). Finding metaphor in grammar and usage: A methodological analysis of theory and research. Amsterdam & Philadelphia: John Benjamins. Language & Literature, 18, 213-216.

Fred Lubben

Ibrahim, B., Buffler, A., & Lubben, F. (2009). The profiles of freshman physics students’ views on the nature of scie nce. Journal of Research in Science Teaching, 46(3), 248-264.

Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development – hope for teachers working in deprived environments? Teaching and Teacher Education, 25(3), 375-382.

Pitt, J., & Lubben, F. (2009). The social agenda of education for sustainable development within design & technology: The case of the Sustainable Design Award. International Journal of Technology and Design Education, 19(2), 167-186.

Buffler, A., Lubben, F., & Ibrahim, B. (2009). The relationship between students’ views of the nature of science on their views of the nature of scientific measurement, International Journal of Science Education, 31(9), 1137-1158.

Albers, C., Rollnick, M., & Lubben, F. (2009). Using a model for students’ understanding of validity in designing physics experiments. In M. Schäfer & C. McNamara (Eds.): Proceedings of the 17th Annual Conference of the Southern Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Grahamstown, South Africa. (pp. 21-28).

Buffler, A., Pillay, S., & Lubben, F. (2009). Effective computational modeling in the introductory physics course. In M. Schäfer & C. McNamara (Eds.): Proceedings of the 17th Annual Conference of the Southern Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Grahamstown, South Africa. (pp. 51-57).

Lubben, F., & Bennett, J. (2009). Context-based approaches in the chemistry curriculum over the last 20 years: the case of South Africa. In M. Schäfer & C. McNamara (Eds.): Proceedings of the 17th Annual Conference of the Southern Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Grahamstown, South Africa. (pp. 259-267).

Scholtz, Z., Lubben, F., October, C., & Chehore, T. (2009). Investigating the effect of a problem-based learning methodology with civil engineering students in a community-based project. In M. Schäfer & C. McNamara (Eds.): Proceedings of the 17th Annual Conference of the Southern Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Grahamstown, South Africa. (pp. 547-554).

Emma Marsden

Marsden, E. (2009). What is ‘priming’, and what might priming techniques be able to tell us about L2 learning and proficiency? In A. Benati (Ed.) Attaining L2 Proficiency. London: Continuum, pp. 9-23.

Marsden, E., & Graham, S. (2009). Review of doctoral research in second-language teaching and learning in England from 2006, Language Teaching, 42, pp. 369-396.

Robin Millar

Millar, R., & Osborne, J. (2009). Research and practice: A complex relationship? In M.C. Shelley II, L.D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 41-61). Dordrecht, Netherlands: Springer.

Millar, R. (2009). Designing a science curriculum to enhance students’ scientific literacy. In R.W. Bybee & B.J. McCrae (Eds.), PISA Science 2006: Implications for science teachers and teaching (pp. 203-214). Arlington, VA: NSTA Press, National Science Teachers’ Association.

Millar, R., & Abrahams, I. (2009). Practical work: Making it more effective. School Science Review, 91(334), 45-50.

Ratcliffe, M., & Millar, R. (2009). Teaching for understanding of science in context: Evidence from the pilot trials of the Twenty First Century Science courses. Journal of Research in Science Teaching, 46(8), 945-959.

Millar, R. (2009). At udvikle og evaluere praktisk arbejde i naturfag (Developing and evaluating practical activities for school science). In S. Tougaard & L.H. Kofod (Eds.), Metoder i naturfag – En antologi (Methods in science – An anthology) (pp. 63-70). Copenhagen: Experimentarium. (Translated into Danish from my original.)

Millar, R. (2009). Læringsmål, tilrettelæggelse og præsentation – en beskrivelse af nuancerne i praktisk arbejde (Learning objectives, planning and presentation – a more detailed description of practical activities). In S. Tougaard & L.H. Kofod (Eds.), Metoder i naturfag – En antologi (Methods in science – An anthology) (pp. 71-89). Copenhagen: Experimentarium. (Translated into Danish from my original.)

Millar, R. (2009). Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI). York: Centre for Innovation and Research in Science Education, University of York. Available online at: http://www.york.ac.uk/depts/educ/research/ResearchPaperSeries/index.htm

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