Staff publications 2011

Education publications

This is a complete list of publications, published in 2011, by staff in the Department of Education.

Ian Abrahams

  • Abrahams, I., Reiss, M., & Sharpe, R. (2011). Getting Practical: Improving Practical Work in Science (IPWiS) project – The evaluation. School Science Review 92(342), 37-44.
  • Abrahams, I. (2011). What does research say about the nature and purpose of practical work? Education in Science, 244 (September) 28-29.
  • Abrahams, I., Amos, R., Millar, R., Reiss, M., & Whitehouse, M. (2011). Inquiry: Practical experiments in school science lessons and science field trips. In Science &Technology Committee: Written evidence Practical experiments in school science lessons and science field trips: 19 July 2011. http://www.publications.parliament.uk/pa/cm201012/cmselect/cmsctech/writev/1060/1060.pdf
  • Abrahams, I. (2011). Thinking about practical work. In M. Hollins, (Ed.) ASE guide to secondary science education (pp. 58-65). Hatfield: ASE.
  • Abrahams, I. (2011). Practical work in school science: A minds-on approach. London: Continuum.

Benedetta Bassetti

  • Bassetti, B. (2011) The grammatical and conceptual gender of animals in second language users. In V. J. Cook and B. Bassetti (eds.) Language and bilingual cognition (pp. 357-384). Oxford, UK: Psychology Press.
  • Bassetti, B. and Cook, V. (2011) Language and cognition: The second language user. In V. J. Cook and B. Bassetti (eds.) Language and bilingual cognition (pp. 143-190). Oxford, UK: Psychology Press.
  • Cook, V. J.  and Bassetti, B. (eds.) Language and bilingual cognition. Oxford, UK: Psychology Press.

Judith Bennett

  • Bennett, J., Lubben, F. and Hampden-Thompson, G.  Schools that make a difference to post-compulsory uptake of physical science subjects: some comparative case studies.  Paper published electronically, Dec 2011 DOI: 10.1080/09500693.2011.641131
  • Bennett, J., Hampden-Thompson, G.  and Lubben, F.  (2011)  Schools that make a difference to post-compulsory uptake of science: final project report to the Astra Zeneca Science Teaching Trust.  York: University of York, Department of Education.
  • Hampden-Thompson, G. and Bennett, J.  Science Teaching and Learning Activities and Students’ Engagement in Science (accepted for publication by the International Journal of Science Education, 22 July 2011; available on-line 1 September 2011).  DOI:10.1080/09500693.2011.608093
  • Hampden-Thompson, G., Lubben, F. & Bennett, J. (2011) Post-16 physics and chemistry uptake: combining large scale secondary analysis with in-depth qualitative methods.  International Journal of Research and Method in Education, 34 (3), 279-297.
  • Bennett, J. (2011) Using evidence to inform practice in science teaching: the promise, the practice, and the potential.  In Kelly, B. and Perkins, D. (eds)  Cambridge Handbook of Implementation Science for Psychology in Education: How to Promote Evidence Based Programmes and Practices.  New York: Cambridge University Press.
  • Bennett, J.  Bringing science to life: the impact of teachers’ use of context-based approaches on students’ cognitive and affective responses to science.  Invited chapter in R. Taconis and P J. den Brok.  Teachers creating context-based learning environments in science.  One volume in a series called Advances in Learning Environments Research, edited by Barry Fraser and Jeffrey Dorman.  Chapter submitted March 2011.
  • Bennett, J., Abrahams, I., Braund, M., Gallimore, V., Lubben, F., Mason, Y., &Sharpe, R.  (2011). Evaluation of the National STEM Centre Annual Report.  Report commissioned by the National Science Learning Centre and the Report commissioned by the Gatsby Charitable Foundation.  York: University of York, Department of Education.
  • Bennett, J., Braund, M., Lubben, F., & Mason, Y.  (2011). Modes of Professional Development: An evaluation of the impact of different course modes operated across the National Network of Science Learning Centres.  Report commissioned by the National Science Learning Centre, York: University of York, Department of Education.

Ian Davies

  • Davies, I. (2011). (Ed.). Debates in history teaching. Abingdon: Routledge.
  • Davies, I. (2011). 100+ ideas for citizenship. London: Continuum.
  • Sears, A., Davies, I., & Reid, A. (2011). From Britishness to Nothingness and Back Again. In A. Mycock & C. McGlynn (Eds.), Britishness, Identity and Citizenship: The View From Abroad (pp. 291-312). Bern: Peter Lang.
  • Davies, I., Mitsuharu, M., & Hampden-Thompson, G. (2011). Citizenship Education in Japan. Children’s Social and Economics Education, 9(3), 170-178.
  • Maldonado, A, Murillo, J., Navarro, A., Davies, I.,  Fülop, M., Jacott, L., Maiztegui, C., Messina, C., & Navareño, P., (2011).  Judgements of Teacher Training students from three European countries on the efforts of social institutions for the integration of immigrants. In P. Cunningham & N. Fretwell (Eds.), Lifelong Learning and Active Citizenship Proceedings of the twelfth Conference of the Children’s Identity and Citizenship in Europe Academic Network. London: CiCe.(pp.181-188).

Gill Hampden-Thompson

Irena Kuzborska

  • Kuzborska, I. (2011).  Teachers’ decision-making processes when designing EAP reading materials in a Lithuanian university setting. Journal of English for Academic Purposes, 10,  223-237.
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 103-129.

Chris Kyriacou

  • Kyriacou, C., & Uhlemann, A. (2011). Swiss student-teachers' views of social pedagogy. Pastoral Care in Education, 29(1), 25-33.
  • Kyriacou, C. (2011). Some thoughts on teacher stress.  Education, 42(4), 5-7 (published in Slovenian by the National Education Institute of Slovenia).
  • Kyriacou, C. (2011). Teacher stress: From prevalence to resilience. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations (pp. 161-173). Cheltenham: Edward Elgar.
  • Kyriacou, C. (2011). Toward professionalism in psychology and education: A response to Raven. Psychology of Education Review, 35(2), 24-25.

Emma Marsden

  • Marsden, E. & Chen, H.-Y. (2011). What is the role of the different input activities in Processing Instruction, and what kind of knowledge do they promote? Language Learning, 62, 1.

Robin Millar  

  • Millar, R. (2011).  Reviewing the National Curriculum for science: Opportunities and challenges.  The Curriculum Journal, 22 (2), 167-185.
  • Millar, R. (2011).  Developing a curriculum progression for the topic of light.  Paper written for the National Curriculum Review Advisory Group.  York: University of York, Centre for Research and innovation in Science Education.
  • Millar, R. (2011).  Outline of a learning progression for the topic of forces.  Paper written for the National Curriculum Review Advisory Group.  York: University of York, Centre for Research and innovation in Science Education.
  • Millar, R. (2011).  A teaching and learning sequence for electric circuits.  Paper written for the National Curriculum Review Advisory Group.  York: University of York, Centre for Research and innovation in Science Education.
  • Amos, R., Reiss, M., Abrahams, I., Millar, R., & Whitehouse, M. (2011). Written evidence submitted by the Institute of Education, University of London and the University of York (Sch Sci 32) to the House of Commons Science and Technology Committee enquiry: Practical experiments in school science lessons and science field trips.  Retrieved August, 11, 2011 from www.publications.parliament.uk/pa/cm201012/cmselect/cmsctech/writev/1060/1060.pdf
  • Millar, R. (2011).  Energy.  In D. Sang (Ed.), Teaching secondary physics. 2nd edition (pp. 1-48).  London: Hodder Education.

Sarah Olive

  • Olive, Sarah. (2011). "The Royal Shakespeare Company as ‘Cultural Chemist’." Shakespeare Survey Volume 64: Shakespeare as Cultural Catalyst. (P. Holland, Ed.) Cambridge University Press, 2011.
Leah Roberts
  • Roberts, L., & Felser, C. (2011). Plausibility and recovery from garden paths in L2 sentence processing. Applied Psycholinguistics , 32 , 299-331.
  • Roberts, L., Gabriele, P., & Camilla, B. (Eds.). (2011). EUROSLA Yearbook 2011 . Amsterdam: John Benjamins.
  • Ellert, M., Roberts, L., & Järvikivi, J. (2011). Verarbeitung und Disambiguierung pronominaler Referenz in der Fremdsprache Deutsch: Eine psycholinguistische Studie. In A. Krafft, & C. Spiegel (Eds.), Sprachliche Förderung und Weiterbildung-Transdisziplinär (pp. 51-68). Frankfurt am Main: Peter Lang.
Beatrice Szczepek-Reed
  • Hughes, R. & Szczepek Reed, B. (2011) Learning about speech by experiment: Issues in the investigation of spontaneous talk within the experimental research paradigm. Applied Linguistics. 32(2), 197-214.

Vanita Sundaram

  • Sundaram, V. (2011). Gender and education: the international perspective. In J. Arthur & A. Peterson (eds), The Routledge Companion to Education. London: Routledge.
  • Tsouroufli, M., Rees, C.E., Monrouxe, L.V., & Sundaram, V. (2011). Gender, identities and intersectionality in medical education research. Medical Education, Vol. 45 (3): 213-216.
  • Hearnden, M., & Sundaram, V. (2011). Education for a diverse society: the multicultural classroom in the UK.  In Spinthourakis, J.A., Lalor, J. & Berg, W. (eds.), Cultural diversity in the classroom: A European comparison. VS-Verlag: Germany.

Maria Tsouroufli